Teaching elementary geometry through computer demonstrations : does IT really make a difference?

Abstract

The purpose of this study is to investigate the effect of integrating computer use in the teaching of geometry at the elementary school level. Specifically, the study compares the performance of grade three (sections A & B) learners of geometry in two different teaching – learning situations involving the use of the lecture/demonstration method with the computer as the medium of instruction versus the use of the same method with the chalkboard as the medium of instruction. Work proceeded in three stages. In the first stage, section A learners were taught six sessions of geometry through the lecture/demonstration method with the computer as the medium of instruction, while section B learners were taught with the same method but using the chalkboard as the medium of instruction. In the second stage, both sections (A & B) were given the same geometry tests to measure their performance, as well as the same checklist to gauge their attitude towards the medium. In the third stage, the data were quantitatively analyzed through independent t-tests and paired t-tests by using the SPSS statistical software package. Three results ensued: the first revealed that when the computer was the medium of instruction, performance was higher and attitude was more positive than when the chalkboard was used. The second showed that whether the chalkboard or the computer was the medium of instruction, performance was higher in space than in plane geometry. The third exposed that whether the chalkboard or the computer was the medium of instruction, there was no significant difference in the attitude of the learners between space and plane geometry. It may therefore be concluded that the use of the computer led to a better attitude in students and therefore better performance of grade three learners of geometry. Hence, the integration of the computer tends to make a difference.