The effects of ‘Geometry sketchpad’ on grade 12 learners’ performance in Geometry select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Kanandjebo, Leena N.
dc.contributor.author Ngololo, Elizabeth Ndeukumwa
dc.date.accessioned 2018-08-21T07:07:51Z
dc.date.available 2018-08-21T07:07:51Z
dc.date.issued 2017
dc.identifier.citation Kanandjebo, L.N., & Ngololo, E.N. (2017). The effects of ‘Geometry sketchpad’ on grade 12 learners’ performance in Geometry. en_US
dc.identifier.uri http://hdl.handle.net/11070/2367
dc.description.abstract Learners at Grade 12 level persistently show a weak conceptual understanding of geometric concepts (DNEA, 2011, 2012, 2014). The study was guided by Bruner’s (1960) Constructivist Theory, using Understanding by Design teaching approach to explain Geometrical concepts. The study was qualitative, using non-equivalent pre-test and post-test quasi-experimental design. Cluster random sampling was used to select a sample of 176 Grade 12 learners from two purposively selected secondary schools. The findings revealed that at 95% confidence level 𝜌=0.004; Mann-Whitney U test = 2 914.500, there was a statistically significant difference between the two groups in terms of learner performance on Geometry topics. The study recommends Mathematics teachers to use ICT-driven pedagogy when teaching Geometry in order to improve learners’ academic achievement. en_US
dc.language.iso en en_US
dc.subject Geometry en_US
dc.subject Learners performance en_US
dc.title The effects of ‘Geometry sketchpad’ on grade 12 learners’ performance in Geometry en_US
dc.type Article en_US


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