The impact of technology integration in teaching grade 11 Euclidean geometry based on van Hiele’s model

Abstract

This quantitative study reports on the impact of using GeoGebra software to teach Grade 11 geometry through van Hieles’ levels theory, merged with some elements of the Technological Pedagogical Content Knowledge framework. Control (n=30) and experimental (n=30) groups were purposefully sampled from two secondary schools in Motheo District of Free State, South Africa. The experimental and control groups were taught using GeoGebra software and traditional teacher-centered instruction, respectively. The two groups wrote pre and post-tests on all six van Hieles’ levels. Both groups significantly improved in the post-tests at each van Hieles’ level. However, the experimental group’s true difference in population means (-39.57; -32.90) outweighed that of the control group (-15.65; -10.15). The study recommends teaching geometry to learners based on their cognitive abilities instead of their age groups. In addition, the effective use of smartphones in geometry lessons is recommended. Finally, geometry lessons should be planned.