The Perceived Influence of Geoboard on Junior Secondary School Students’ Performance in Geometry

Abstract

Mathematical software and other technological tools are key ingredients in the teaching and learning of mathematical concepts such as geometry which has numerous benefits to the learner and the society because of its applications in our daily lives. Are the learners aware of the benefits of software such as Geoboard and whether its use improves their performance? Hence, there is a need to determine the perceived influence of Geoboard on Basic 8 (eighth-grade level primary education) students in Junior Secondary Schools in Nigeria in terms of the teaching and learning of geometry. Two research objectives and two questions were formulated with a survey research design. A sample of 236 Junior Secondary II students was drawn through a multi-stage sampling technique in Benue state, Nigeria. The instrument used for data collection was the Perceived Influence of Geoboard Questionnaire (PIGQ). The results indicate that the use of Geoboard influenced the performance of students in geometry, as is evident from the individual item mean rating and cluster mean ( = 3.58). The result also revealed that there is no gender difference in the perceived influence of Geoboard on students’ performance in geometry ( = 2.95 for male and  =2.96 for female). The study concluded that using Geoboard influenced junior secondary students' performance in geometry. Additionally, there was no gender difference in the perceived influence of Geoboard on male and female junior secondary school students in geometry.