Effects of GeoGebra on Students’ Attitudes towards Learning Geometry: A Review of Literature

Abstract

The rapid growth of technology for teaching and learning of geometry includes the introduction of educational software commonly known as GeoGebra. However, a few studies were found that provide evidence on the effectiveness of this software on students’ attitudes towards geometry. The present study aims to provide a comprehensive view of prior literature related to the effects of GeoGebra in enhancing students’ attitudes towards geometry. The present study employed a systematic review. To collect data, the researcher downloaded journal papers, conference proceedings papers, and theses from different databases such as Google Scholar, Research gate, Academia, Research for life, and Education Resources Information Center (ERIC). Thus, 96 documents were initially obtained. After download, duplicating papers were immediately deleted. Thus, a deep analysis followed and 68 documents were filtered out. Twenty-three documents including 22 journal papers and one thesis remained for analysis. The reviewed literature showed that there are positive effects on students’ attitudes towards geometry in terms of interest, engagement and active learning, self-efficacy and self-regulation, and enhanced positive attitudes. More than a half of authors (12 out of 23) employed quasi-experimental research design to investigate the effects of GeoGebra on students’ attitudes toward geometry. Considering categories of attitudes identified, the majority of authors (8 out of 23) reported that GeoGebra enhanced students’ interest to learn geometry.