GeoGebra as a Tool for Improving Mathematics Instruction and Learning by Ghanaian Teachers

Abstract

This study is mainly about using GeoGebra as a tool for improving mathematics instruction and learning by Ghanaian teachers. The quantitative method was employed for the study and the descriptive statistics of the study were the mean, standard deviation, percentages, and frequencies were used. Two-way analysis of variance (ANOVA) was used in answering the Hypothesis test. The sample size for the study comprised 10 junior high schools and 13 primary schools. A total of 74 samples made of mathematics teachers were used of which 40 were junior high teachers and 34 were primary school teachers. A questionnaire with 10 questions/items with 4 options or 4 Likert scales for each was used in measuring the use of GeoGebra as a tool to improve mathematics instructions or learning by Ghanaian teachers (primary teachers and junior high school teachers). The study indicated that teachers believe that GeoGebra could effectively improve mathematics instruction and learning in the classroom. It also showed that teachers are ready to learn and adopt the use of technology (ICT) in their lesson delivery.