Students’ Knowledge of Integration of GeoGebra in Mathematics Classes in Uganda
| dc.contributor.author | Kanono, Ronald | |
| dc.contributor.author | Batiibwe, Marjorie Sarah Kabuye | |
| dc.date.accessioned | 2025-04-13T00:01:07Z | |
| dc.date.available | 2025-04-13T00:01:07Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | GeoGebra, an open-source Dynamic Mathematics Software (DMS), has emerged as a transformative tool in mathematics education, allowing students and teachers to visualize, explore, and manipulate geometric concepts in dynamic virtual environments. This study investigated the students’ knowledge of integration of GeoGebra in mathematics classes in lower secondary schools in Rwampara District, Southwestern Uganda. The objectives of this study were to identify the most abstract geometrical concepts posing challenges to students, examine the impact of GeoGebra training on the identified abstract concepts, and assess the relationship between students' attitudes and the integration of GeoGebra. This study utilized a quantitative approach, employing quasi-experimental and cross-sectional survey designs. Data were collected from 103 students using questionnaires and pre-and post-tests to evaluate the impact of GeoGebra software intervention. Independent samples t-test, Pearson's linear correlation, and descriptive statistics such as means, standard deviations, and frequencies were employed as data analysis methods. The study found that the students identified rotational transformation as the most abstract geometrical concept. The pre-test results indicated that respondents had similar baseline knowledge of rotational transformation. However, after the GeoGebra intervention, the post-test results showed that the difference in mean scores between the experimental and control groups was statistically significant. Additionally, the experimental group demonstrated a positive attitude towards the software. The study concluded that while rotational transformation posed a significant challenge for students, GeoGebra significantly improved their conceptual understanding and performance in this geometry concept. The study recommended that teachers should strongly consider integrating GeoGebra into their ICT-based teaching and learning resources to help improve students' conceptual understanding, motivation, attitude, and achievement in rotational transformations and other geometric concepts | |
| dc.identifier.citation | Kanono, R. & Batiibwe, M. S. K. (2024). Students’ Knowledge of Integration of GeoGebra in Mathematics Classes in Uganda. East African Journal of Education Studies, 7(4), 88-102. https://doi.org/10.37284/eajes.7.4.2230 | |
| dc.identifier.uri | https://doi.org/10.37284/eajes.7.4.2230 | |
| dc.identifier.uri | https://nru.uncst.go.ug/handle/123456789/10583 | |
| dc.language.iso | en | |
| dc.publisher | East African Journal of Education Studies | |
| dc.title | Students’ Knowledge of Integration of GeoGebra in Mathematics Classes in Uganda | |
| dc.type | Article |