Variation Theory Based GeoGebra Assisted Problem Solving Instructional Approach: Advancing Learning in Geometry
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Date
2026-05
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Addis Ababa University
Abstract
The study aimed to examine the effect of Variation Theory Based GeoGebra assisted problem-solving instructional Approach on students’ learning in Geometry. The study was conducted in Addis Ababa government secondary schools. A total of 125 students divided into 4 intact groups participated in the study. The study employed quasi-experimental research design. Three intact groups were randomly assigned as a treatment group, while one group was taken as a comparison group. Each of the three treatment groups took specific instructional approach, while the comparison group proceeded without any changes to the instructional process for all sessions. Pre and post conceptual understanding test, mathematics motivational questionnaire and problem-solving test were administered to all groups. To analyze the data and examine the differences (if any) in each group, Pearson correlation, ANCOVA and Paired samples t-test were employed. There was a significant mean difference between student’s pre-test and post-test in their conceptual understanding, problem solving skills and motivation of each treatment group and no such difference observed on the control group. Furthermore, the variation theory based GeoGebra assisted problem solving instructional approaches had a large mean difference than the control group. The result also showed that Variation theory based GeoGebra assisted problem solving approach treatment had an essentially higher mean difference on student ‘s conceptual understanding on their problem-solving skills and motivations too. Furthermore, the variation theory based GeoGebra assisted problem solving approach had big mean difference on their motivation. When an instruction was led by variation theory based GeoGebra assisted problem solving approach, students ‘conceptual understanding and their motivation significantly affect students ‘problem solving skill. It was recommended that teachers give attention to using variation theory-based GeoGebra assisted geometry problem-solving approaches for students ‘better understanding, motivation to learn and problem solving. Since GeoGebra assisted problem solving instructional approaches motivate students to learn geometry administrators would emphasis on launching GeoGebra software through IT labs in schools, and government officials on the educational sectors should appreciate the implementation of technology in schools. School principals and mathematics teachers would appreciate the implementation of technology in schools. Key words: Conceptual understanding, GeoGebra, Learning Geometry, Problem-Solving Approaches and Variation theory.
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Keywords
Conceptual understanding, GeoGebra, Learning Geometry, Problem-Solving Approaches and Variation theory.