Abstract
The goal of this study was to evaluate the effect of using GeoGebra with the ARCS (Attention, Relevance, Confidence, and Satisfaction) model
on academic achievement and motivation. In this regard, an experimental and a control group were constituted. The academic motivation
questionnaire (Harter, 1981) was used to measure participant’s motivation. Further, two instances of a multiple-choice questions test on
a topic in Geometry were designed to measure student’s academic achievement. In order to collect data, the pre-tests were applied to each
group at the beginning of the lessons. The experimental group was taught using GeoGebra and the control group was trained with the
traditional teaching method. At the end of the lessons, the post-tests were administered to both groups. The statistical difference between
participant’s post-test academic motivation and learning of the experimental and control group was analyzed with ANCOVA after examining
the assumptions of this test, namely normality and homogeneity in each group. Results of the study indicated that the scores of academic
achievement and motivation in the experimental group were significantly more than that of the control group.
on academic achievement and motivation. In this regard, an experimental and a control group were constituted. The academic motivation
questionnaire (Harter, 1981) was used to measure participant’s motivation. Further, two instances of a multiple-choice questions test on
a topic in Geometry were designed to measure student’s academic achievement. In order to collect data, the pre-tests were applied to each
group at the beginning of the lessons. The experimental group was taught using GeoGebra and the control group was trained with the
traditional teaching method. At the end of the lessons, the post-tests were administered to both groups. The statistical difference between
participant’s post-test academic motivation and learning of the experimental and control group was analyzed with ANCOVA after examining
the assumptions of this test, namely normality and homogeneity in each group. Results of the study indicated that the scores of academic
achievement and motivation in the experimental group were significantly more than that of the control group.
| Original language | English |
|---|---|
| Pages (from-to) | 34-38 |
| Number of pages | 5 |
| Journal | Innovare Journal of Education (IJOE) |
| Volume | 10 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2022 |
| Publication type | A1 Journal article-refereed |
Keywords
- GeoGebra, geometry, academic achievement, academic motivation, ARCS model
Publication forum classification
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