International Electronic Journal of Mathematics Education

The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 735-747
  • Published Online: 15 Nov 2017
  • Article Views: 386 | Article Download: 454
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Kanandjebo LN, Ngololo EN. The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry. Int Elect J Math Ed. 2017;12(3), 735-747.
APA 6th edition
In-text citation: (Kanandjebo & Ngololo, 2017)
Reference: Kanandjebo, L. N., & Ngololo, E. N. (2017). The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry. International Electronic Journal of Mathematics Education, 12(3), 735-747.
Chicago
In-text citation: (Kanandjebo and Ngololo, 2017)
Reference: Kanandjebo, Leena Ngonyofi, and Elizabeth Ndeukumwa Ngololo. "The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 735-747.
Harvard
In-text citation: (Kanandjebo and Ngololo, 2017)
Reference: Kanandjebo, L. N., and Ngololo, E. N. (2017). The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry. International Electronic Journal of Mathematics Education, 12(3), pp. 735-747.
MLA
In-text citation: (Kanandjebo and Ngololo, 2017)
Reference: Kanandjebo, Leena Ngonyofi et al. "The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 735-747.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Kanandjebo LN, Ngololo EN. The Effects of ‘Geometry Sketchpad’ on Grade 12 Learners’ Performance in Geometry. Int Elect J Math Ed. 2017;12(3):735-47.

Abstract

Learners at Grade 12 level persistently show a weak conceptual understanding of geometric concepts (DNEA, 2011, 2012, 2014). The study was guided by Bruner’s (1960) Constructivist Theory, using Understanding by Design teaching approach to explain Geometrical concepts. The study was qualitative, using non-equivalent pre-test and post-test quasi-experimental design. Cluster random sampling was used to select a sample of 176 Grade 12 learners from two purposively selected secondary schools. The findings revealed that at 95% confidence level.

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