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Mathematics Teachers' Attitudes toward the Use of GeoGebra in the Teaching and Learning of Mathematics in Ghana: A Case Study of Dormaa East, West, and Central Municipalities

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Title: Mathematics Teachers' Attitudes toward the Use of GeoGebra in the Teaching and Learning of Mathematics in Ghana: A Case Study of Dormaa East, West, and Central Municipalities
Language: English
Authors: Patrick Akwasi Anamuah Mensah (ORCID 0000-0002-9820-1649), Mary Osei Fokuo (ORCID 0000-0002-5494-220X), Ishmael Besing Karadaar (ORCID 0009-0003-8815-1371), Joseph Junior Gurah (ORCID 0009-0007-4848-4496), Ernest Damoah-Asante (ORCID 0009-0002-8114-7620), Bismark Ansu (ORCID 0009-0006-9773-9304)
Source: European Journal of STEM Education. 2026 11(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Foreign Countries, Mathematics Instruction, Mathematics Teachers, Teacher Attitudes, Computer Uses in Education, Computer Software, Junior High School Teachers, High School Teachers, Value Judgment, Usability, Gender Differences, Program Effectiveness
Geographic Terms: Ghana
ISSN: 2468-1954
2468-4368
Abstract: Mathematics education in Ghana is increasingly integrating digital technologies to strengthen teaching and learning. This study examined mathematics teachers' attitudes toward the use of GeoGebra in Junior and Senior High Schools across the Dormaa East, Dormaa West, and Dormaa Central Municipalities. The sample comprised 108 teachers (60 males and 48 females). Guided by the Technology Acceptance Model and informed by the Theory of Planned Behavior and the TPACK framework, the study explored perceived usefulness and ease of use through three domains: emotional attitudes, instructional experiences, and beliefs about cognitive benefits. Data were collected using a structured questionnaire and analyzed with descriptive statistics, Pearson correlation, and one-way ANOVA. Findings revealed generally positive attitudes toward GeoGebra across all domains, with teachers recognizing its value in improving conceptual understanding, visualization, lesson delivery, problem-solving, and student engagement. Significant correlations were found among the domains, while ANOVA results showed no statistically significant gender differences (p > 0.05). The study concludes that sustained integration requires structured professional development and improved instructional and technical support.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504658
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Mathematics Teachers' Attitudes toward the Use of GeoGebra in the Teaching and Learning of Mathematics in Ghana: A Case Study of Dormaa East, West, and Central Municipalities
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Patrick+Akwasi+Anamuah+Mensah%22">Patrick Akwasi Anamuah Mensah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9820-1649">0000-0002-9820-1649</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mary+Osei+Fokuo%22">Mary Osei Fokuo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5494-220X">0000-0002-5494-220X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ishmael+Besing+Karadaar%22">Ishmael Besing Karadaar</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-8815-1371">0009-0003-8815-1371</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joseph+Junior+Gurah%22">Joseph Junior Gurah</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-4848-4496">0009-0007-4848-4496</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ernest+Damoah-Asante%22">Ernest Damoah-Asante</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-8114-7620">0009-0002-8114-7620</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bismark+Ansu%22">Bismark Ansu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-9773-9304">0009-0006-9773-9304</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2026 11(1).
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  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
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  Data: Y
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  Data: 16
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Teachers%22">Junior High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: 2468-1954<br />2468-4368
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Mathematics education in Ghana is increasingly integrating digital technologies to strengthen teaching and learning. This study examined mathematics teachers' attitudes toward the use of GeoGebra in Junior and Senior High Schools across the Dormaa East, Dormaa West, and Dormaa Central Municipalities. The sample comprised 108 teachers (60 males and 48 females). Guided by the Technology Acceptance Model and informed by the Theory of Planned Behavior and the TPACK framework, the study explored perceived usefulness and ease of use through three domains: emotional attitudes, instructional experiences, and beliefs about cognitive benefits. Data were collected using a structured questionnaire and analyzed with descriptive statistics, Pearson correlation, and one-way ANOVA. Findings revealed generally positive attitudes toward GeoGebra across all domains, with teachers recognizing its value in improving conceptual understanding, visualization, lesson delivery, problem-solving, and student engagement. Significant correlations were found among the domains, while ANOVA results showed no statistically significant gender differences (p > 0.05). The study concludes that sustained integration requires structured professional development and improved instructional and technical support.
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  Data: 2026
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  Data: EJ1504658
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      – Text: English
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        PageCount: 16
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Computer Software
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      – SubjectFull: High School Teachers
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      – SubjectFull: Gender Differences
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Ghana
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      – TitleFull: Mathematics Teachers' Attitudes toward the Use of GeoGebra in the Teaching and Learning of Mathematics in Ghana: A Case Study of Dormaa East, West, and Central Municipalities
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