The impact of GeoGebra®-based dynamic visualization on the mastery of circle theorems among senior high school students

Résumé

Students often experience difficulty mastering Circle Theorems because conventional instruction relies on static diagrams that provide limited opportunities to visualize geometric relationships. This study investigated the impact of GeoGebra®-based dynamic visualization on Senior High School (SHS) students' mastery of Circle Theorems using an explanatory mixed-methods quasi-experimental design. Fifty-eight students participated, comprising an experimental group ( n = 22) taught with GeoGebra® and a control group ( n = 36) receiving conventional instruction. Achievement was assessed using the Circle Theorem Achievement Test, while semi-structured interviews explored students' perceptions of the intervention. Because achievement scores violated normality assumptions, non-parametric procedures were employed. The pre-test Mann–Whitney U -test indicated no significant difference between groups ( U = 387.00, p = .882). The Sign Test showed significant improvement in the experimental group ( p = .001), while the post-test Mann–Whitney U -test indicated significantly higher achievement among students taught with GeoGebra® ( U = 106.50, p < .001, r = .61). Interview findings indicated that dynamic visualization enhanced conceptual understanding, mathematical reasoning, problem-solving, and engagement, despite initial technological challenges. The findings suggest that GeoGebra®-based dynamic visualization can support the teaching and learning of Circle Theorems and should be integrated strategically into mathematics instruction alongside appropriate teacher preparation.

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