Welcome to the InfoSci Platform
Effectiveness of GSP-Aided Instruction

Effectiveness of GSP-Aided Instruction

Chin-Hsiu Tai, Shian Leou, Jeng-Fung Hung
Copyright: © 2015 |Volume: 5 |Issue: 2 |Pages: 15
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781466679382|DOI: 10.4018/IJOPCD.2015040104
Cite Article Cite Article

MLA

Tai, Chin-Hsiu, et al. "Effectiveness of GSP-Aided Instruction." IJOPCD vol.5, no.2 2015: pp.43-57. http://doi.org/10.4018/IJOPCD.2015040104

APA

Tai, C., Leou, S., & Hung, J. (2015). Effectiveness of GSP-Aided Instruction. International Journal of Online Pedagogy and Course Design (IJOPCD), 5(2), 43-57. http://doi.org/10.4018/IJOPCD.2015040104

Chicago

Tai, Chin-Hsiu, Shian Leou, and Jeng-Fung Hung. "Effectiveness of GSP-Aided Instruction," International Journal of Online Pedagogy and Course Design (IJOPCD) 5, no.2: 43-57. http://doi.org/10.4018/IJOPCD.2015040104

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

The objective of this study was to determine the effectiveness of the Geometer's Sketchpad (GSP) in teaching the area of triangles to elementary students. The authors adopted a pretest-posttest research design with 2 equivalent groups. The subjects of the experiment comprised fifth-grade students from an elementary school in Pingtung County, divided into an experimental group of 26 students and a control group of 25 students. Both groups attended six 40-min lessons over a month, with the experimental group receiving GSP-aided instruction and the control group receiving traditional lecture instruction. The authors revised the test instrument based on , and the instrument was further reviewed and revised by experts. They conducted a third revision of the contents after performing a pilot test. The difficulty index of the test ranged between 0.18 and 1, and the discrimination index ranged between 0.13 and 0.88. The split-half reliability of the test was 0.8723. The results revealed the following: (a) in learning the area of triangles, the experimental group performed significantly better than the control group; (b) the results of the formative assessments indicated a superior performance in the experimental group compared with the control group in all of the lessons, with the exception of the second lesson; and (c) the male and female students in the experimental group and the control group exhibited no significant differences. Based on these results, the authors suggest that students be offered the opportunity to use concrete teaching aids or computer simulations when learning the area of triangles.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.