Development of engagement in learning that affects mathematics achievement on the graph of quadratic functions for Grade-9 students by using Think-Talk-Write technique with the GeoGebra program
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Abstract
The purposes of this study were to 1) compare grade-9 students' engagement in learning mathematics graph of quadratic functions, and 2) compare their learning achievement in mathematics on the graph of quadratic functions before and after learning using the Think-Talk-Write technique with the GeoGebra program. The research sample group consisted of 43 grade-9 students from a school in Kalasin province during the first semester of the 2023 academic year, selected using simple random sampling. The research tools include learning management plans, achievement tests, and engagement in learning assessments. Statistical methods used in data analysis include mean, standard deviation, percentage, and the t-test for dependent samples. Using the Think-Talk-Write technique with the GeoGebra program, the study discovered 1) the results of grade-9 students' engagement in learning mathematics on the graph functions after learning were higher than before learning, with statistical significance at the level .05, and 2) grade-9 students' academic achievement in mathematics on the graph of quadratic functions after learning was higher than before learning with statistical significance at the level .05.
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