Effect of Technology-Integrated Guided-Inquiry Approach on Geometry Learning of Preservice Mathematics Teachers

Dereje W. Eshtu, Addis Ababa University, Ethiopia   

Sima D. Wakuma,  Dambi Dollo College of Teachers’ Education, Ethiopia 

Abstract

The study was proposed to investigate the effect of a technology-integrated guided inquiry-based learning (TGIBL) and guided inquiry (GIBL) approach on preservice mathematics teachers' (PSMTs') plane geometry learning. For this purpose, pre-posttest non-equivalent quasi-experimental design was used. A total of 116 PSMTs within three intact groups: Group1 (48) treated with TGIBL, Group2 (38) with GIBL and Group3 (30) in conventional approach. A two-tiered geometry diagnostic test and a geometry procedural knowledge test were used to collect the data and their reliability were KR20 =.87 and ICC =.88, respectively. The data were analyzed through a paired sample t-test and a one-way MANOVA. According to the findings, there was statistically significant difference between the groups, that is PSMTs taught with technology-integrated guided inquiry significantly outperformed than other groups. Therefore, the integration of technology and guided inquiry must be considered by teachers’ educators as a pedagogical strategy to enhance the learning experience and knowledge retention among pre-service teachers at college of teachers’ education.

 Keywords: Conceptual knowledge, Procedural knowledge, Guided inquiry, Technology, Plane geometry