EFFECT OF THE USE OF GEOGEBRA ON JUNIOR HIGH SCHOOL STUDENTS’ PERFORMANCE IN REFLECTION

Abstract

The study sought to ascertain the effect of the use of GeoGebra on junior high school students’ performance in reflection. The study employed quasi-experimental non-equivalent pretest-posttest design. One hundred and ten (110) JHS two (2) students from two school were assigned to control and experimental group. Data was collected using test in the form of pre-test and post-test. Data was analyzed using mean, standard deviation, independent sample t-test and Multivariate analysis of covariance (MANCOVA). The findings indicated that students’ performance in the experimental group on post-test improved significantly as a result of the intervention (GeoGebra). Based on the findings, it was recommended among others that teachers incorporate GeoGebra in teaching and learning of reflection to facilitate better learning outcomes