The study examined the impact of GeoGebra software on the attitudes of students towards the subject of Coordinate Geometry in senior secondary schools 3 (SS 3) in Warri South (Delta State). A quasi-experimental design was used in the pretest-posttest control group design. A sample size of 118 SS 3 Mathematics students in 3 schools was selected. The samples were segmented into two groups: experimental and control groups, taught by means of GeoGebra-assisted instruction and traditional lecture method, respectively. The data collection tool was the Coordinate Geometry Attitude Inventory (CGAI), a 20-item questionnaire. Cronbach's Alpha was used to determine reliability coefficients of 0.86 for the CGAI. The mean and standard deviation provided responses to two research questions, and Analysis of Co-variance (ANCOVA) was employed to test the two hypotheses formulated in the study at a 0.05 level of significance. The result revealed a value of F1,77 = 43.965, p= .000 (p 0.05) showing no significant difference in the attitude of male and female students taught with GeoGebra. The results of this experiment show that the GeoGebra-based method of learning improves the attitude of students towards Coordinate Geometry. The male students have an improved attitude, just a bit more than female students, but the differences were not significant.
Efor et al. (Fri,) studied this question.