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

Source 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 > .05). The study concludes that sustained integration requires structured professional development and improved instructional and technical support.