ABSTRACT

Performance in mathematics in Euclidean geometry topics such as loci, 3Dand transformation has been poor. This study investigated the influence of utilization of GeoGebra software on students’ performance in Euclidean geometry. The study investigated the availability of GeoGebra software in Kenya secondary schools. The challenge faced by students during the application of GeoGebra software in Euclidean geometry was studied. The study sought to find out if student’s attitude in Euclidean geometry can be stimulated by use of GeoGebra software. The location of the study was Maara sub County, Tharaka Nithi County, target population was the secondary schools (49). The accessible population was form two students (2000 students). The sample size was 5 schools (10% of the total schools). Stratified sampling was used to determine the five sample schools from the 20 schools with computers for students. Simple random sampling was used to select students as either experimental or control group. The study was carried out through a quasi-experimental pre-test post-test research design. Data were collected using MAT and students’ questionnaires and analyzed using means scores, t-test and percentages. Data indicated that after the use of GeoGebra software in teaching and learning Euclidean geometry the experimental group had a higher mean score than the control group which implies that the application of GeoGebra software helps improve students’ performance. 77% of the students indicated that they enjoyed the lessons as they used GeoGebra software in the classroom; hence the use of GeoGebra software helps to stimulate student’s interest in Euclidean geometry. 65% of the students stated that after the use of GeoGebra software they could solve more problems in geometry compared to other times when they did not apply GeoGebra software, hence the application of GeoGebra software helps stimulate the students’ knowledge. The study recommends the use of GeoGebra software to improve students’ motivation, attitude and achievement in Euclidean geometry. The study also recommends to the KICD for evaluation of GeoGebra software as a teaching and learning tool in Kenya Secondary school.

CHAPTER ONE

INTRODUCTION AND BACKGROUND OF THE STUDY

1.             Introduction

Chapter one includes a description of the background of the study and highlights on the performance of mathematics in Maara Sub-county of Tharaka Nithi County from the year 2010 to 2015. The statement of the problem and hence the objectives of the study and research questions were stated, being an experimental study some research hypothesis were formulated to guide the study. Other subtitles under this chapter included, purpose of the study, significance of the study, assumptions, scope and limitations and delimitation of the research, theoretical and conceptual framework, and definition of terms.

            Background of the Study

The mathematics curriculum in use in Kenyan secondary schools today has evolved a  lot since independence. The present content has incorporated topics relevant to the lives of the learners such as vectors, geometry, and commercial arithmetic. Efforts to enhance the effectiveness of mathematics in Kenya include making the subject compulsory for all students from primary school to secondary school (Miheso, 2002). Wasiche, (2006) observes that in Kenya mathematics enjoys a special status in the school curriculum by being one of the core subjects and more lessons are taught in school. One of the Kenyan government strategies is to provide its citizens with a globally competitive quality education, training, and research for development and enhanced individual well-being (UNESCO 2004; KESSP, 2005). The

second strategy in use is aimed at achieving international ranking for Kenya in terms of the achievements made in mathematics and science (UNESCO 2004).

With the ever increasing technological impacts on the daily lives of individuals throughout the world, skills in mathematics are becoming more and more critical from an international perspective. A good grade in mathematics is critical when it comes to the selection of a course to pursue after completing the Kenya Certificate of secondary Education (K.C.S.E) or higher education levels. Despite the fact that mathematics is essential for daily life and plays a crucial role in school curriculum, students’ performance in the subject remains low. Therefore, there is need for Kenyans to improve the performance of mathematics in secondary schools.

In Kenya, student performance of mathematics at K.C.S.E has been very poor  for  many years and a major concern to the society. The performance of mathematics K.C.S.E for six years starting 2010 does not show any evidence of improvement across the years to the expected cut off-point of 5.0 out of 12 by KNEC. The mean grade in 2013 dropped from

3.210  in 2012  to 2.700. The  best  mean score recorded in the country for the six years  was

3.540 in the year 2015. It is a major concern that the performance of mathematics remains low over the years even with the invention of various technological applications for teaching and learning mathematics which are easily available. Table 1.1 gives a result analysis for six consecutive years ending 2015.

Table 1.1: K.C.S.E Mathematics Results in Kenya

Source: KNEC (2013) (National examination results analysis)

Performance in mathematics in Maara sub-county has also been poor over years according to the results obtained from the sub-county Education Office (SCEO) Maara Sub-County. The overall candidature in Maara sub-county has continued to grow over the years. This could due to the increase in the number of day schools in the region which has led to an increase in the enrollment. According to the examination results, the performance of the students in the sub- county is better than the national performance. For example, in 2013 performance in Maara sub-county is much higher (3.2904) compared to the national performance (2.700). This can be attributed to the differences in the resources availability national wide. The mean performance in Maara sub-county is low against a maximum score of 12.0 on average of 5.0. Table 1.2 gives a brief result analysis for Maara sub-county for six consecutive years ending 2015.