Variation Theory Based GeoGebra Assisted Problemsolving Approaches and Students’ Conceptual Understanding in Learning of Geometry

The study aimed to examine students’ problem-solving skills through mixed instruction (variation theory based GeoGebra assisted problem-solving instructional approaches). A total of 125 students divided into four intact groups participated in the study. The study employed a quasi-experimental research design. Three intact groups were randomly assigned as a treatment group, while one group was taken as a comparison group. Each of the groups took a specific instructional approach, while the comparison group proceeded as usual without any changes to the instructional process for all sessions. Both pre and post problem-solving tests were administered to all groups. To analyze the data and examine the differences (if any) in each group, ANCOVA and Paired samples ttests were employed. There was a significant mean difference between student’s pre-test and post-test in their conceptual understanding of each treatment group. Furthermore, the mixed treatment had a large mean difference. Teachers are recommended to give attention in using mixed teaching approaches of variation theory with geogebra assisted problem solving for students’ better understanding. Administrators should emphasize launching GeoGebra software through IT labs in schools, and government officials should appreciate the implementation of technology in schools.