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Use of Desmos Graphing Calculator in Teaching Geometry and its Effect on Secondary Schools Learners’ Conceptual Understanding, Kiambu County, Kenya

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  • Jimmy George

    (Department of Educational Communication and Technology, Kenyatta University, Kenya)

  • Marguerite Miheso- O’Connor

    (Department of Educational Communication and Technology, Kenyatta University, Kenya)

  • Grace N. Orado

    (Department of Educational Communication and Technology, Kenyatta University, Kenya)

Abstract

The use of Desmos Graphing Calculator (DGC) software in secondary schools’ geometry education has the potential to improve learners’ conceptual understanding. One of the mathematics strands where students struggle is geometry. Over time, a variety of tools and initiatives have been employed to aid pupils in understanding geometry concepts. This paper shares findings from the study aimed to establish the effect of Desmos Graphing Calculator on secondary school learners’ conceptual understanding of geometry in Kiambu County, Kenya. The research adopted the Technology Acceptance Model of which the quasi-experimental research design was used with pre-post testing procedures. The study participants were 176 students and four teachers. Four schools were sampled and were divided into two control and two experimental groups through a purposive sampling technique. A quantitative method was applied. Data were gathered through questionnaires and achievement tests. Pilot testing was done with two secondary schools in Kiambu County with traits resembling the sample schools which validated the research’s instruments and the Cronbach’s Alpha Coefficient of .813 was found for reliability. Using SPSS version 25, the data were analysed. The Independent Sample T-test, Analysis of Variance, and Analysis of Covariance were used to analyse the discrepancies between the groups’ means which took into consideration α=.05 as the level of significance and the results showed that the experimental and control groups’ conceptual understanding post-test mean scores differed statistically significantly at μ=38.34. Provide the P score here, this result led to the conclusion that when DGC is used in geometry instruction by mathematics teachers, students’ conceptual understanding is enhanced. Finally, since DGC is a significant contribution to the teaching and learning of geometry, the study, therefore, recommends its use and should serve as the foundation for further investigation.

Suggested Citation

  • Jimmy George & Marguerite Miheso- O’Connor & Grace N. Orado, 2023. "Use of Desmos Graphing Calculator in Teaching Geometry and its Effect on Secondary Schools Learners’ Conceptual Understanding, Kiambu County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(5), pages 1124-1138, May.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:5:p:1124-1138
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    References listed on IDEAS

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    1. Emilia Florio, 2022. "The Parabola: Section of a Cone or Locus of Points of a Plane? Tips for Teaching of Geometry from Some Writings by Mydorge and Wallis," Mathematics, MDPI, vol. 10(6), pages 1-18, March.
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