Digital Tessellation for Geometry Learning in Primary School: A Quasi-Experimental Study.

This study investigates the effectiveness of a tessellation-based instructional program supported by digital tools in enhancing geometric learning in primary school students. While tessellation activities have been shown to support geometry learning at both primary and secondary levels, their use in digital environments has only been explored in secondary education. Digital tools like GeoGebra and 3D printing can improve engagement and understanding, yet their impact on younger students remains under-researched. A quasi-experimental design was employed with fourth-grade students, comparing an experimental group using GeoGebra and 3D printing with a control group. Pre-tests and post-tests measured learning outcomes. The results showed that the experimental group achieved significantly higher post-test scores, while the control group showed no significant improvement. Additionally, students reported high engagement, particularly with digital tools, reinforcing their role in enhancing learning. This study extends research on digital tessellation to primary education, demonstrating the potential of GeoGebra and 3D printing in fostering geometric understanding. Findings suggest that integrating these technologies into primary curricula can enhance engagement and learning, calling for further research and teacher training in digital geometry instruction.