The Effects of GeoGebra-Assisted Problem-Based Learning on Students’ Problem-Solving Skills in Solid Geometry

Abstract

Mathematical problem-solving in solid geometry remains challenging for elementary students, highlighting the need for instruction that actively engages them in reasoning and solution development. Although Problem-Based Learning (PBL), GeoGebra, and their integration have been investigated separately, direct comparisons of these three approaches at the elementary level remain limited. This study compared their effects on fifth-grade students’ mathematical problem-solving ability using a quasi-experimental nonequivalent pretest–posttest comparison-group design. The sample comprised 102 students across three conditions: PBL (n = 33), GeoGebra-assisted learning (n = 38), and PBL assisted by GeoGebra (n = 31). Data were collected using a validated and reliable essay-based problem-solving test and analyzed using pretest, posttest, N-Gain, and Kruskal–Wallis procedures. The PBL group achieved the highest posttest mean (50.03) and N-Gain (0.38; moderate), followed by PBL assisted by GeoGebra (41.48; 0.29, low) and GeoGebra-assisted learning (38.71; 0.24, low). The Kruskal–Wallis test revealed a significant difference in improvement among the three groups (p = .005). Overall, PBL showed the greatest descriptive improvement in mathematical problem-solving ability within the study context, although pairwise comparisons are required to establish which specific treatment differences were statistically significant.