A matrix-based analysis of pedagogical efficacy compared to traditional instructional approaches integrating GeoGebra in mathematics education

Abstract

This study examines the impact of integrating GeoGebra software into teaching circle properties at the high school level, comparing it with traditional methods. Conducted over 8 weeks with 112 students aged 15-18, it included an experimental group using GeoGebra (56 students) and a control group with classical teaching methods (56 students). The focus was on understanding circle properties, such as tangent lines and inscribed circles, using pre-and post-test scores, as well as engagement metrics. Results showed a significant improvement in the experimental group’s scores (46.6%) compared to the control group (23.3%), with a t-test indicating a statistically significant difference (p = 0.002). Students using GeoGebra reported higher engagement, with 82% active participation and 78% enthusiasm. Qualitative feedback highlighted the benefits of interactive visualizations, despite some challenges in adapting to the software. The study suggests that tools like GeoGebra can enhance engagement and understanding in mathematics, though further research is needed to assess long-term effects and broader applicability.