Chapter: IV

Analysis and Interpretation of the Data

This chapter deals with the analysis and interpretation of data obtained from the

student’s achievement scores and perception scale of the sample students. The major

function of this discussing is to interpret the result of the study. Data analysis is

considered as an important step and heart of the research in research work. The most

important part of the study is to analyze the collected data because without analyzing

the data, the essence of the study cannot be found. The strategy to answer the research

questions is based on making analysis of quantitative data collections from the

appropriate data sources. In order to make the process of quantitative analysis easier

the findings from the different data sources are first tabulated in the appropriate tables.

For all statistical analysis the SPSS 21.0 version were applied to analyze the obtained

data and the hypotheses were tested at the significance level of 0.05. The data are

organized and tabulated as below:

Mathematics achievement score of control group and experimental group

students’ in pre-test.

There were 19 students in experimental group and 17 students in control group.

In pre-test 30 marks of mathematics achievement test was administrated in which pass

mark was 10 (see test questions in appendix-B and individual score of the students in

appendix-D). Achievement test scores were calculated using Statistical Package for

Social Science Version 21.0 (SPSS 21.0), which is presented in the table 4 below.

Table 4: Pre-test Comparison Group Statistics

Group N Mean df 95% Confidence

Interval
 Std. t- Sig. Lower Upper

Deviation value (2-

tailed)

Control 17 10.29 2.756 -1.483 34 0.147 -3.794 0.593

Experimental 19 11.89 3.604

t- Value Significant at p<0.05

Table 4 showed that the control group obtained a mean score of 10.29 and SD

is 2.756 while the experimental group obtained a mean score of 11.89 and SD is 3.604.

The mean score difference between the groups was -1.601 with a t- value of -1.483.

However, the p-value was 0.147 (p>0.05) which is indicating that the difference in the

mean score of the two groups was not significant in pre-test score. It means calculated

t value is -1.483 which is tested 95% confidence interval having lower limit is -3.794

and upper limit is 0.593, hence t- value is lying between -3.794< - 1.483< 0.593, thus

our null hypothesis there is no significance different between the average achievements

of the students those taught by GeoGebra software and without using GeoGebra

software based teaching in pre-test cannot rejected. This result illustrated that both the

students in the control and experimental group were similar in abilities before the

treatment was administered.

The graphical representation of the mean and standard deviation of the

students of control group and experimental group, it shows that both group students in

the control and experimental were homogeneous in terms of their mean score in pre-

test.
 Figure 2 : Students' achievemet in pre-test

12

10

8 Mean
SD
6

0
Control Group Experimental Group