Investigating the Effects of GeoGebra on University Mathematics Teachers‘ Perceptions, Beliefs, Skills and Achievements in Matrices and Calculus-I: The Case of Northern Ethiopian Universities

Abstract

The integration of dynamic mathematical software into HE has the potential to transform traditional mathematics education. Among such tools GeoGebra offers a unique opportunity for visualizing abstract concepts in matrices and calculus-I. This study aimed to explore how University Mathematics Teachers (UMTs) in Ethiopia use the open-source software-GeoGebra into their teaching practices. It identifies the barriers that UMTs face when using GeoGebra and examines their perceptions, beliefs, skills, and frequency of use. Furthermore, the study assessed the impact of GeoGebra training on UMTs' achievement in matrices and Calculus-I, and extent of GeoGebra use. A quasi-experimental, mixed methods design involving 96 participants using surveys, interviews, and pre-and post-tests. The survey participants were selected using a convenience sampling method (considering universities in the Northern Ethiopia; Tigray), while interviewees were chosen through purposive sampling. A training intervention on GeoGebra was provided to UMTs, supplemented by semi-structured and follow-up interviews to collect comprehensive data. The quantitative data were analyzed through descriptive and inferential statistics, including correlation analysis, One-way ANOVA, ANCOVA, independent samples t-tests, dependent paired samples t-tests, and logistic and linear regression analyses using SPSS-20; and the qualitative data using text thematic analysis. Analysis of responses indicated that UMTs encounter challenges in utilizing GeoGebra in their teaching due to students' familiarity with the software, insufficient access and support for technology, UMTs' perceptions, beliefs, and skills, lack of funding, inadequate staff support, insufficient training, awareness and exposure to mathematical software, rigid mathematics curriculum, UMTs‘ resistance to change, and infrastructural shortcomings. Despite these challenges, UMTs exhibited high perceptions and beliefs about GeoGebra, moderate skills in using it, and low levels of actual implementation in their teaching practices. The Findings indicated there is a significant positive relationship between UMTs‘ extent of GeoGebra use and their perceptions, beliefs, and skills regarding the software. The results of the one-way ANOVA indicated that there were no significant differences in the mean scores for matrices and Calculus I achievements before the intervention. However, the post-intervention analysis revealed significant gains in UMTs‘perception, beliefs, skills, and academic achievement) (eta squared = 0.941) with GeoGebra integration accounting for 49.1% of score variation. A post hoc analysis using Fisher's Least Significant Difference (LSD) method also revealed significant differences among certain pairs of tests, thereby confirming that the GeoGebra training intervention had a substantial positive effect on UMTs' achievements in both matrices and Calculus-I. After controlling for covariates, it was found that U2 had a significantly higher mean score than both U1 and U3; and the GeoGebra training intervention accounted for 22.1% of the variability in UMTs' posttest achievements in matrices and Calculus-I. Additionally, the linear regression analysis revealed that UMTs‘ skills in utilizing GeoGebra significantly predict their extent of GeoGebra usage in their teaching practices. Notably, factors such as gender, highest academic qualification, and academic rank also significantly influence UMTs' usage of GeoGebra in their mathematics instruction when all their backgrounds were considered. While in Post-intervention, there were no significant differences among the UMTs across the three universities; all groups exhibited positive mean gains in their beliefs, perceptions, skills in using, and the extent of utilizing GeoGebra in their mathematics teaching practices. Statistically significant differences were observed regarding UMTs' perceptions, beliefs, skills, and usage of GeoGebra before and after the training intervention. Finally, this study provides valuable insights for policy developers and curriculum designers about the challenges faced by UMTs in tertiary education. The findings also prompt further research into the effectiveness of GeoGebra training and its integration into higher education institutions (HEIs) as a foundational support for teaching mathematics. Moreover, mathematics educators and researchers are encouraged to investigate the impact of GeoGebra training on students' mathematical concepts understanding to devise effective pedagogical strategies.