A comparison of the effects of using a dynamic geometry software program and construction tools on learner achievement

The purpose of this study was to determine if there are quantitative differences in learning and attitude when using dynamic software that simulates a laboratory experience as compared to the use of “hands-on” construction tools. Gender differences were also investigated.; Data collected from the 3-week long study on geometry encompassed a pre-study mathematics diagnostic test to determine ability levels of the students, an achievement test and a mathematics attitude scale. The study consisted of a 2 x 2 x 2 factorial of treatment type, gender, and mathematics ability level. The dependent measures were geometry achievement and mathematics attitude. Students were randomly assigned to either the computer lab to use Geometers' Sketchpad software or to a classroom to use traditional construction tools.; The participants in this study consisted of 80 eighth grade students from a middle school located in northeastern Ohio. Both the control group and the treatment group were given a set of nine self-guided lessons. After the students completed the lessons, they were given the Mathematics Attitude Scale and the Geometry Achievement Test. The data analyses consisted of two 3 factor ANOVAs at the 95% confidence level.; The students who were exposed to the dynamic geometry software to learn basic geometry ideas and constructions significantly outperformed the group of students that used the traditional construction tools that consisted of compasses, protractors, and rulers. The male students were found to have a higher attitude toward mathematics than the females, although there were no differences regarding their achievement. The high ability students outperformed low ability students on the achievement test, regardless of gender or treatment. However, no differences were found between ability levels and mathematics attitude.