The Effectiveness of GeoGebra-Based Learning in Enhancing Students’ Mathematical Reasoning Skills in Secondary Schools

Abstract

This study examines the effectiveness of GeoGebra-based learning in improving secondary school students’ mathematical reasoning skills. Employing a quasi-experimental design with a pretest–posttest control group, the study involved 63 students divided into an experimental group receiving GeoGebra-based instruction and a control group following conventional teacher-centered learning. Data were collected using a validated Mathematical Reasoning Test and analyzed through descriptive statistics, independent samples t-tests, N-gain calculations, and Cohen’s d effect size. Results demonstrate that the experimental group achieved significantly higher posttest scores (M = 82.28) than the control group (M = 62.39), with a mean gain of 39.75 points versus 19.29 points, an N-gain of 0.72 (high), and a very large effect size (d = 2.71). Item-level analysis revealed substantial improvements across key reasoning indicators, including pattern recognition, logical justification, relational thinking, and multi-step reasoning. The findings indicate that the dynamic visualization, multiple representations, and inquiry-based activities provided by GeoGebra facilitate deeper conceptual understanding, stronger logical argumentation, and effective generalization of mathematical concepts. These results support constructivist, constructionist, and sociocultural learning theories and highlight the pedagogical value of integrating interactive digital tools into mathematics classrooms. The study concludes that GeoGebra-based learning significantly enhances students’ reasoning skills, motivation, and engagement. Future research may investigate longitudinal effects, applications across other mathematical domains, and the integration of collaborative learning strategies to maximize learning outcomes.