ABSTRACT

The study investigated the effects of GeoGebra Software Technique (GST) on senior secondary school students’ academic achievements and retention in geometry. The study adopted a pre - test, post - test quasi experimental design. 24,921 SS2 students in South East which is made of 11,284 males and 13,637 females form the population. Three schools were purposively sampled and simple random sampling technique (toss of coin) was used in selecting four intact classes of Senior Secondary two (SS2) students for experimental groups (Urban and Rural) and two intact classes for the control group. The research was guided by eight research questions and eight hypotheses. One validated instrument (MAT) with reliability coefficient of 0.72 was used for data collection. Descriptive statistics; mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA) statistic at p < 0.05 level of significance. The findings revealed significant difference between the achievement and retention scores of the experimental group and control group in favour of the experimental group. It also revealed that there were no significant difference between academic achievement and retention of urban and rural students when taught mathematics using GST. Furthermore, the study revealed that there was significant difference between academic achievement of science and non-science students in favour of science students. From the study, it was shown that the use of GST is independent of gender and location. Based on these findings, it was recommended that Mathematics teachers should intensively employ the use of Mathematical software such as GeoGebra. It was also recommended that Curriculum planers should incorporate the use of GST instructional approach in restructuring Mathematics curriculum in Nigeria. Mathematics teachers should also be given in-service training on how to use GeoGebra Software during their active service years by the teacher educators.