THE EFFECT OF CABRI 3D (C3D) ON SHS STUDENTS’ UNDERSTANDING OF THREEDIMENSIONAL GEOMETRY CONCEPTS

This study investigates the impact of Cabri 3D (C3D) simulations, a virtual reality-based dynamic geometry software, on Senior High students’ academic performance in 3D geometry concepts. The research addresses the persistent challenges students face in understanding abstract spatial relationships and geometric principles through traditional teaching methods. Grounded in constructivist theory, the study posits that immersive, interactive learning environments can enhance conceptual understanding, spatial visualization skills, and problem-solving abilities. A quasi-experimental design was employed, involving 122 SHS2students from a public Senior High School in Ghana, divided into an experimental group (n=69) taught usingC3D simulations and a control group (n=53) instructed via conventional methods. Pre-test and post-test assessments measured students’ performance before and after the intervention. Descriptive and inferential statistics (independent sample t-tests) were used to analyse the data. The results revealed a statistically significant improvement in the experimental group’s post-test scores (M=53.12, SD=5.635) compared to the control group (M=39.30, SD=4.432) with a p-value of 0.002 (p<0.005). This finding supports the hypothesis that C3D simulations enhance students’ comprehension of 3D geometry by fostering engagement, motivation,and spatial visualization skills. The study aligns with prior research, highlighting the efficacy of technologyintegratedlearning in mathematics education. The study recommends the adoption of Cabri 3D and similardynamic geometry tools in SHS curricula to address learning gaps in abstract mathematical concepts. Schoolsare encouraged to equip ICT labs with relevant resources and train educators to leverage these technologieseffectively. Future research could explore long-term retention and scalability of such interventions acrossdiverse educational contexts.