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Gender Differences in the Use of GeoGebra and Grapes in Teaching Mathematics in Secondary Schools in Kenya

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  • Langat Richard kipngetich

    (PhD Candidate, Moi University)

  • Mukwa Chris Wekesa

    (Professor of Education, Moi University)

  • Too Jackson Kiprop

    (Professor of Education, Moi University)

Abstract

This study was carried out to examine the gender differences in academic achievement in mathematics by use of Grapes and GeoGebra graphing softwares. The objective of the study was to establish whether the use of GeoGebra and Grapes can improve the performance in mathematics for both boys and girls. This study was guided by Technology Acceptance Model (Davis, 1989). Technology Acceptance Model (TAM) explains computer-usage behavior that relates to reasons why some people use computers and their attitudes towards them. This study adopted Solomon four group experimental research design. The respondents were selected using both stratified and simple random sampling. Data was collected through the use of students’ questionnaires, pre-test and post-test. Analysis of data was done using both descriptive and inferential statistics. For descriptive statistics, frequency tables and means were used. Anova and t-test were employed for the inferential statistics. The study found out that boys and girls had the same academic achievement when taught using Grapes and GeoGebra. It is recommended that the teaching and learning of mathematics should involve a lot of practical activities which engage both sexes of the learners equally throughout the lesson .This will make the learners to develop a lot of problem solving skills and critical thinking skills which required in mathematics.

Suggested Citation

  • Langat Richard kipngetich & Mukwa Chris Wekesa & Too Jackson Kiprop, 2023. "Gender Differences in the Use of GeoGebra and Grapes in Teaching Mathematics in Secondary Schools in Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(8), pages 203-213, August.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:8:p:203-213
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