Enhancing students’ knowledge of integration of GeoGebra in learning mathematics in lower secondary schools in Wakiso District, Uganda

Abstract

The use of technology in the pedagogical process is growing at a phenomenal rate due to the vast availability of gadgets. As a result, there is an urgent need for integrating technology into students’ mathematical activities. GeoGebra is a technology software that support teaching and learning mathematics, especially in geometry, algebra, and statistics. This study aimed to enhance the students’ knowledge of integration of GeoGebra in learning mathematics in lower secondary schools in Wakiso District, Uganda. Technological Pedagogical Content Knowledge (TPACK) and Technology Acceptance Model (TAM) theories focusing on content knowledge, technological knowledge, technological content knowledge, and perceived ease of use, respectively, guided this study. The study utilized robust quasi-experimental and cross-sectional designs where 85 senior two students from a selected secondary school were randomly selected to make 42 students in the experimental group and 43 in the control group. Data were collected using pre-tests, post-tests, and questionnaires to identify the students’ difficult geometric concepts when learning mathematics, establish the impact of GeoGebra-based training on the students’ learning, and examine the relationship between students’ perceived ease of use of GeoGebra and its integration in learning mathematics. Independent samples t-test, Pearson's Linear Correlation Coefficient, and descriptive statistics such as mean, standard deviation, percentages, and frequencies were employed to analyze the data. The study revealed that reflection on the Cartesian plane was the most students’ difficult geometric concept to learn. The results further revealed using GeoGebra software to learn reflection on the Cartesian plane resulted in higher achievement scores in the experimental group. Furthermore, students exposed to GeoGebra-based training demonstrated positive perceptions of using GeoGebra. Thus, there was a moderately significant positive linear correlation between students’ perceived ease of use of GeoGebra and its integration in learning reflection on the Cartesian plane. Therefore, the study recommends urgently training students to incorporate GeoGebra software into their mathematics learning. Curriculum developers should incorporate GeoGebra into secondary schools mathematics curriculum. This will help students explore mathematics concepts more in detail and help them build and develop their mathematics knowledge.