Effects of Integrating GeoGebra Software on Performance and Retention in Geometry among Secondary School Students in Zamfara State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026596Keywords:
GeoGebra software, Academic performance, Knowledge retention, GeometryAbstract
This study investigated the upshot of integrating the GeoGebra software package on students' academic performance and knowledge retention in geometry across senior secondary schools in Zamfara State, Nigeria. Driven by persistent poor performance rates and heavy reliance on traditional rote methods, the study adopted a quasi-experimental post-test and post-post-test control group design. A sample of 415 senior secondary two (SS II) students was drawn from the population of 79,745 students across the state using an intact class approach. A convenience sampling approach was used in selecting Gusau Educational Zone for the study out of four zones, and a purposive sampling technique was employed in the selection of eight schools from four LGAs under study. Data was gathered using the researcher-developed "Geometry Performance and Retention Test" (GPART), validated by three experts and which attained a PPMC reliability coefficient of 0.82 after test-retest. Research questions were answered using descriptive statistics of mean and standard deviation, while independent samples t-tests analyzed the null hypotheses at a 0.05 level of significance. The findings revealed a statistically significant performance difference favoring students taught geometry using GeoGebra over conventional instruction (t=6.891, p=.000), leading to the rejection of null hypothesis one. Furthermore, gender did not exert a statistically significant influence on immediate academic performance under GeoGebra-mediated instruction (t=.548, p=.585), resulting in the retention of null hypothesis two and demonstrating equitable learning benefits. However, a significant gender difference emerged in long-term knowledge retention (t=2.386, p=.019), where female students achieved higher mean retention scores, leading to the rejection of null hypothesis three. The study concludes that interactive digital tools substantially improve academic achievement and cognitive recall. It recommends institutionalizing GeoGebra in the curriculum and supporting gender-inclusive pedagogies.
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