Abstract:
The purpose of this study was to explore the effectiveness of
GeoGebra assisted instruction on students’ achievement in drawing
graphs of linear functions and interpretation of the representations of
linear functions. These aspects of linear functions tend to pose a
challenge to many students. The non-equivalent control group pre-testpost-test quasi-experimental research design was used in the study. The
sample was 94 Grade 9 students from three secondary schools in a
province in South Africa. Two schools formed the control groups and
one school was the experimental group. Data were collected using
achievement tests. The tests results were analysed using inferential
statistics (Kruskal-Wallis and Mann-Whitney U comparison tests) at 0.05
level of significance. Statistically significant differences were found
between the groups with respect to drawing and interpretation of linear
functions graphs with the experimental group obtaining the highest
mean scores. The findings suggest that GeoGebra assisted instruction
might be a way of enhancing students’ ability to draw the graphs of
linear functions and analyse and interpret the representations of linear
functions.
