Improving Performance and Level of Attitude Towards Learning Integral Calculus Using GeoGebra

Abstract

Teaching calculus has always been challenging for mathematics teachers as most students dread the subject and negatively approach it. Teachers and school administrators must find ways to improve students’ mathematical achievement. This action research utilized a quasi-experimental design to determine the effect of using GeoGebra on the student’s performance and attitude toward integral calculus. Pre-tests and post-tests were administered to the experimental and control groups to measure performance and attitude towards mathematics. The two groups were taught the same lesson: the geometric solution of plane areas in integral calculus. The control group was taught using the conventional approach, while the experimental group was taught using GeoGebra. Results showed no difference between the pre-test and ATMI scores of the two groups before the experiment. Both the control group and the experimental group gained improvement in their performance after the experiment. It was further revealed a significant difference between their pre-test and post-test scores in favor of the experimental group who were taught with GeoGebra integration. A comparison of their ATMI scores before and after the experiment showed no significant difference for the control group. At the same time, the scores of the experimental group were observed to be significantly different. Further analyses showed that students who were exposed to GeoGebra enhanced their confidence in their performance in mathematics, found more enjoyment in dealing with mathematics, and increased their desire to study mathematics but were not affected in terms of their perception of the importance and relevance of mathematics in their lives.