The Effect of Teaching Geometry with Dynamic Geometry Software on 10th Grade Students’ Self-Efficacy Perceptions towards Geometry

Abstract

The aim of this study is to investigate the effect of an instructional process, designed with GeoGebra-supported materials for the topics of quadrilaterals and polygons in the 10th grade geometry curriculum, on students’ self-efficacy perceptions regarding geometry. The study employed a single-group quasi-experimental model with pre-test and post-test design. The study group consisted of 72 students from a public school in the Araklı district of Trabzon province. Over a period of six weeks, students received instruction for a total of 12 hours (2 hours per week) using content prepared with GeoGebra software, focusing on the learning areas of quadrilaterals and polygons. The self-efficacy scale for geometry, developed by Cantürk-Günhan and Başer (2007), was administered to students before and after the planned instruction. The raw scores obtained from the scale were first converted into measures using Rasch analysis, and then the research questions were addressed. No significant difference was found between the measurements taken before and after the intervention. Additionally, it was determined that the gender variable did not have a significant effect on students’ self-efficacy. Examination of the person-item map revealed that students had difficulty utilizing their geometry knowledge.