Journal of Pedagogical Sociology and Psychology
The impact of GeoGebra-assisted problem solving based on variation theory on students’ motivation in geometry
Belete Abebaw Kassa 1 * , Mulugeta Atinafu Ayele 1, Aweke Shishigu Argaw 1
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1 Addis Ababa University (AAU) Department of Science and Mathematics Education, Addis Ababa, Ethiopia
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, Online First, pp. 1-18
https://doi.org/10.33902/jpsp.202534058

Article Type: Research Article

Published Online: 15 Jul 2025

Views: 3 | Downloads: 3

ABSTRACT
The study examined ninth-grade students’ motivation and its components in learning geometry through variation theory-based, GeoGebra-assisted problem-solving instructional approaches. A total of 125 students and 4 mathematics teachers were purposively selected for the study. A quasi-experimental research design was employed. Quantitative data were collected using a motivation questionnaire. Four classes were selected, three of which served as treatment groups—Treatment Group 1, Treatment Group 2, and Treatment Group 3—each receiving a specific instructional intervention. One comparison group was also included, assigned using simple random sampling techniques. Both pre-test and post-test motivation items were administered before and after the intervention, respectively. ANCOVA and paired samples t-tests were used for data analysis. The findings revealed a significant mean difference between pre-test and post-test scores of students' motivation and its components in all treatment groups, unlike the comparison group. Notably, the mixed-treatment group showed the largest mean difference, indicating a substantial improvement in students’ motivation toward learning geometry. It is recommended that teachers receive support and training in implementing variation theory-based GeoGebra problem-solving approaches to enhance students’ motivation in geometry. School administrators should prioritize the integration of GeoGebra software by establishing computer labs, and government officials are encouraged to promote and support the implementation of technology in schools.
KEYWORDS
GeoGebra motivation problem-solving approaches and learning geometry variation theory
In-text citation: (Kassa et al., 2025)
Reference: Kassa, B. A., Ayele, M. A., & Argaw, A. S. (2025). The impact of GeoGebra-assisted problem solving based on variation theory on students’ motivation in geometry. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202534058
In-text citation: (1), (2), (3), etc.
Reference: Kassa BA, Ayele MA, Argaw AS. The impact of GeoGebra-assisted problem solving based on variation theory on students’ motivation in geometry. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202534058
In-text citation: (1), (2), (3), etc.
Reference: Kassa BA, Ayele MA, Argaw AS. The impact of GeoGebra-assisted problem solving based on variation theory on students’ motivation in geometry. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202534058
In-text citation: (Kassa et al., 2025)
Reference: Kassa, Belete Abebaw, Mulugeta Atinafu Ayele, and Aweke Shishigu Argaw. "The impact of GeoGebra-assisted problem solving based on variation theory on students’ motivation in geometry". Journal of Pedagogical Sociology and Psychology (2025). https://doi.org/10.33902/jpsp.202534058
In-text citation: (Kassa et al., 2025)
Reference: Kassa, B. A., Ayele, M. A., and Argaw, A. S. (2025). The impact of GeoGebra-assisted problem solving based on variation theory on students’ motivation in geometry. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202534058
In-text citation: (Kassa et al., 2025)
Reference: Kassa, Belete Abebaw et al. "The impact of GeoGebra-assisted problem solving based on variation theory on students’ motivation in geometry". Journal of Pedagogical Sociology and Psychology, 2025. https://doi.org/10.33902/jpsp.202534058
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