Visualizing Algebra, Enhancing Minds: A Quasi-Experimental Evaluation Of Geogebra’s Role In Reducing Cognitive Load And Improving Problem-Solving Skills

Abstract

The key goal of the present study is to investigate the effectiveness of GeoGebra, dynamic mathematics software, in reducing cognitive load and improving problem-solving skills among secondary school students learning algebra. Grounded in cognitive load theory, the research addresses the persistent challenges students face in mastering abstract algebraic concepts, which often overwhelm working memory and hinder comprehension. A pretest-posttest control group design was implemented with 120 Grade 9 students from two public schools, divided into experimental (*n* = 60) and control (*n* = 60) groups. The experimental group received eight weeks of algebra instruction integrated with GeoGebra’s visualization tools, while the control group followed traditional textbook-based methods. Cognitive load was measured using a validated 9-point Likert scale (Cronbach’s α = 0.79), and problem-solving skills were evaluated through a standardized Algebra Problem-Solving Test (Cronbach’s α = 0.85).

Results demonstrated statistically significant differences between groups. The experimental group exhibited a marked reduction in cognitive load post-intervention (M = 3.2, SD = 1.1) compared to the control group (M = 4.8, SD = 1.3), with a medium effect size (*t* = -3.45, *p* = 0.001, *d* = 0.67). Similarly, ANCOVA results (controlling for pre-test scores) revealed superior problem-solving achievement in the experimental group (F = 10.32, *p* = 0.002, η² = 0.12), indicating moderate practical significance. Demographic factors, including gender and socioeconomic status, showed no significant interaction effects (*p* > 0.05), suggesting GeoGebra’s benefits are broadly applicable across diverse student populations.

The findings underscore GeoGebra’s capacity to mitigate cognitive overload by transforming abstract algebraic concepts into interactive visual representations, thereby freeing working memory for deeper conceptual engagement. This study contributes to the growing body of evidence supporting technology-enhanced pedagogy in mathematics education. Practical implications include the integration of dynamic visualization tools into algebra curricula and the need for teacher training programs to prioritize digital literacy. Limitations, such as the study’s duration and sample size, are noted, with recommendations for longitudinal research to assess sustained impacts.