Teaching parabolic functions using GeoGebra in senior high school: evidence from a one-group pretest–posttest study
Résumé
This study examines the effectiveness of using GeoGebra in teaching parabolic functions in Senior High School mathematics. It responds to persistent challenges associated with traditional teacher-cantered approaches, which often limit students’ understanding of abstract mathematical concepts such as quadratic functions. A quasi-experimental one-group pretest–post test design was adopted, supported by qualitative classroom observations and interviews to provide a richer understanding of students’ learning experiences. The study involved Senior High School Form Two students who were taught parabolic functions using GeoGebra after an initial pretest assessment. Students’ performance was measured before and after the intervention, while qualitative data captured their engagement, collaboration, and conceptual understanding during classroom activities. The findings revealed a significant improvement in students’ post-test scores compared to their pre-test results, with mean performance increasing from low achievement levels to high mastery levels after the intervention. The paired-sample t -test showed that students’ post-test scores were significantly higher than their pre-test scores ( p < .001), indicating substantial improvement in performance following the GeoGebra intervention. Qualitative findings showed increased student engagement, active participation, and improved ability to connect algebraic expressions with graphical representations. Students demonstrated better understanding of intercepts, vertices, and axes of symmetry through interactive exploration. Guided by Constructivist and Activity Theories, the study demonstrates that GeoGebra supports active learning through visualization, interaction, and collaboration. The study concludes that integrating GeoGebra into mathematics instruction enhances students’ conceptual understanding and engagement in learning parabolic functions. It recommends the adoption of dynamic technological tools in mathematics classrooms to promote more effective and meaningful learning experiences.
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