EFFECT OF VIRTUAL LEARNING ENVIRONMENT USING GEOGEBRA ON PROBLEM SOLVING ABILITY IN GEOMETRY OF SECONDARY SCHOOL STUDENTS

Abstract

Abstract EFFECT OF VIRTUAL LEARNING ENVIRONMENT WITH GEOGEBRA ON PROBLEM SOLVING ABILITY IN GEOMETRY OF SECONDARY SCHOOL STUDENTS Rishad Kolothumthodi Research Scholar Farook Training College ➢ ➢ ➢ ▪ ➢ ➢ ▪ ➢ ➢ ▪ ➢ ➢ In the present study a Virtual Learning Environment using Geogebra was developed and found its effect on Problem Solving Ability in Geometry of Secondary School Students. Variables of the study Independent Variable : Instructional strategy Two levels of this variable are 1- Virtual Learning Environment with Geogebra 2- Conventional Instructional Strategy Dependent Variable : Problem Solving Ability in Geometry. The dependent variable Problem Solving Ability has the following Components: 1. Understanding the Problem 2. Mapping the Problem 3. Identifying relationships 4. Finding Solution Control Variable : Nonverbal Intelligence Classificatory Variable : Gender (Boys/Girls) Definition of key terms Virtual Learning Environment In this study Virtual Learning Environment refers to an Instructional strategy in a digital platform with simulations, Virtual experiments, animated videos, interactive quizzes etc. to teach geometry. Geogebra Applets on geometry are the major element of this Instructional strategy Geogebra : Geogebra is an interactive geometry, Algebra, Statistics and Calculus application intended for learning and teaching mathematics at all levels of education Problem Solving Ability In this study Problem Solving Ability is defined as the Cognitive ability to Understand the problem, Map the problem, identify relationships in the problem and finding the solution to geometric problems Brief description of the components Understanding the problem : Here the learner Knows the problem Defines the problem Understands what is given what is to be found Mapping the Problem : Here the learner, Visualize the problem Able to represent the problem Graphically Identifying relationships : Here the learner, Analyze the problem Finds relationship with the given facts and to be found matters Finding the Solution : Here the learner, Does the necessary calculations Finds final solution Geometry The branch of Mathematics concerned with the properties and relations of points, lines, surfaces, solids and higher dimensional analogues. (Oxford Concise Dictionary of Mathematics, 2020). In this study Geometry content Dr. Manoj Praveen. G Associate Professor& Research Supervisor. Dept. of Education, University of Calicut from std. IX of secondary School curriculum developed by SCERT, Kerala has been selected. Objectives Main Objectives 1. 2. To develop a Virtual Learning Environment using Geogebra on Geometry for Secondary School Students. To find out the effect of Virtual Learning Environment using Geogebra on Problem Solving Ability in Geometry of Secondary School students Specific Objectives 1. 2. 3. 4. 5. 6. 7. 8. To find out the effect of Virtual Learning Environment using Geogebra on first component of Problem Solving Ability (Understanding the Problem) in Geometry of Secondary School students for the total group and subgroups based on gender. To find out the effect of Virtual Learning Environment using Geogebra on second component of Problem Solving Ability (Mapping the Problem) in Geometry of Secondary School students for the total group and sub groups based on gender. To find out the effect of Virtual Learning Environment using Geogebra on third component of Problem Solving Ability (Identifying relationships) in Geometry of Secondary School students for the total group and sub groups based on gender To find out the effect of Virtual Learning Environment using Geogebra on fourth component of Problem Solving Ability (Finding solution to the problem) in Geometry of Secondary School students for the total group and sub groups based on gender. To find out the effect of Virtual Learning Environment using Geogebra on Problem Solving Ability (Total) in Geometry of Secondary School students for the total sample and subsamples based on gender. To compare the effect of Virtual Learning Environment using Geogebra and Conventional Instructional strategy on first component of Problem Solving Ability (Understanding the Problem) in geometry of Secondary School Students for the total group and sub groups based on gender when the influence of Non-Verbal intelligence is controlled. To compare the effect of Virtual Learning Environment using Geogebra and Conventional Instructional strategy on second component of Problem Solving Ability (Mapping the Problem) in geometry of Secondary School Students for the total group and sub groups based on gender when the influence of Non-Verbal intelligence is controlled. To compare the effect of Virtual Learning Environment using Geogebra and Conventional Instructional strategy on third component of Problem Solving Ability (Identifying relationships) in geometry of Secondary School Studentsfor the total group and sub groups based on gender when the influence of Non-Verbal intelligence is controlled. 9. To compare the effect of Virtual Learning Environment using Geogebra and Conventional Instructional strategy on fourth component of Problem Solving Ability (Finding solution to the problem) in geometry of Secondary School Students for the total group and sub groups based on gender when the influence of Non-Verbal intelligence is controlled. 10. To compare the effect of Virtual Learning Environment using Geogebra and Conventional Instructional strategy on Problem Solving Ability (Total) in geometry of Secondary School Students for the total group and subs groups based on gender when the influence of Non- Verbal intelligence is controlled. Methodology Design : Quasi experimental pretest – posttest nonequivalent group design Sample of the study Two intact Ninth Standard classes have been selected for the study. Final sample for the study was 90. The experimental group contained 44 students and there were 46 students in the control group. Tools & Materials used for the study • Instructional strategy, Virtual Learning Environment using Geogebra (Rishad & Praveen, 2019) • Problem Solving Ability Test (Rishad & Praveen, 2019) • Standard Progressive Matrices (Raven, 1996) • Lesson Transcripts (Rishad & Praveen, 2019) Statistical Techniques used for analysis of the data ▪ Descriptive Statistics ▪ Test of significance of difference between mean scores ▪ Analysis of Covariance (Ancova) ▪ Bonferroni Test for post hoc comparison Findings 1. Virtual Learning Environment using Geogebra is effective to improve the ability of Understanding the Problem in Geometry of Secondary School students. It is true for boys as well as girls. 2. Virtual Learning Environment using Geogebra is effective to improve the ability of Mapping the Problem in Geometry of Secondary School students. It is true for boys as well as girls 3. Virtual Learning Environment using Geogebra is effective to improve the ability of Identifying Relationships in the Problem in Geometry of Secondary School students. It is true for boys as well as girls. 4. Virtual Learning Environment using Geogebra is effective to improve the ability of Finding Solution to the Problem in Geometry of Secondary School students. It is true for boys as well as girls. 5. Virtual Learning Environment using Geogebra is effective to improve the Problem Solving Ability in Geometry of Secondary School students. It is true for boys as well as girls. 6. Virtual Learning Environment using Geogebra is highly effective than the Conventional Instructional Strategy in improving the ability to understand the problem in Geometry of Secondary School students for the total group and subgroups based on gender when the influence of Non-Verbal Intelligence is controlled. 7. Virtual Learning Environment using Geogebra is highly effective than the Conventional Instructional Strategy in improving the ability to Map the problem in Geometry of Secondary School students for the total group and subgroups based on gender even when the influence of Non-Verbal Intelligence is controlled. 8. Virtual Learning Environment using Geogebra is highly effective than the Conventional Instructional Strategy in improving the ability to Identify Relationships in the problem in Geometry of Secondary School students for the total group and subgroups based on gender even when the influence of Non-Verbal Intelligence is controlled. 9. Virtual Learning Environment using Geogebra is highly effective than the Conventional Instructional Strategy in improving the ability to Find Solution to the problem in Geometry of Secondary School students for the total group and subgroups based on gender even when the influence of Non-Verbal Intelligence is controlled. 10. Virtual Learning Environment using Geogebra is highly effective than the Conventional Instructional Strategy in improving Problem Solving Ability in Geometry of Secondary School students for the total group and subgroups based on gender even when the influence of Non-Verbal Intelligence is controlled. Educational Implications ▪ Though a Teacher can’t be replaced, application of Virtual Learning Environments may be encouraged along with face to face mode of teaching so as to enhance the comprehension of the concepts. ▪ Application of Geogebra and similar interactive software are to be ensured in the classroom. ▪ Since Virtual Learning Environments substitute the conventional Classrooms up to an extent and improves their logical and problem solving skills at a higher level, space may be provided for such platforms in the School curriculum frame work. ▪ Development of Virtual Learning Environments by integrating different software and aiming improvement in different skills has to be made an agenda of Education process. ▪ Proper training and continuous follow-ups should be arranged for all teachers on Virtual platforms so as to bring big changes in the learners. ▪ Traditional Chalk and talk method of teaching geometry may be supplemented with customized Interactive Virtual Learning Environments which provides multidimensional comprehension. ▪ Short Learning Objects that can be used in Virtual Learning Environments should be developed and made available in the public domain which can be used by all teachers and students anywhere at any time.