Optimizing Senior High School Students’ Achievement in Geometric Transformations through GeoGebra Integration: A SAMR Model Approach

Abstract

This study examined the effect of GeoGebra integration on Senior High School students’ achievement in geometric transformations using the SAMR model as a framework for technology integration. A concurrent mixed-methods design was employed involving 200 second-year students from two government-assisted senior high schools in the Obuasi East and West Districts of the Ashanti Region of Ghana. The experimental group was taught using GeoGebra, while the control group received conventional instruction. Data were collected through a Geometry Achievement Test (GAT) and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and independent samples t-tests, while qualitative data were analyzed thematically. The pre-test results revealed no significant difference between the two groups (t = 0.285, p = 0.82), indicating similar prior knowledge. However, post-test findings showed that the experimental group significantly outperformed the control group (M = 9.00; M = 5.00, p = 0.011). Students also reported that GeoGebra enhanced engagement, motivation, collaboration, and conceptual understanding, particularly at the higher levels of the SAMR model. The study concludes that GeoGebra integration significantly improves students’ achievement and learning experiences in geometric transformations. It is recommended that mathematics teachers integrate GeoGebra into instruction to promote effective and engaging mathematics learning.