A Study of Learning Achievement in Pyramids, Cones, and Spheres for Mathayomsuksa 2 Students Through a Learning Management System in the GeoGebra Classroom

Abstract

This research aimed to investigate the impact of GeoGebra Classroom on the academic achievement and satisfaction of Mathayomsuksa Two students learning about pyramids, cones, and spheres. The study involved 34 students from Ban Takhun Witthaya School who were randomly selected using cluster sampling. The data was collected using pre-and post-tests to assess academic achievement and a questionnaire to evaluate student satisfaction. Significant improvements in academic achievement

 Students’ post-test scores on pyramids, cones, and spheres were significantly higher than their pre-test scores (p < .05), indicating that the GeoGebra Classroom effectively enhanced their understanding of these concepts. Achievement above the 70% benchmark:  a significant portion of students (p < .05) scored above the 70% benchmark on the post-test, demonstrating that GeoGebra Classroom helped them achieve the learning objectives. In terms of high levels of student satisfaction: Students expressed high levels of satisfaction (mean score of 4.51) with learning about pyramids, cones, and spheres using GeoGebra Classroom. The findings of this research demonstrated that GeoGebra Classroom is an effective tool for teaching pyramids, cones, and spheres to Mathayomsuksa Two students. It leads to significant improvements in their academic achievement and fosters a positive learning experience.