Bedada, Tola Bekene
4 Publications in AERD
Author Publications
Export PDFThe development of the cycle model and its effect on mathematics learning using GeoGebra mathematical software
By Bedada, Tola Bekene
This article presents an instructional technology-based cycle model intended to support and facilitate the teaching and learning of mathematics, particularly calculus. The study used quantitative methods with quasi-experimental research that uses non-randomised assignments of the study group that are categorised into experimental and control groups including 36 and 30 students in the control and experimental groups, respectively, at a university in Ethiopia. A pre-test was administered to the experimental and control groups before the intervention (statistical control over the groups) to identify students' abilities in the two groups. Based on nine steps, Vygotsky's theory of learning model was implemented in the classroom using GeoGebra software. The findings suggest that the GeoGebra classroom-oriented approach to learning differential calculus, using the cycle model, had a positive effect on students' conceptual understanding and a very positive effect on their procedural understanding. The article recommends that using the cycle model of instruction in the teaching and learning of calculus can bring important benefits to different stages of schooling in the Ethiopian context and beyond.
The effect of GeoGebra on STEM students learning trigonometric functions
By Bedada, Tola Bekene
This study explores the effectiveness of the GeoGebra on Grade 12 students' success in making associations between the representations of trigonometric functions and the interpretation of graphs. A technology-oriented classroom is a commanding and accommodating tool in mathematics instruction in understanding mathematical concepts. A non-equivalent control-group pre-test and post-test quasi-experimental design was used. The study sample consisted of seventy-three Grade 12 students enrolled in Science, Technology, Engineering and Mathematics (STEM) from different schools of the Hadiya zone. The research instrument used was a trigonometric representation ability test. The data analysis used was based on the t-test, ANOVA, and the mean of achievement indicators. The results indicated a statistically significant difference between the overall score mean achievements of experimental groups A and B and the control group on making associations between representations of trigonometric functions, and interpretations of the representations of the trigonometric functions, in the indulgence of both experimental groups. As the association between the trigonometric function representations and an interpretation of graphs of the functions are major challenges to many students in the mathematics field, integration of technology into the teaching of the subject simplifies the life of students. We therefore strongly recommend that teachers integrate GeoGebra with the teaching of trigonometric functions and mathematics in general. Hence, we also recommend that teacher training institutions should include courses on how to use dynamics software applications to teach mathematics in teacher-training programmes. This recommendation will also be applied in Wachemo University, Ethiopia, where the research occurred.
The Effect of GeoGebra on Students' Abilities to Study Calculus
By Bedada, Tola Bekene
The study aimed to investigate the effect of GeoGebra on students' ability to learn calculus. Calculus can be a challenging subject to teach. Moreover, students have problems, especially in connecting the concepts of calculus with the real world. Concerning gender, the study looked at the impact of utilizing GeoGebra Mathematical software on students' calculus proficiency and ability to utilize GeoGebra software to learn calculus. The study developed a cycle model that posits nine steps to promote the teaching and learning process with the help of GeoGebra to improve the learning process. A quantitative research methodology was employed to achieve the goal of the study. A quasi-experiment with a pretest and posttest design was used in the quantitative part of the study. Students learning calculus were the subjects of the study, which took place at a university in Ethiopia. The quantitative data were analyzed using SPSS version 27. The results show that there is a significant difference between pretest and posttest in students' performance (ability) when using GeoGebra mathematics software, indicating that students performed better after the intervention (F (1,64) = 10.495, p=0.002 < 0.05). The treatment benefited both high- and low-ability pupils in their brain-based learning, although students in the experimental group, both female and male, outperformed those in the control group. While the GeoGebra-oriented learning approach to calculus has the potential to improve competency, it is still necessary that it be structured (cycle model) to address a specific deficiency.
Investigation of student’s perception learning calculus with GeoGebra and cycle model
By Bedada, Tola Bekene
Learners in the 21st century need technological support in the learning process because of the advancements made in technology for teaching and learning. A GeoGebra-oriented classroom uses one of these technologies that can be implemented in the classroom. The new developed cycle model implemented in the study and explored the effect of using GeoGebra mathematical software on students’ perceptions to using GeoGebra software to learn calculus. A mixed research methodology was employed. In the quantitative part of the study, a closed-ended questionnaires were used by clustering into themes and interview for the qualitative part of the study. The study was conducted at a university in Ethiopia that lasts for four weeks, and the university was selected purposively. The quantitative data were analyzed using SPSS version 27 while the qualitative data were coded into themes and analyzed using computer software ATLAS.ti 9. Students expressed positive perceptions towards the use of GeoGebra for learning differential calculus and 74% of students were satisfied with the preferences of the GeoGebra lesson-oriented course offered in the study while 70% were also interested in scaffolding activities and activities included in the developed model during interventions. © 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
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