Effect of the GeoGebra software-supported collaborative learning environment on seventh grade students’ geometry achievement, retention and attitudes

BİRGİN O., Topuz F.

Journal of Educational Research, vol.114, no.5, pp.474-494, 2021 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 114 Issue: 5
  • Publication Date: 2021
  • Doi Number: 10.1080/00220671.2021.1983505
  • Journal Name: Journal of Educational Research
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Periodicals Index Online, ABI/INFORM, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, Psycinfo
  • Page Numbers: pp.474-494
  • Keywords: Attitude toward geometry, computer-supported collaborative learning (CSCL), GeoGebra software, geometry achievement, retention of learning
  • Uşak University Affiliated: Yes

Abstract

The purpose of this study was to examine the effects of using GeoGebra software in a computer-supported collaborative learning (CSCL) environment on seventh grade students’ geometry achievement, retention of learning, and attitudes toward geometry. The study was designed using a quasi-experimental research method with pretest, post-test and delayed post-test. This study was carried out with 62 seventh grade students in a city in western Turkey. CSCL activities using GeoGebra software were implemented in the experimental group, while instruction in the control group continued with textbook-based direct instruction. The Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS) were applied to groups as pretest and post-test. A retention test was applied to both groups eight weeks after the post-test. Data were analyzed through SPSS 17.0 statistical software by using a t-test and ANCOVA test. It was indicated in this study that CSCL using GeoGebra software significantly increased seventh grade students’ geometry achievement and retention of learning in comparison to textbook-based direct instruction. It was also determined that the CSCL environment with GeoGebra software significantly increased students’ attitudes toward geometry.