Enhancing mathematical modelling education at agricultural universities: A comparative study of dynamic vector diagrams using GeoGebra

This research investigates the effectiveness of visualisation techniques in teaching mathematical modelling fundamentals to agricultural university students. We examine the hypothesis that dynamic vector diagrams representing mechanical motion characteristics (velocity, acceleration, and force) enhance student learning outcomes. The study compares three instructional approaches: using Excel spreadsheets, utilising GeoGebra dynamic geometry software, and employing both tools simultaneously. Our methodology involved 167 engineering students divided into three homogeneous groups, each completing identical modelling tasks concerning projectile motion under various conditions. Results demonstrate that students who simultaneously employed Excel and GeoGebra with dynamic vector diagram visualisation achieved significantly higher academic performance (mean score 78.25) compared to those using either Excel (73.36) or GeoGebra (73.85) exclusively. Statistical analysis through ANOVA confirms these differences are significant (p=0.010613). We observed that Excel users demonstrated stronger quantitative analytical skills, while GeoGebra users excelled in qualitative assessment tasks. This research extends previous findings on visualisation in mathematical education and provides practical insights for enhancing STEM education in agricultural universities through appropriate technology integration.