Effects of Geogebra Instruction and Team-Based Learning Strategy on Senior Secondary School Students’ Achievement in Mathematics

The purpose of this study was to investigate the effects of GeoGebra instruction and Team-based learning on senior secondary school students’ achievement in mathematics. The study adopted a quasi-experimental pre-test, post-test, non-equivalent control group research design. The sample consisted of 183 students (91 males and 92 females) from three intact classes of three senior secondary schools from Education District V of Lagos State, Nigeria. Simple random sampling technique was used to assign the three intact classes to experimental group I, experimental group II and the control group. Data collected were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Results revealed that there was a significant main effect of treatment on students’ achievement in mathematics in favour of GeoGebra instruction and team-based learning. Gender did not significantly influence students’ achievement mathematics, and there was no significant interaction effect of treatment and gender on achievement in mathematics. The study concluded that the GGI and TBL experimental treatments had better effect on students’ achievement in mathematics than the CLM.