This study aimed to see how beneficial employing interactive courseware in teaching geometry improved students’ academic performance. The study tested how an interactive computer-based application could affect students’ academic performance in junior high schools(JHS) students through a quasi-experimental design. The study tested four null hypotheses in determining whether there is any statistical significance in performance between the experimental and control groups. Data was collected using a questionnaire and an achievement test. Data analysis was conducted using the paired sampled t-test and descriptive statistics. The findings of the pre-test revealed that there was no significant difference between the two study groups. After the study, a substantial difference between the two study groups was discovered. The study found that using computer-based software to teach Geometry increased students’ performance at the junior high school level. The study recommends that teachers consider integrating computer-based courseware in the learning of mathematics to improve students’ performance.
Keywords: Interactive, Performance, compute assisted instruction, computer-based, courseware, experimental
