The Effects of Computer-Augmented Geometry Instruction on Student Performance and Attitudes

This study reports on the effects of computer software on mathematics achievement and attitudes toward mathematics of secondary school students. Members of an experimental group were involved in geometry instruction using a constructivist approach to computer-augmented activities, while members of a control group were involved in more traditional geometry instruction. Members of the experimental group demonstrated significantly better performance on a standardized test of geometry concepts than the control group at the 0.05 level of significance. Results of assessments of student attitudes toward mathematics were mixed. Implications of results for mathematics instruction are discussed.