The Effect of Using GeoGebra on Grade 11 Students’ Learning of Measurement at a Selected Secondary School in Guyana

Abstract

Grade 11 students in Mahaica-Berbice, Guyana, consistently demonstrate unsatisfactory achievement in CSEC Mathematics measurement concepts, particularly in visualizing properties of geometric solids and calculating surface area and volume. This quantitative quasi-experimental study employed a Non-Equivalent Pre-test–Post-test Control Group Design with two intact Grade 11 classes (n = 31 per group) at a selected secondary school. The experimental group received four weeks of GeoGebra-assisted instruction while the control group received traditional instruction on identical CSEC-aligned content. The experimental group recorded a higher post-test mean (M = 18.74, SD = 4.54) than the control group (M = 16.61, SD = 4.32), yielding a mean difference of 2.13 marks and a small-to-medium effect size (d = 0.481), though the difference did not reach statistical significance, t (60) = 1.892, p = .063. The finding tentatively suggest that GeoGebra-assisted instruction may offer a potentially beneficial, accessible, and theoretically grounded approach to measurement instruction in resource-constrained Caribbean secondary schools, warranting further investigation with larger samples.