Overview

Original Research

THE ROLE OF TEACHING TOOLS IN GEOMETRY: A COMPARATIVE ANALYSIS OF GEOGEBRA AND CONVENTIONAL METHODS ON STUDENTS’ INDUCTIVE REASONING AND RETENTION

RUELA D. VILLAROZA 1, REX C. VILLAROZA 2, JESRAEL B. PALCO 3, and WENCESLAO A. CORONADO 4.

Vol 19, No 09 ( 2024 )   |  DOI: 10.5281/zenodo.13828316   |   Author Affiliation: Mindanao State University at Naawan-Integrated Developmental School, 9023 Naawan, Misamis Oriental, Philippines 1; MSU at Naawan, Philippines 2,3,4.   |   Licensing: CC 4.0   |   Pg no: 551-561   |   Published on: 21-09-2024

Abstract

This study compared GeoGebra and traditional manual tools in guided discovery activities on the retention of Geometry students at Mindanao State University at Naawan-Integrated Developmental School. Using an experimental design, 120 Grade 9 students participated, divided equally between a GeoGebra and a manual tools group. A retention test showed no significant difference in scores between the groups. While a perception survey indicated GeoGebra's effectiveness, it did not outperform traditional tools. Spearman’s rho revealed stronger correlations between reasoning and retention in the manual group, suggesting traditional tools may better link these skills. Future research could explore this phenomenon further.

Keywords

GeoGebra, Inductive Reasoning, Retention, Students’ Perception.