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The experimental groups used Desmos and GeoGebra, while the control group received traditional lecture instruction. The Coordinate Geometry Performance Test (CGPT) showed reliability via KR-21 (0.89), and results were analyzed with ANCOVA at 0.05. Findings indicate significant gains in conceptual understanding, problem solving, overall performance, motivation, and visualization compared with the control, supporting technology-based integration into the curriculum.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effects-of-geogebra-and-desmos-software-on-students-performance-in-coordinate-geometry-in-warri-south-delta-state-nigeria/266792/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effects-of-geogebra-and-desmos-software-on-students-performance-in-coordinate-geometry-in-warri-south-delta-state-nigeria/266792.png","ImageObject",300,407,{"name":42,"@type":43},"River Wang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-09-14",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the study designed to investigate?","Question",{"text":63,"@type":64},"The study investigated how integrating dynamic mathematics software (GeoGebra and Desmos) affects SS 3 students’ performance in coordinate geometry compared with traditional teaching.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students and groups selected for the research?",{"text":68,"@type":64},"Purposive sampling was used to conveniently select 118 SS 3 students from three schools. Students were divided into an experimental group using Desmos and GeoGebra and a control group taught with traditional lecture methods.",{"name":70,"@type":61,"acceptedAnswer":71},"Which tools and statistical methods were used to analyze learning outcomes?",{"text":72,"@type":64},"The Coordinate Geometry Performance Test (CGPT) gathered data, with reliability assessed using KR-21 (0.89). 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I. & 2EFOR, Benjamin  \nDepartment of Curriculum Studies and Educational Technology, Faculty of Education, University of Port Harcourt,  \nRivers State, Nigeria.  \n[Email: benjaminefor@gmail.com](Email: benjaminefor@gmail.com)  \nAbstract: This study examined the effects of Geogebra and Desmos software on senior secondary schools 3 (SS 3) students' performance in Coordinate Geometry in the Warri South Local Government Area of Delta State, Nigeria. The research explored how the integration of dynamic Mathematics software – Geogebra and Desmos – impacts learning outcomes compared to traditional teaching methods. This study used a pretest-posttest control group structure in a quasi-experimental approach. Purposive sampling was used to conveniently choose 118 SS 3 kids from three schools out of the 2,350 students that made up the study's population. Two groups of participants were formed: the experimental group received education using Desmos and GeoGebra, while the control group was instructed using the traditional lecture method. The Coordinate Geometry Performance Test (CGPT) was used as the data gathering tool. The Kuder– Richardson Formula 21 (KR-21) method for CGPT yielded a reliability index of 0.89. The two research questions were addressed using mean and standard deviation, and the two hypotheses developed for the study were tested using Analysis of Co-variance (ANCOVA) atthe 0.05 level of significance. Data were collected through pre-and post-test assessments and class observations. Findings reveal that students instructed with Geogebra and Desmos demonstrated significant improvement in conceptual understanding, problem solving skills and overall performance in coordinate geometry compared to their peers in the control group. Additionally, learners exhibited increased motivation, better visualization of geometric concepts. The results indicate that the use of interactive software can effectively enhance mathematical instruction and support learners in mastering coordinate geometry. The study concludes with recommendations for integrating technology – based tools into the Mathematics curriculum to improve academic achievement and foster positive attitudes towards learning Mathematics in Warri South and similar educational contexts.  \nKeywords: Geogebra, Desmos, Coordinate Geometry, Students, performance, Traditional.  \nIntroduction  \nMathematics is the foundation for logical reasoning, problem-solving, and decision-making across a broad range of subjects, it is crucial in many aspects of real life. According to Reference [1], Mathematics is essential for understanding and applying science and technology, and it is the cornerstone of both national and international progress. In order to solve problems, apply what they have learnt in the real world, and develop mathematical skills—all of which are goals of learning Mathematics—students must first understand mathematical concepts [2] . For both literate and illiterate members of society, Mathematics is important because of its uses in daily life, including transportation, all types of business, and advancements in science and technology [3]. According to [4], Mathematics is regarded as the mother of all disciplines, and the universe could not function without mathematical knowledge and skills. It is a tool for the progress of any science-based subject and equips people with the ability to approach problems methodically and draw intelligent conclusions. Algebra, statistics, and probability are examples of mathematical ideas that are essential for  \nfinancial budgeting, data analysis, and project planning. Technological developments provide a solid basis for mathematical research, which pushes the boundaries in domains like big data, machine learning, and cryptography. Additionally, health and medicine depend on Mathematics. From calcul","cbCaij5R276t4igd","https://ap.wps.com/l/cbCaij5R276t4igd","pdf",730475,"English","# Introduction\n## Mathematics as a foundation for learning and real-life application\n## Challenges in students’ performance and geometry learning\n## Role of dynamic software in improving understanding\n## Coordinate geometry and analytical geometry overview","[{\"question\":\"What was the study designed to investigate?\",\"answer\":\"The study investigated how integrating dynamic mathematics software (GeoGebra and Desmos) affects SS 3 students’ performance in coordinate geometry compared with traditional teaching.\"},{\"question\":\"How were students and groups selected for the research?\",\"answer\":\"Purposive sampling was used to conveniently select 118 SS 3 students from three schools. Students were divided into an experimental group using Desmos and GeoGebra and a control group taught with traditional lecture methods.\"},{\"question\":\"Which tools and statistical methods were used to analyze learning outcomes?\",\"answer\":\"The Coordinate Geometry Performance Test (CGPT) gathered data, with reliability assessed using KR-21 (0.89). Research questions used mean and standard deviation, while hypotheses were tested using ANCOVA at the 0.05 significance level.\"}]","Effects of GeoGebra and Desmos Software on Students’ Performance in Coordinate Geometry in Warri South, Delta State, Nigeria | PDF",23]