Effects of Geometrical Set and Geogebra Application on Achievement in Geometry among Upper Basic Students in Owerri Education Zone, Imo State, Nigeria

AKOBUNDU, Chinonyerem Amarachi; UGWU, Anthonia Nwuka; ELUWA, Idowu Obukohwo

doi:10.64348/zije.2025143

Authors

AKOBUNDU, Chinonyerem Amarachi Author
UGWU, Anthonia Nwuka Author
ELUWA, Idowu Obukohwo Author

DOI:

https://doi.org/10.64348/zije.2025143

Keywords:

Geometry, GeoGebra, Geometrical sets, Academic achievement

Abstract

This study investigated the effect of geometrical set and GeoGebra application on students’ academic achievement in geometry, with attention to gender differences, in the Owerri education zone, Imo State. The study adopted a quasi-experimental design with pre-test, post-test, and control groups. A total of 107 Junior Secondary School students, purposively drawn from three schools, participated in the study. Students were assigned to three groups: one taught with GeoGebra, another with geometrical sets, and a control group taught with lecture methods. Data were collected using a validated geometry achievement test, while mean, standard deviation, and Analysis of Covariance (ANCOVA) were use for analysis. Findings revealed significant differences in achievement across the instructional methods. Students exposed to GeoGebra and geometrical sets performed significantly better than those taught with lecture method. GeoGebra produced more consistent achievement outcomes, while gender differences were not significant, indicating that digital tools may help bridge gender gaps in mathematics learning. The study concludes that integrating GeoGebra with geometrical sets provides a balanced and effective instructional material for teaching geometry.

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