Transforming circle geometry learning with geogebra as a digital learning environment: Students’ performance and self-efficacy

Source abstract

Dynamic geometry environments may support mathematics achievement, but their relationships with geometry self-efficacy and gender remain insufficiently understood. This quasi-experimental study examined GeoGebra-supported circle geometry instruction among 76 senior secondary students in Ekiti State, Nigeria. A nonequivalent pretest–posttest control group design compared one intact GeoGebra class (n = 36) with a conventional instruction class (n = 40) over six weeks. Instruments comprised a 20-item Circle Geometry Performance Test (KR-20 = .78) and a 10-item Geometry Self-Efficacy Scale (α = .81). Two-way ANCOVA controlled for corresponding pretest scores. Instructional group was significantly associated with posttest performance, F(1, 71) = 24.41, p < .001, partial η² = .256, and self-efficacy, F(1, 71) = 11.92, p = .001, partial η² = .144, favoring GeoGebra-supported instruction. No instructional strategy × gender interaction was detected for either outcome, although the sample limited sensitivity to moderation. Because each condition involved one class from a different school, instructional differences were confounded with school and teacher characteristics, precluding causal conclusions. The findings suggest that guided GeoGebra exploration may support circle geometry learning and perceived capability. Its potential application in blended and remote environments requires further investigation, alongside replication across multiple schools and classes and verification of model assumptions.