The Use of DESMOS and CABRI EXPRESS in Learning Geometry
Author/s: Jem Michael D. Brobo |
Using computer applications has many features that can enhance student learning. As teachers need to provide meaningful learning experiences, they require the right support and resources to create real-world experiences for students using technology and other tools to conduct mathematical investigations. This study determines which of the two applications (DESMOS and CABRI EXPRESS) was more effective in enhancing the success and participation of the Grade-10 students (Service and Loyalty) of the School of Saint John the Baptist of Jimenez, Misamis Occidental, Inc., S.Y. 2020–2021.
It uses a quasi-experimental two-group pretest-posttest design to compare students’ achievement in terms of the MPS for two trial runs. Both the first and second experimental groups (each with 30 students) were taught the same lessons in Geometry. The first experimental group was taught with DESMOS, while the second experimental group was taught with CABRI EXPRESS. The study found that the first experimental group consistently revealed progress toward mastery with an MPS of 70.67% and 74.10%, respectively. In comparison, the second experimental group garnered an MPS of 65.43% and 74.57%, respectively.
In addition, the study revealed no significant difference between the students’ performance in the first and second experimental groups in both trial runs. Thus, using DESMOS and CABRI EXPRESS as manipulative tools in teaching Geometry has similar and comparable effects on student performance.
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Using computer applications has many features that can enhance student learning. As teachers need to provide meaningful learning experiences, they require the right support and resources to create real-world experiences for students using technology and other tools to conduct mathematical investigations. This study determines which of the two applications (DESMOS and CABRI EXPRESS) was more effective in enhancing the success and participation of the Grade-10 students (Service and Loyalty) of the School of Saint John the Baptist of Jimenez, Misamis Occidental, Inc., S.Y. 2020–2021.
It uses a quasi-experimental two-group pretest-posttest design to compare students’ achievement in terms of the MPS for two trial runs. Both the first and second experimental groups (each with 30 students) were taught the same lessons in Geometry. The first experimental group was taught with DESMOS, while the second experimental group was taught with CABRI EXPRESS. The study found that the first experimental group consistently revealed progress toward mastery with an MPS of 70.67% and 74.10%, respectively. In comparison, the second experimental group garnered an MPS of 65.43% and 74.57%, respectively.
In addition, the study revealed no significant difference between the students’ performance in the first and second experimental groups in both trial runs. Thus, using DESMOS and CABRI EXPRESS as manipulative tools in teaching Geometry has similar and comparable effects on student performance.
Read Full Article