Abstract:

Global technological advancements in recent years have brought challenges for both teachers and students especially in the field of science and mathematics. This growing trend demands a pedagogical shift to address the learning needs of digital natives. It is now imperative to adopt innovative, interactive, and constructive methodologies to encounter the shortcomings leading to low student attainment, particularly in mathematics.

Traditional learning practices resorting to memorization and recitation are still dominant in many parts of the world. In Pakistan, government-administered schools are the main low-cost source of education in the country as compared to private institutes. To compete in this digital environment, these schools need to transform their conventional teaching instructional practices. Integrating Information and Communication Technology (ICT) in mathematics provides the platform to share peer knowledge and evaluate answers independently with timely feedback. It encourages critical thinking and enhances students’ motivation to become independent problem solvers.

The purpose of this study is to evaluate students’ achievement in geometry incorporating GeoGebra, dynamic software through Van Hiele Model. Total of 231 students of grade 7 from two government schools were part of this quasi-experimental study for three weeks. GeoGebra was used to provide an interactive and constructive environment.

Students’ achievement was tested on first three levels of Van Hiele Geometry Test (VHGT) based on Van Hiele Model activities. Students’ outcomes in VHGT for both experiment and control groups before and after the intervention demonstrated that integrating GeoGebra led to better understanding of geometrical concepts and enhanced geometrical thinking among students.

Keywords:

Pedagogical shift, ICT, GeoGebra, instructional practices, Van Hiele Geometry Test, student-centered environment, behaviorist approach.