STUDENTS’ KNOWLEDGE OF INTEGRATION OF GEOGEBRA IN LEARNING MATHEMATICS IN LOWER SECONDARY SCHOOLS IN UGANDA

Authors

  • Glorious Karungi Makerere University, Uganda
  • Marjorie Sarah Kabuye Batiibwe Makerere University, Uganda

DOI:

https://doi.org/10.46827/ejes.v11i11.5583

Keywords:

GeoGebra, integration, students’ knowledge, Mathematics learning, secondary school

Abstract

The use of technology in the pedagogical process is growing at a phenomenal rate and has revolutionized the way students learn. As a result, there is a need for integrating technology into students’ mathematical activities. GeoGebra is a technology software that supports teaching and learning mathematics, especially geometry, algebra, and statistics. This study investigated the students’ knowledge of the integration of GeoGebra in learning mathematics in lower secondary schools in Wakiso District, Uganda. The study utilized quasi-experimental and cross-sectional designs with 42 senior two students in the experimental 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, 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 abstract geometric concept to learn. The results further revealed a statistically significant mean difference between pre-test and post-test scores in favour of the experimental group after the intervention. Furthermore, a moderately significant positive linear correlation existed 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 this interactive educational software into their mathematics learning.

 

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Author Biographies

  • Glorious Karungi, Makerere University, Uganda

    Glorious Karungi is currently a Master of Education in Science Education (MESE) student at Makerere University, Uganda. She is a Mathematics Teacher Educator (MTE) at Sancta Maria Nkokonjeru Teacher Training Institution and has a teaching experience of 15 years. Her area of expertise is mathematics education and has a research interest of use of ICT in teaching and learning mathematics. She expects to graduate with a MESE degree in January 2025 and continue incorporating GeoGebra in her pedagogical practices.

  • Marjorie Sarah Kabuye Batiibwe, Makerere University, Uganda

    Marjorie Sarah Kabuye Batiibwe is a senior lecturer of Mathematics Education, Research Methods in Education, and Data Analysis and Computer Applications in Research at the Department of Science, Technical, and Vocational Education, School of Education, College of Education and External Studies, Makerere University, Uganda. Her core roles are to train pre-service mathematics teachers how to teach secondary school mathematics and graduate students how to conduct research. She has a teaching experience of 20 years both as a secondary school and university teacher. Her research interests include: ethnomathematics, gender and mathematics, mathematical thinking, and use of ICT in pedagogy.

    ORCID: https://orcid.org/0000-0001-9611-2952

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Published

2024-09-16

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Vol. 11 No. 11 (2024)

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