It is humble requested that, Please make a sure the sequence of literatures in terms of date of

publications first.

Try to make syntax and coercive in para while writing goes on.

Make a sure that it is necessary for supporting the statements which is going to be reviewed or
cited.

REVIEW OF RELATED LITERATURE

In this paper, the key terms are: Impact, Students achievement, Teaching trigonometry
and GeoGebra software. These four aspects are briefly reviewed and captured as below.

Many researches have shown that, GeoGebra based instruction provides positive
consequences /impression on students’ achievement than traditional method of instruction. In this
study, such consequences/impressions can be taken as an impact. More precisely impact is the
striking of one thing against another. Thus, these remarkable consequences which are appear on
students due to the use GeoGebra based instruction are impact.

Consequently, Student achievement refers to a students’ performance in academic areas.it

is the amount of academic content a student learns in a determined amount of time. Furthermore,
students’ achievements indicates the students’ engagement, motivation, attitude and interaction
towards learning.

While one teachteaches trigonometry lessons chapter its effect can be seen on students’
achievement. The ultimate goal of teaching is promote learning or to create an atmosphere that
fosters learning.so, teaching trigonometry means to create an atmosphere that fosters learning
trigonometric concepts. GeoGebra based instruction is the best way for learning facilitation
process. GeoGebra is really necessary to enhance positive impact on students’ achievement.
Thus, it has become mandatory to investigate ‘in which to what or in what ways extent
GeoGebra based instruction impact on students’ achievement in trigonometry’ may be more
relevant in the recent context of Nepal. Now And, the review of empirical literatures which
emphasized GeoGebra based instruction are reviewed below.
NCTM, (2000) suggests that appropriate use of technology can facilitate such applications by
providing ready access to real data and information, by making the inclusion of mathematics
topics useful for applications more practical and by making it easier for teachers and students to
bring together multiple representations of mathematics topics. Also In addition, NCTM
suggestsavowed that "Technology Principle" as one of the six principles of high quality
mathematics education and has guidelines and supports about the use of technology. In the
Principles and Standards of School Mathematics, it is stated that "Technology is essential in
teaching and learning mathematics; it influences the mathematics that is taught and enhances
students' learning” (p. 24)" and "Teachers should use technology to enhance their students
learning opportunities by selecting or creating mathematical tasks that take advantage of what
technology can do efficiently and well graphing, visualizing, and computing (p. 25)”.

Kepceoglu and Yuvuz (2016) conducted a study entitled “Teaching a concept with
GeoGebra: Periodicity of trigonometric functions” with the aim in order to analyze and to
compare the effect of the traditional teaching and the computer assisted mathematics teaching on
students’ conceptual learning about the periodicity of trigonometric functions. The design of this
that study is was chosen as a quasi-experimental, and the working group isgroup comprised 36of
36 tenth grade high school students from a public high school. 15 days after the instruction
period, participants filled in a 5 questions test. The answers of students were analyzed using
descriptive statistics. AccordingAs a conclusion, the finding of this study indicates that
…………… to the results of the study, with the aid of computer mathematics education is more
effective on students’ learning than traditional mathematics education.

Dagon (2010) conducted an experimental research design study aiming to evaluate the
students’ achievement in learning mathematics using GeoGebra software. The data were
collected from a twelve hour course for two weeks involving two eighth grade classes. The result
of this study showed computer based instruction can effectively be used in teaching learning
process and GeoGebra software encourage high order thinking skills. Furthermor, The this study
also observed that positive consequence in motivating students toward learning and remembering
their knowledge for a longer period. This study helped the researcher to formulate research
hypothesis.

A study carried out by Bhandari (2015) did a research on entitled “Effectives of

GeoGebra Assisted instruction in mathematics at secondary level” with the aim to find the
effectiveness of GeoGebra assisted instruction on students’ achievement in reflection and
rotation at secondary level. 48 students of two schools were selected for the study. She concluded
that the students in the experimental group attained significantly better achievement on the
reflection and rotation tasks then the students in the control group. Also, her research has shown
that the students who were taught by GeoGebra assisted instruction were motivated towards the
convectional study.
Kushwaha, Chaurasia and Singhal (2014) conducted a research paper entitled “Impact
on Students’ Achievement in Teaching Mathematics using GeoGebra” with aiming to investigate
the effects of dynamic mathematics software GeoGebra on student achievement in teaching of
geometry at secondary stage. The sample has been taken on 40 students of control group and 40
students of experimental groups. The data were collected from 80 students which were divided
equally within experimental and control group.The control group was received teaching by
traditional way, i.e. without using any software while experimental group was received teaching
by dynamic learning software GeoGebra. The data has been collected. On analysis, it found that
The finding of that study reveals that, there are some meaningful differences between the score
of control and experimental groups. The study shows that experimental group has better
achievement which had received instruction by GeoGebra in comparison to control group in
which lesson was taken without software technology.
Shadaan and Kwan Eu (2013) conducted a quasi-experimental design study entitled
“Effectiveness of Using GeoGebra on Students’ Understanding in Learning
Circles”. The purpose of this study was to investigate students’ understanding in learning circles
using GeoGebra. In this study fifty-three Year 9 (Form 3) students from two intact classes
participated with one class assigned as the experimental group and the other as the control.
Findings of this study showed a significant difference existed in the mean scores between these
two groups. The result indicated that students in the experimental group outperformed those in
the control group. In addition, a survey instrument was used to elicit students' perception on the
use of GeoGebra. Analysis of the questionnaire responses indicated a positive overall perception
of using GeoGebra in learning about circles.
Zulnaidi & Zakaria (2012) published a research article entitled “The effect of using
GeoGebra on Conceptual and Procedural Knowledge of High School Mathematics Students”
with aiming to determine the effect of GeoGebra on conceptual and procedural knowledge of
function. The study involved 124 high school students from Ujung Batu Rokan Hulu, Riau,
Indonesia. A total of 60 students were in the treatment group and 64 students were in the control
group. The data was collected using the conceptual and procedural knowledge test of function.
The results showed significant differences between treatment and control groups. In the
treatment group had significantly higher conceptual knowledge compared to control group. The
findings of this study would provide schools administrator and teachers the opportunity to use
GeoGebra software for teaching and learning mathematics.
Zengin, Furkan & Kutluca (2011) conducted a study entitled “The effect of dynamic
mathematics software GeoGebra on student achievement in teaching of trigonometry”. The
sample of the study consists of 51 students. The experimental group was subjected to the lessons
arranged with the GeoGebra software in computer assisted teaching method, while the control
group was subjected to the lessons shaped with constructivist instruction. The data collected after
5 weeks of application show that there is a meaningful difference between experimental and
control groups’ achievement in trigonometry. This difference is in favor of the experimental
group which had lessons with GeoGebra.
From the literature reviewed, GeoGebra based instruction math is increasing in
worldwide owing to its wider usability . It is enable to incorporate geometry, algebra and
calculus in a single dynamic environment. It is an openopen software with different language. As
dynamic mathematics software, use of GeoGebra is getting more common all over the world. In
addition to construct geometry dynamically, it also provides, as a key element of learning
geometry, visualization, estimation, conjecture, construction, discovery, proof and etc. GeoGebra
is found to be very efficient in mathematics education and can be used effectively both in teacher
training and students’ learning. Also, GeoGebra based learning activity yields better achievement
on students than traditional. So, above literature reviewed will help to study the appropriateness
of GeoGebra in teaching trigonometry for Nepalese context.

Theoretical Framework
 Trigonometry is the branch of mathematics that deals with the study of relationships
between sides and angles of a triangle. Trigonometry is one of the major content of compulsory
mathematics and optional mathematics of secondary level curriculum in Nepal. In order to teach
teaching trigonometry through GeoGebra software constructivist learning theory may play plays
vital role in and so it has been chosen as theoretical ground for this study. to develop students
understanding.
Constructivism is an epistemological branch aspect of the philosophy that relates with
how learners construct their own meaning. Constructivism emphasizesd that learning is an active
process in which learners actively construct their own knowledge and meaning based upon their
current /past knowledge, social interaction and motivation affect the construction (please cite
here as far as possible). From this point of view, the task of the educator is not to dispense
knowledge but to provide students with opportunities and incentives to build it up. In this
approach educators focus on making connections between facts and fostering new understanding
in students.
Instructors modify their teaching strategies to accordingly student responses and encourage
students to analyze, interpret and predict information. In this approach teacher instructor acts as a
facilitator who encourages students to discover new principles and construct new knowledge
based on their past and present state of knowledge and information for themselves and to
construct knowledge by working answering open-ended questions and solving real-world
problems. . Constructivism mainly has divided into two fold in terms of knowledge construction
process and its determinants: they are Cognitive constructivism and social constructivism.Within
constructivism there are different notions of the nature of knowledge and the knowledge
construction process. Mainly cognitive constructivism and social constructivism are such
different views on constructivism.
In which, cognitiveCognitive constructivism focuses on internalization of knowledge,
individual constructions of knowledge. This perspective is derived from Piagetian theory that
emphasizes individual knowledge construction stimulated by internal cognitive conflict as
learners strive to resolve mental disequilibrium. and Whereas, social constructivism focuses
that the origin of knowledge construction as being the social intersection of people which involve
sharing, comparing and debating among learners and mentors. In spite of these such differences,
both share following common features about learning process: there is important congruence
among most constructivists with regard to four central characteristics believed to influence all
learning:
1. Learners construct their own learning.
2. The dependence of new learning on students’ existing understanding.
3. The critical role of social interaction. and
4. The necessity of authentic learning tasks for meaningful learning.

The adoption of a constructivist approach to thein teaching and learning of Mathematics

has highlighted as a paradigm a shift from teacher dominance to students centered. For
encouraging student centered atmosphere in math learning, dynamic computer based materials
may play fruitful role in it since Visually stimulating computer environments can allowthat
create bottomless opportunities to each students to become engrossed in their own knowledge
construction. It is necessary to encourage more exploratory approaches to learning, where
students can be the initiators and controllers of their own learning. There are much empirical
evidence that dDynamic software based instruction significantly improves the understanding of
higher order concepts (Kepceoglu and Yuvuz (2016); Bhandari (2015); Kushwaha, Chaurasia
and Singhal (2014); Shadaan and Kwan (2013)). Knowledge is built up from personal
experiences and making these experiences more dynamic will assist in the development of
cognitive structures. Computer-based attractive environments –that with provides visually
compelling displays— together with facilities for lots interactionof interaction among students
to students and students to teachers for absorbing powerful experiences. can provide the setting
for more dynamic, powerful experiences. Such environment is supposed to provide rich context
for construction of new knowledge on behalf of the students’ capacity and existing knowledge.
These environments are filled with stimuli encourage rich constructions by students.
In the process of trigonometry teaching, while one use GeoGebra software in learning
facilitation process students can visualize such relations related with trigonometry like as
trigonometric functions, ratios, unit circle and angle measure etc. and they able to avoid
misconceptions and construct new knowledge/relations by connecting that concept with their
prior knowledge, interacting with others and by reflecting on own experiences. Also, GeoGebra
assisted instruction helps the learners to motivate and engrossed towards learning. This type of
instructions helps to explore about new knowledge as well as concept construction about related
studies. As dynamic mathematics software, use of GeoGebra is getting more common all over
the world. In addition to construct geometry dynamically, it also provides as a key element of
learning trigonometry through visualization, estimation, conjecture, construction, discovery,
proof and etc. GeoGebra based instruction helps to develop Zone of proximal Development
(ZPD), i.e. GeoGebra helps to attain the gap between what a child can do on her or his own
process and what s/he can do with the help of others. GeoGebra is found to be very efficient in
mathematics education and can be used effectively both in teacher training and students’
learning.

The effectiveness of this approach will be evaluated in terms of the students’

enhancement in trigonometric contents via the constructive use of GeoGebra software in
teaching learning process.

Conceptual Framework
The conceptual framework of learning facilitation process in experimental group is as
follows.

GeoGebra Based instruction

Discussion Elaborate Evaluation

Engage
 Learner

Learning Facilitation Process

The above diagram shows that, how researcher will conduct GeoGebra based instruction for
analyze impact on students achievement in teaching trigonometry through GeoGebra software.
In the process of GeoGebra based instruction students will engaged all over the period of
teaching and learning process. There are five steps for teaching trigonometry with GeoGebra.
Which are Engage, GeoGebra bases instruction, Discussion, Elaborate and Evaluation.
Engage: This stage assess the previous knowledge of the learner and helps them become engaged
in a new concept through the use of short activities that promote curiosity and elicit prior
knowledge.
GeoGebra based instruction: in this stage researcher will use GeoGebra software to teach
trigonometric concepts of optional mathematics of ninth class.
Discussion: in this stage students will provided some problems and they will try to solve, interact
with other and reach at a conclusion.
Elaborate: At this stage students expand on the concepts they have learned, make connections to
other related concepts, and apply their understandings to the world around them in new ways.
Also, at this stage one can use GeoGebra software if necessary.
Evaluation: The final phase of the instructional model encourages students to measure their
understanding and abilities and provides opportunity for the researcher to evaluate student
progress toward achieving the learning objectives for the activity. Also, one can use GeoGebra
software to evaluate students’ achievement.