The study was conducted to assess the effect of using Geometer’s Sketchpad animation on grade nine students’ attitude on plane geometry in Meskerem secondary school. The study used quasi experimental design which was followed by pretest-posttest. From fourteen sections one intact section was selected randomly and pre- and post-attitude scales were administered to collect the students’ attitude in geometry before treatment and students’ attitude towards GSP after treatment. The sample size of the study was 27. The study showed that there was a significant gain difference in the attitudes, confidence and engagement of students in geometry between students taught without using Geometer’s Sketchpad and using Geometer’s Sketchpad, but no significant gain difference was observed for motivation. There were no significant differences between males and females; and between the achiever levels (lower, medium and higher) in the attitude in geometry between students taught without using Geometer’s Sketchpad and using Geometer’s Sketchpad, but both male and female students brought positive attitudinal changes towards GSP program and the mean scores of both groups were almost equal. There was statistically significant gain difference in attitude of lower achiever students as an effect of GSP, but no gain differences was observed for the higher and medium achievers. There was almost equal contribution of students’ GSP confidence, motivation and engagement on the students' GSP attitude. Based on the results of the findings the researchers recommend that it would be better for students if they learn through GSP animation. On top of this, it is recommended to conduct more researches on this issue.
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Gemechu et al. (2017) studied this question.