THE IMPACT OF INDUCTIVE TEACHING STRATEGY WITH GEOGEBRA ON MATHEMATICS LEARNING ACHIEVEMENT AND ENGAGEMENT IN GRADE FIVE BHUTANESE STUDENTS
Article Sidebar
Main Article Content
บทคัดย่อ
This study employed a mixed method to gather the required data to examine the impact of an Inductive Teaching Strategy with GeoGebra on the grade five Bhutanese students’ learning achievement and engagement in mathematics. The sample of the study consisted of 30 grade five students from one of the semi-urban school of Bhutan. The study employed achievement tests (pre-test and post-test) and semi-structured interview as instruments for collecting data and classroom observation as additional evidence to strengthen the results from the achievement test and semi-structured interview. The instruments were validated by three experts and tested for reliability using Kuder Richardson-20 (KR-20) formula having a value of 0.78. The quantitative data were analyzed using a paired sample t-test using statistical software. The result revealed a higher mean score in the post-test (12.78) than that of the pre-test (7.03) with the mean difference of (5.75). The significant (p) value 0.01 indicated that the use of Inductive Teaching Strategy with GeoGebra was effective in teaching and learning mathematics. Qualitative data were analyzed using the thematic analysis technique. The result revealed that integrating the Inductive Teaching Strategy with GeoGebra remarkably enhanced students’ engagement in mathematics. The findings showed that the use of Inductive Teaching Strategy with GeoGebra has a potential to foster improved understanding and enhance students’ engagement in teaching mathematics in grade five Bhutanese students.
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของมหาวิทยาลัยราชภัฏพระนคร
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิจัยราชภัฏพระนครเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับมหาวิทยาลัยราชภัฏพระนคร และคณาจารย์ท่านอื่นๆในมหาวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใดๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
เอกสารอ้างอิง
Adams, W. C. (2015). Conducting Semi-Structured Interviews. https://www.robertrenaud.ca/uploads/2/2/9/6/22962838/chapter_19_-_semi-structured_interviews_2015_.pdf
Almalki, S. (2016). Integrating quantitative and qualitative data in mixed methods research-challenges and benefits. Journal of Education and Learning, 5(3), 288-293. https://doi.org/10.5539/jel.v5n3p288
Ansong, E. L., Wiafe, D. A., & Amankwah, R. (2021). Application of GeoGebra to improve academic performance of students in geometry. International Journal of computer Applications, 183(29), 26-32.
Atta, M. A, Ayaz, M., & Nawaz, Q. (2015). Comparative study of inductive and deductive methods of teaching mathematics at elementary level. Gomal University Journal of Research, 31(1), 20-28.
Benning, I. (2021). Enacting core practices of effective mathematics pedagogy with GeoGebra. Mathematics Education Research Group of Australasia, 23(2), 101-127. https://files.eric.ed.gov/fulltext/EJ1306877.pdf?utm_source=chatgpt.com
Bhutan Council for School Examinations and Assessment. (2019). GRADE VI CBAT 2018. https://www.bcsea.bt
Boaler, J. (2022). Mathematical Mindset: Unleashing students’ potential through creative math, inspiring messages, and innovative teaching (2nd ed.). Hobken, New Jersey: Jossey-Bass.
Bordia, D. (2021). The Inductive Method of Teaching. Teachmint. https://blog.teachmint.com/the-inductive-method-of-teaching
Chalaune, V. (2020). Effectiveness of GeoGebra in teaching school mathematics. Contemporary Research: An Interdisciplinary Academic Journal, 4(1), 46-58. https://doi.org/10.3126/CRAIAJ.V4I1.32729
Curriculum and Professional Support Division. (1996). Syllabus for class IV to VI. Thimphu: Education Division.
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. https://doi.org/10.1016/j.iheduc.2011.06.002
Denbel, D. G. (2023). History of mathematics (HM) in secondary school mathematics textbook. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2228988
Dolma, P. (2016). Investigating Bhutanese mathematics teachers’ belief and practices in the context of curriculum reforms. Doctoral dissertation, Queensland University of technology. https://eprints.qut.edu.au/95624/1/Phuntsho_Dolma_Thesis.pdf
Dukpa, P. (2015). Bhutanese students attitude towards mathematics: Findings from a cross-sectional survey of grade six students. Rabsel-the CERD Educational Journal 16(2), 37-56.
Eggen, P., & Kauchak, D. (2016). Educational Psychology: Windows on Classrooms (10th ed.). Pearson.
Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). Alexandria, Virginia USA: ASCD.
Gurmu,F., Tuge, C., & Hunde, A. B (2024). Effects of Geogebra-assissted instructional methods on students’ conceptual understanding of geometry. Cogent Education, 11(1), Article 2379745. doi:10.1080/2331186X.2024. 2379745
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99–107. doi:10.1080/00461520701263368
Higgins, K., Huscroft-D’angelo, J. & Crawford, L. (2017). Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis. Journal of Educational Computing research, 57(2), 1-37. https://doi.org/10.1177/0735633117748416
Hohenwarter, M., & Lavicza, Z. (2007). Mathematics teacher development with ICT: Towards an International Geogebra Institute. International Journal for Technology in Mathematics Education, 14(3), 123-139. https://cloud.3dissue.com/170388/199108/233436/IJTME-Vol14-32007/index.html
Karnia, R. (2024). Importance of Reliability and Validity in Research, Psychology and Behavioral Sciences, 13(6), 137–141. https://doi.org/10.11648/j.pbs.20241306.11
Kllogjeri, A. and Kllogjeri, P. (2015) Teaching with GeoGebra versus Traditional Method. Open Access Library Journal, 2(e1255). http://dx.doi.org/10.4236/oalib.1101255
Kolb, D. A. (1984). Experiential learning: Experiences as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Lham, K. (2021). The effects of using manipulatives in teaching mathematics to enhance learning outcome of grade 5 Bhutanese students. (master’s thesis). Rangsit University. https://rsuir-library.rsu.ac.th/handle/123456789/1076
McKim, A. C. (2017). The value of mixed methods research: Amixed method study. Journal of Mixed Methods Research, 11(2), 202-222
Ministry of Education [MoE], Bhutan. (2019). ICT in education master plan 2019-2023. Bhutan, Ministry of Education.
Ministry of Information and Communication [MoIC]. (2014). Bhutan e-Government masterplan, Thimphu: Ministry of information and communication: Department of information technology and telecom.
Misrom, N.S., Abdurrahman, M. S., Abdullah, A. H., Osman, S., Hamzah, M. H., & Fauzan, A. (2020). Enhancing students’ higher order thinking skills (HOTS) through an inductive reasoning strategy using Geogebra. International Journal of Emerging Technologies in learning, 15(3), 156-179. https://doi.org/10.3991/ijet.v15i03.9839
Mushtaq, B. (2018). Validity of Tests. JOJ Nursing and health Care 9(3), 001-003. https://doi.org/10.19080/JOJNHC.2018.09.555765
National Assessment of Educational Progress: Mathematics. (2022). Retrieved 11, 11, 2024, from https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8
National Research Council. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press. https://doi.org/10.17226/9822
Ngwenya,S. (2015). An experimental approach to the derivative using GeoGebra. (Master’s thesis). University of Kwazulu-Natal]. https://researchspace.ukzn.ac.za/items/4c95ca11-9042-429f-b2ce-4fc710f4b846
Organization for Economic Co-operation and Development [OECD]. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. PISA, OECD Publishing, Paris. https://doi.org/10.1787/53f23881-en.
Paul, R. (2017). The growth and development of modern education in Bhutan. (Doctoral dissertation). University of North Bengal. https://ir.nbu.ac.in/server/api/core/bitstreams/ceb00cc7-b189-4ccca0d9fff95c540bca/content
Rigzin. (2021). The application of multimedia technology in teaching and learning mathematics of grade 5 Bhutanese students. (Master’s thesis) Rangsit University. https://rsuir-library.rsu.ac.th/handle/123456789/1455
Satapathy, S. (2019). Observation as a tool for collecting data. International Journal of Multidisciplinary Educational Research, 8(5), 152-164. https://www.researchgate.net/publication/371475537_Observation_as_a_tool_for_collecting_data
Schaver, Z. (2019). The effects of GeoGebra on student achievement, critical thinking/problem solving skills, and engagement/motivation in high school mathematics. (Masters’ Thesis). Northwestern college. https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1153&context=education_masters
School Curriculum Division. (2023). Mathematics Curriculum Framework, Class PP-XII. Thimphu: Ministry of Education and skills Development, Royal Government of Bhutan.
School Curriculum Division. (2023). Mathematics Curriculum Framework (2nd Ed.). Department of school Education, Thimphu Bhutan.
Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Boston, MA: Pearson.
Sherab, K. (2013). Gross national happiness in Bhutanese schools: Understanding the experiences and efficacy of Principals and Teachers. (Doctoral dissertation). University of New England. https://dorjipenjore.wordpress.com/wpcontent/uploads/2019/11/gross_national-happiness_education_in_bh.pdf
Simons, J. & Edward, E. (2019). The effectiveness of dynamic mathematical software in the instruction of the unit circle. (Master’s thesis). California State University. https://scholarworks.lib.csusd.edu/etd/956
Singh, P. (n.d). Inductive method of teaching to elevate classroom engagement. Extramarks. https://www.extramarks.com/blogs/teachers/inductive-method-of-teaching
The Bhutanese. (2025). Low mathematics performance in BHSEC results raises concerns. The Bhutanese. https://thebhutanese.bt/low-mathematics-performance-in-bhsec-results-raises-concerns/?utm_source=chatgpt.com
Utha, K., Giri, K., Gurung, B., Giri, N., Kjaer-Rasmussen, L. K., Keller, H. D., Willert, S., & Keller, K. D. (2016). Quality of School Education in Bhutan: A case studiess in the perspective of Gross National Happiness and assessment practices. Aalborg Universitetsforlag.
Yildiz, A., Kirickcilar, R. G. (2018). Technological Pedagogical content knowledge (TPACK) craft: Utilization of the TPACK when designing the GeoGebra activities. Acta Didactica Napocensia, 11(1). 101-116. https://doi.org/10.24193/adn.11.1.8
