The effectiveness of the GeoGebra-Assisted inquiry-discovery learning strategy on students’ mastery and interest in algebraic expressions.

Abstract

This study aimed to determine the effect of the GeoGebra-assisted inquiry-discovery learning strategy on students’ mastery and interest in algebraic expressions. The Malaysian Ministry of Education recommends investigation or experimentation activities and the use of dynamic software technologies in mathematics lessons because these activities can improve students’ mastery and interest. Therefore, this study was conducted to overcome the problem of low concept mastery and lack of students’ interest in Basic Arithmetic Operations involving Algebraic Expressions. This quantitative study was carried out with quasi-experimental design. A total of 60 form students from a secondary school in Johor, divided into two groups: experimental group of GeoGebra-assisted inquiry-discovery learning strategy consisting 30 students, and a control group of standard textbook-based learning consisting of 30 students. The study sample was selected by a simple random sampling technique. The instruments used in this study were a modified pre-mastery and post-mastery test and questionnaires. The quantitative data in this research was analyzed based on descriptive and inferential statistics using Statistical Packages for Social Science (SPSS) software Version 28.0. The Wilcoxon test results showed that there are significant differences between experimental group (M = 50.20, SD = 18.63) and control group (M = 41.97, SD = 17.81) on students’ mastery and interest after using GeoGebra-assisted inquiry-discovery learning strategy. The findings also show that there was a fairly strong positive relationship between students’ mastery and interest, which was statistically significant using Spearman’s rho correlation analysis (p = 0.001). In conclusion, GeoGebra-assisted inquiry-discovery learning strategy can improve students’ mastery and interest in Algebraic Expression.