Article Sidebar
Published:
Jun 3, 2022Keywords:
Article Details
License agreement and author copyright
AJESMS does not require authors to assign copyright of their published original research papers to the journal. Articles are published under a CC BY license(Creative Commons Attribution 4.0 International License). The CC BY license allows for maximum dissemination and re-use of open access materials and is preferred by many research funding bodies. Under this license users are free to share (copy, distribute and transmit) and remix (adapt) the contribution including for commercial purposes, providing they attribute the contribution in the manner specified by the author (read full legal code).
Availability of materials and data
An inherent principle of publication is that others should be able to replicate and build upon the authors' published claims. Therefore, a condition of publication in AJESMS is that authors are required to make materials, data and associated protocols promptly available to readers without undue qualifications in material transfer agreements. Any restrictions on the availability of materials or information must be disclosed to the publishing team at the time of submission. Supporting data must be made available to Editorial Board Members and reviewers at the time of submission for the purposes of evaluating the manuscript. Reviewers may be asked to comment on the terms of access to materials, methods and/or data sets; AJESMS reserves the right to refuse publication in cases where authors do not provide adequate assurances that they can comply with the publication's requirements for sharing materials.
After publication, readers who encounter refusal by the authors to comply with these policies should contact the AJESMS publishing team. In cases where we are unable to resolve a complaint, the matter may be referred to the authors' funding institution and/or a formal statement of correction may be published, attached online to the publication, stating that readers have been unable to obtain necessary materials to replicate the findings.
Sharing datasets
A condition of publication AJESMS is that authors make materials, data and associated protocols promptly available to others without preconditions.
Datasets must be made freely available to readers from the date of publication, and must be provided to Editorial Board Members and reviewers at submission, for the purposes of evaluating the manuscript.
Main Article Content
Effects of GeoGebra on Students’ Attitudes towards Learning Geometry: A Review of Literature
Abstract
The rapid growth of technology for teaching and learning of geometry includes the introduction of educational software commonly known as GeoGebra. However, a few studies were found that provide evidence on the effectiveness of this software on students’ attitudes towards geometry. The present study aims to provide a comprehensive view of prior literature related to the effects of GeoGebra in enhancing students’ attitudes towards geometry. The present study employed a systematic review. To collect data, the researcher downloaded journal papers, conference proceedings papers, and theses from different databases such as Google Scholar, Research gate, Academia, Research for life, and Education Resources Information Center (ERIC). Thus, 96 documents were initially obtained. After download, duplicating papers were immediately deleted. Thus, a deep analysis followed and 68 documents were filtered out. Twenty-three documents including 22 journal papers and one thesis remained for analysis. The reviewed literature showed that there are positive effects on students’ attitudes towards geometry in terms of interest, engagement and active learning, self-efficacy and self-regulation, and enhanced positive attitudes. More than a half of authors (12 out of 23) employed quasi-experimental research design to investigate the effects of GeoGebra on students’ attitudes toward geometry. Considering categories of attitudes identified, the majority of authors (8 out of 23) reported that GeoGebra enhanced students’ interest to learn geometry.
