<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202025000300034</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Perceived Influence of Geoboard on Junior Secondary School Students&#8217; Performance in Geometry]]></article-title>
<article-title xml:lang="es"><![CDATA[La Influencia Percibida Del Geoboard en el Rendimiento De Los Estudiantes De Secundaria en Geometría]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Terungwa James]]></surname>
<given-names><![CDATA[Age]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Masilo France]]></surname>
<given-names><![CDATA[Machaba]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of South Africa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202025000300034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202025000300034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202025000300034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Mathematical software and other technological tools are key ingredients in the teaching and learning of mathematical concepts such as geometry which has numerous benefits to the learner and the society because of its applications in our daily lives. Are the learners aware of the benefits of software such as Geoboard and whether its use improves their performance? Hence, there is a need to determine the perceived influence of Geoboard on Basic 8 (eighth-grade level primary education) students in Junior Secondary Schools in Nigeria in terms of the teaching and learning of geometry. Two research objectives and two questions were formulated with a survey research design. A sample of 236 Junior Secondary II students was drawn through a multi-stage sampling technique in Benue state, Nigeria. The instrument used for data collection was the Perceived Influence of Geoboard Questionnaire (PIGQ). The results indicate that the use of Geoboard influenced the performance of students in geometry, as is evident from the individual item mean rating and cluster mean ( x = 3.58). The result also revealed that there is no gender difference in the perceived influence of Geoboard on students&#8217; performance in geometry ( x = 2.95 for male and x =2.96 for female). The study concluded that using Geoboard influenced junior secondary students' performance in geometry. Additionally, there was no gender difference in the perceived influence of Geoboard on male and female junior secondary school students in geometry.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El software matemático son elementos clave en la enseñanza y el aprendizaje de conceptos matemáticos como la geometría, que tiene numerosos beneficios para el alumno y la sociedad, debido a sus aplicaciones en la vida cotidiana. ¿Son conscientes los alumnos de las ventajas de programas informáticos como el Geoboard y de si su uso mejora su rendimiento? Por lo tanto, es necesario determinar la influencia percibida del Geoboard en los alumnos de 8º de Educación Básica (octavo grado de Educación Primaria) de los centros de Secundaria de Nigeria en lo que se refiere a la enseñanza y el aprendizaje de la geometría. Se formularon dos objetivos de investigación y dos preguntas con un diseño de investigación de encuesta. Se seleccionó una muestra de 236 alumnos de segundo ciclo de secundaria mediante una técnica de muestreo en varias etapas en el estado de Benue, Nigeria. El instrumento utilizado para la recogida de datos fue el Cuestionario de Influencia Percibida de los Geoboards (PIGQ por sus siglas en inglés). Los resultados indican que el uso del Geoboard influyó en el rendimiento de los estudiantes en geometría, como se desprende de la calificación media de los ítems individuales y de la media del grupo (x &#773; = 3,58). El resultado también reveló que no hay diferencia de género en la influencia percibida de Geoboard en el rendimiento de los estudiantes en geometría (x &#773; = 2,95 para el sexo masculino y x &#773; =2,96 para el sexo femenino). El estudio concluyó que el uso de Geoboard influyó en el rendimiento de los estudiantes de primer ciclo de secundaria en geometría. Además, no hubo diferencias de género en la influencia percibida del Geoboard en los alumnos y alumnas de primer ciclo de secundaria en geometría.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Geometry]]></kwd>
<kwd lng="en"><![CDATA[Geoboard]]></kwd>
<kwd lng="en"><![CDATA[Junior school students]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Software]]></kwd>
<kwd lng="es"><![CDATA[Geometría]]></kwd>
<kwd lng="es"><![CDATA[Geoboard]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de secundaria básica]]></kwd>
<kwd lng="es"><![CDATA[Software matemático]]></kwd>
</kwd-group>
</article-meta>
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