DOI: 10.70650/rvimj.2025v2i40018

  DOI URL: https://doi.org/10.70650/rvimj.2025v2i40018

Abstract: This study, employing a mixed-methods approach, investigated how instruction mediated by the GeoGebra dynamic mathematics software impacts academic performance, anxiety levels, and the development of resilience in Class IX students within Tamil Nadu, India. A quasi-experimental design was implemented, featuring an experimental group (EG, n=19) that received GeoGebra-enhanced instruction and a control group (CG, n=19) that followed traditional teaching methods. Quantitative data derived from pre-tests, post-tests, and a dedicated mathematics achievement test were analyzed using t-tests and ANCOVA. To gain deeper insight into the students’ affective shifts, qualitative data was collected through structured interviews. The quantitative analysis demonstrated a statistically significant improvement in the experimental group’s post-test scores (t(18)=12.70,p<.001,d=1.96). Furthermore, ANCOVA results confirmed a significant inter-group difference in post-test performance (F(1,35)=4.65,p=.038) after adjusting for baseline knowledge. A highly negative correlation was established between mathematics anxiety and post-test achievement (ñ=”n–H“n–0.879,p<.001), indicating that lower anxiety strongly correlated with higher performance in the GeoGebra group. Qualitative themes revealed increased self-assurance, enhanced perseverance, and a greater appreciation for mathematics. This research concludes that GeoGebra is a potent educational instrument for not only strengthening conceptual understanding but also for systematically nurturing the values of resilience and intellectual honesty.

keywords GeoGebra, Mathematics Anxiety, Resilience, Value-Based Education, Mixed-Methods, Tamil Nadu, Secondary Education.