Abstract:

Motivation is an important concept in terms of securing success in achievement in mathematics in general, and Geometry in particular. This research study mainly aims at establishing the effects of the simultaneous use of teaching technology (Heymath programme) and cooperative learning on learners’ performance and achievement in circle geometry tests, and would ultimately cause leaners to become more motivated when interacting with geometry. The Van Hiele theory on geometry learning underpins this research, as well as the Social cognitive theory proposed by Bandura, emphasising learners’ motivation and behaviour. For this convergent parallel mixed methods research we adopted a quasi-empirical design. The control group comprised of 26 Grade 11 learners and the experimental group of 27 Grade 11 learners. These two groups were academically similar, and were selected purposively. Data was gathered by means of a questionnaire which involved the experimental group only to gauge their perceptions after they were exposed to learning sessions using educational technology in an environment of cooperative learning. The research outcomes revealed that participants experienced engaging with educational technology in the learning environment as pleasant and revelled in being actively involved in that manner. The intervention that emphasised the use of educational technology improved learners’ levels of motivation to learn geometry. The effective use of educational technology in the context of cooperative learning thus brought some benefits in terms of increased motivation and consequent work ethic.

Keywords:

Motivation Levels, Geometry, Technology, Operative Learning.