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