Enhancing Secondary School Students' Productive Disposition using GeoGebra Software integrated Process Oriented Guided Inquiry Learning in Geometry

This study investigated the impacts of combining GeoGebra software and Process-Oriented Guided Inquiry Learning (GGS-POGIL) with the productive disposition of second level students towards geometry in Addis Ababa, Ethiopia in terms of enjoyment, confidence and felt value of mathematics. A quasi-experimental design with pre- and post-tests compared a GGS-POGIL group, a POGIL only group and Comparison group using the Productive Disposition Questionnaire. Results were that there was a significant increase in mathematics enjoyment and confidence in GGS-POGIL group compared to others (p < 0.01), showing the combined effects of interactive visualization and inquiry-based learning. However, there was no significant improvement in student perceptions towards the importance of mathematics, which one might assume indicates a need for further strategies to indicate real world relevance. Effect size analysis endorsed the positive effect of GGS-POGIL on productive disposition. While effective, challenges like teacher training and access to technology indicate the need for professional development and infrastructure support. These findings confirm the role of technology-enhanced inquiry learning in developing positive mathematical attitudes and offer recommendations for educators and policymakers. Future studies should investigate the long-term effects and scalability of GGS-POGIL in a range of educational settings in resource-limited settings.