ABSTRACT

 The study investigated the effects of GeoGebra application on Mathematics Students’ academic achievement and interest in Akwa Ibom State, Nigeria. The study adopted a pretest, posttest quasi experimental design. The population consisted of 13,157 Junior secondary two (JS2) Students made up of 5,876 males and 7,281 females. Two schools were purposively sampled and simple random sampling technique (toss of coin) was used in selecting two intact classes of Junior secondary two (JS2) Students of 2018/2019 academic session for experimental and control groups. The research was guided by four research questions and four hypotheses. Two validated instruments (MAT and MIS) with reliabilities of 0.72 and 0.85 respectively were used for data collection. The research questions were answered by descriptive statistics; mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) statistic at p < 0.05 level of significance. The findings revealed a significant difference between the achievement and interest of the experimental group and control group in favour of the experimental group. It also revealed that the use of GeoGebra is clearly independent of gender. Based on the findings, it was recommended that Mathematics teachers should intensively employ the use of Mathematical software such as GeoGebra that will actively involve both the teachers and students during teaching learning process. It will also provide participatory opportunity for Students to interact with the objects and one another to enhance Students’ understanding, achievement and interest in mathematics. It was also recommended that Curriculum planers should incorporate the use of GeoGebra instructional package in restructuring Mathematics curriculum in Nigeria. The curriculum should be restructured to reflect the basic concept of GeoGebra instructional package as they pertained to Mathematics teaching/learning