Instructional use of Geometer’s Sketchpad and students geometry learning motivation and problem-solving ability

Abstract

This study investigated Geometer’s Sketchpad (GSP) supported instruction and students’ geometry learning motivation and problem-solving ability (PSA). A pre-/post-test quasi-experimental design with non-equivalent comparison groups was used on two intact groups of grade 9. An instruction of four weeks’ duration was given to the intervention group. The motivation measuring questionnaire, self-efficacy measuring questionnaire, effort measuring questionnaire, and PSA measuring questions were used to collect data. The internal consistency reliability was above 0.8 for each questionnaire. Paired and independent sample t-tests, ANOVA, and regression analysis were used. Findings indicated a statistically significant difference between the intervention and comparison groups and achiever levels after the treatment in both motivation and PSA, and a high correlation was observed between motivation and problem-solving. Components of motivation significantly accounted for both motivation and PSA. The use of GSP-supported instruction is recommended to improve students’ motivation and problem-solving abilities.