This study investigated the effect of geometrical set and GeoGebra application on students’ academic achievement in geometry, with attention to gender differences, in the Owerri education zone, Imo State. The study adopted a quasi-experimental design with pre-test, post-test, and control groups. A total of 107 Junior Secondary School students, purposively drawn from three schools, participated in the study. Students were assigned to three groups: one taught with GeoGebra, another with geometrical sets, and a control group taught with lecture methods. Data were collected using a validated geometry achievement test, while mean, standard deviation, and Analysis of Covariance (ANCOVA) were use for analysis. Findings revealed significant differences in achievement across the instructional methods. Students exposed to GeoGebra and geometrical sets performed significantly better than those taught with lecture method. GeoGebra produced more consistent achievement outcomes, while gender differences were not significant, indicating that digital tools may help bridge gender gaps in mathematics learning. The study concludes that integrating GeoGebra with geometrical sets provides a balanced and effective instructional material for teaching geometry.
AKOBUNDU et al. (Wed,) studied this question.
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