The Effects of Learning Management with TGT Technique and GeoGebra on Mathematical Visualization Ability in Conic Sections of Grade 10 Students at Bang Lamung School in Chon Buri Province

Abstract

Background and Aims: Mathematical visualization ability used to describe the process of producing or using geometrical or graphical representations of mathematical concepts, principles, or problems, whether hand-drawn or computer-generated, plays a central role in the cognitive processes of scientists and mathematicians. This research aimed to 1) compare the mathematical visualization ability on the topic of conic sections of Grade 10 students between the group taught using the TGT technique integrated with the GeoGebra application and the group taught using traditional mathematics instruction, and 2) compare the mathematical visualization ability on the topic of conic sections of Grade 10 students taught using the TGT technique integrated with the GeoGebra application with the criterion of 70%.

Methodology: Quasi-experimental research was used, with 2 sample groups consisting of grade 10 Students of Bang Lamung School in Chon Buri Province during the second semester of the academic year 2024. Two classrooms, each with 40 students, were obtained by cluster random sampling. The research instruments included 1) learning plans using the TGT technique integrated with the GeoGebra application on the topic of conic sections, comprising 18 plans of 50 minutes each, 2) traditional learning plans on the topic of conic sections, comprising 18 plans of 50 minutes each, and 3) a subjective test measuring mathematical visualization ability on the topic of conic sections. The statistical methods used for data analysis included mean, standard deviation, skewness, kurtosis, and t-test.

Results: The research findings revealed that 1) Grade 10 students who were taught using the TGT technique integrated with the GeoGebra application demonstrated significantly higher mathematical visualization ability on the topic of conic sections than the group taught using traditional mathematics instruction at the.05 level of significance, and 2) Grade 10 students who were taught using the TGT technique integrated with the GeoGebra application demonstrated mathematical visualization ability on the topic of conic sections higher than the criterion of 70% with statistical significance at the.05 level.

Conclusion: Grade 10 students who were taught using the TGT technique integrated with the GeoGebra application demonstrated significantly higher mathematical visualization ability on the topic of conic sections than the group taught using traditional mathematics instruction.