EFFECT OF GEOGEBRA SOFTWARE IN MEASURING THE CONCEPTUAL UNDERSTANDING OF BASIC MATHEMATICS SKILLS AMONG PRIMARY SCHOOL STUDENTS IN NASSARAWA EDUCATION ZONE, KANO STATE, NIGERIA.

Abstract

The persistent challenge of poor conceptual understanding of basic mathematics among primary school pupils continues to hinder the development of higher-order mathematical thinking and problem-solving abilities. Traditional teacher-centred instructional approaches often emphasize procedural fluency at the expense of conceptual understanding, thereby limiting learners' ability to relate mathematical concepts to real-life situations. This study investigated the effect of GeoGebra software on measuring and improving the conceptual understanding of basic mathematics skills among primary school students. Specifically, the study examined whether the integration of GeoGebra into mathematics instruction significantly enhanced pupils' conceptual understanding of number operations, fractions, geometry, measurement, and problem-solving when compared with conventional teaching methods. A quasi-experimental research design involving pre-test and post-test non-equivalent control groups was employed. The study comprised primary school pupils selected through a multistage sampling procedure from selected schools. Data were collected using the Basic Mathematics Conceptual Understanding Test (BMCUT), a researcher-developed instrument validated by experts in mathematics education and educational measurement. The reliability coefficient of the instrument was established using an appropriate reliability estimation technique before administration. Descriptive statistics, including mean and standard deviation, were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that pupils exposed to GeoGebra-assisted instruction demonstrated significantly higher conceptual understanding of basic mathematics skills than those taught using the conventional teaching method. The study further indicated that the interactive visualizations, dynamic representations, and immediate feedback provided by GeoGebra enhanced pupils' engagement, conceptual reasoning, and knowledge retention. The study concludes that GeoGebra is an effective instructional technology for promoting conceptual understanding of mathematics among primary school learners. It recommends that primary school teachers integrate GeoGebra into mathematics instruction, while educational authorities should provide adequate digital infrastructure, teacher training, and supportive policies to facilitate its effective implementation in primary schools.