Education and Information Technologies

https://doi.org/10.1007/s10639-023-12200-x

GeoGebra software in teaching and learning geometry

of 3‑dimension to improve students’ performance
and attitude of secondary school teachers and students

Marie Sagesse Uwurukundo1 · Jean François Maniraho2 · Michael Tusiime3 ·

Irénée Ndayambaje4 · Vedaste Mutarutinya5

Received: 7 March 2023 / Accepted: 5 September 2023

© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature
2023

Abstract
It has been discovered that incorporating technology into geometry instruction
improves students’ abilities and attitudes. GeoGebra Software is effective at motivat-
ing teachers to use technology as a supplement to enhance students’ mathematical
learning potential. The current study sought to ascertain the effects of GeoGebra
software on secondary school students’ performance as well as teachers’ and stu-
dents’ attitudes toward 3-dimensional geometry. A sample of 84 Senior Five students
in upper secondary school from Kicukiro and Musanze District was chosen purpo-
sively. The selected sample was divided into two groups for the quasi-experimental
design, with the control group having 44 students and the experimental group having
40 students. Additionally, two teachers were chosen to involve in the study. Students
in the experimental group used GeoGebra software to study 3D geometry, whereas
students in the control group received traditional geometry instruction. The data was
collected quantitatively, with both groups taking pre-and post-tests. The obtained
data were analyzed using SPSS v.25. The results revealed a statistically significant
difference in students’ performance between the groups in favour of the experimen-
tal group. Furthermore, both teachers’ and students’ attitudes were improved. These
findings support GeoGebra’s efficacy in increasing student achievement as well as
teachers’ and students’ attitudes toward 3-D geometry. However, there was no statis-
tically significant difference in attitudes between male and female students, accord-
ing to the study. Therefore, we advise adding GeoGebra to mathematics curricula
across all grade levels in Rwanda, with a focus on geometry.

Keywords GeoGebra software · Geometry · 3-dimension · Teachers’ and students’

attitude · Students’ achievement

Extended author information available on the last page of the article

13
Vol.:(0123456789)

Content courtesy of Springer Nature, terms of use apply. Rights reserved.

 Education and Information Technologies

1 Introduction

Teaching and learning with technology have numerous advantages, including

increased learning opportunities for both teachers and students (Ghavifekr & Rosdy,
2015). In this regard, teachers benefit from the integration of Information, Commu-
nication, and Technology (ICT) as a result of the need for technology-based teaching
and learning tools and facilities to replace traditional teaching methods globally. The
research showed that the use of ICT in mathematics classroom instruction has shown
that it improves students’ attitudes, conceptual understanding, and performance
(Das, 2019). Students must be able to visualize, construct, and comprehend the con-
struction of shapes to connect them with relevant facts when learning and teach-
ing mathematics, especially geometry. However, it has frequently been observed
that students still lack the cognitive and processing skills necessary for a complete
understanding of geometry (Praveen & Leong, 2013). In this regards, different 3-D
dimension software was developed to assist effective teaching and learning of geom-
etry. The study indicated most 3-dimension geometry programs currently available
give students the chance to experiment with objects and shapes as whole entities
rather than with relationships between their parts (Zhang, 2021). This study focuses
on the use of GeoGebra software in teaching geometry of 3-dimension.
Markus Hohenwater created GeoGebra, an application software program that
combines geometry, algebra, and calculus into a single, open-source, and user-
friendly package (Hohenwarter et al., 2009). The support materials provided by
GeoGebra are quite impressive because is a free program which offers a com-
prehensive online help feature, a download manual in pdf format, downloadable
tutorials, and a variety of in-depth lessons using video-based step-by-step exam-
ples (Praveen & Leong, 2013). In this respects, GeoGebra software is an effective
tool for supporting teaching and learning mathematics. Based on the study con-
ducted by Uwurukundo et al., (2022a, 2022b, 2022c) indicated that students who
used GeoGebra while learning performed better in geometry than those who did
not as evidence that GeoGebra has the potential to improve student achievement.
This was also supported by Asare and Atteh, (2022) who illustrated that it is
clear that GeoGebra had improved students’ performance and conceptual under-
standing. The research found that using math learning GeoGebra software had a
positive effect on students’ cognitive and affective development (Azucena et al.,
2022). Concerning this, interventions of application of GeoGebra can be effective
for assisting students to boost their conceptual understanding. The research con-
ducted by Zulnaidi and Zamri, (2017) indicated that students who used GeoGebra
to learn mathematics have a greater conceptual and procedural understanding of
mathematics than students who learned the subject using more traditional meth-
ods. In summary, GeoGebra software can improve students’ conceptual and pro-
cedural knowledge, which also significantly raises students’ achievement. Hence,
GeoGebra-based geometry instruction and learning would allow students to
explore the subject in greater detail and further their understanding of the subject.
On the other side, in the study conducted by Uwurukundo et al., (2022a,
2022b, 2022c) on enhancing Students’ Attitudes in Learning 3- Dimension

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

Geometry using GeoGebra, the outcomes showed a statistically significant differ-

ence between the group learnt with GeoGebra and the traditional method which
supports GeoGebra’s efficacy in changing students’ perspectives on learning 3-D
geometry. This was also confirmed by Rosyid and Umbara, (2019) who illustrated
that regarding the use of GeoGebra-assisted technology, students have a favour-
able attitude. Students have positive attitudes toward the use of GeoGebra as it
aids students in concretizing abstract concepts and makes mathematics learning
enjoyable and fun (Celen, 2020). Concerning Sugandi and Bernard, (2020) the
indicator of media interest shows the most positive student attitudes toward the
use of GeoGebra software. On the other hand, it was found that GeoGebra also
stimulates teachers’ attitudes toward teaching mathematics (Alabdulaziz et al.,
2021). GeoGebra software was found to be a useful tool for improving teachers’
attitudes toward proof and proving (Zengin, 2017). In this perspective, in teach-
ers’ attitudes toward using GeoGebra in their math classes, there were significant
differences between GeoGebra users and non-users (Belgheis and Kamalludeen,
2018) . The suggested evidence above proves that teachers and students have pos-
itive attitudes, and ready to use them in teaching and learning geometry.
This study aims to investigate students’ and teachers’ attitudes toward the use of
GeoGebra and its potentiality on students’ academic performance in the geometry
of 3-dimension. Based on this reason, it relies on two theories that are self-percep-
tion and cognitive constructivism. The self-perception theory interprets the data by
taking into account the perspective of a third party who hears the subject boasting
positively about the tasks (Bem, 1972). In this sense, self-perception theory is based
on the effectiveness of GeoGebra on students’ and teachers’ attitudes. A person’s
attitude is in line with the viewpoint expressed in their behaviour, so they must have
enjoyed the tasks. It is appropriate for this study because it explains how attitudes are
formed, and some types of attitudes are modified by inference from behaviour that is
not significantly different from initial attitudes. It also offers a workable explanation
for the justification of the effect of the application of GeoGebra software in teaching
and learning geometry of 3-dimension on students’ and teachers’ attitudes (Woos-
nam et al., 2018). Self-perception theory supports the intrinsic interest in an activity
that appears to be a result of participation in the activity. On the other side, construc-
tivism theory was adopted as the study seeks to evaluate the effect of using GeoGe-
bra on students’ academic performance in the geometry of 3- dimensions. Accord-
ing to the cognitive constructivism theory, rather than simply absorbing information
passively, students actively create their knowledge (Shah, 2019). People construct
their representations of the world as they interact with it and think back on it, adding
new information as they do so. The focus of cognitive constructivists in this study is
on the significance of the mind in learning in academic performance.
The study’s uniqueness originates from its assessment of GeoGebra software’s
deployment in the field of 3-Dimension geometry instruction within Rwan-
dan secondary schools, with the goal of not only improving students’ academic
achievements but also changing educators’ mindsets. The research provides a
multifaceted exploration of the software’s potential impact by customizing per-
formance evaluation criteria to align with Rwanda’s educational framework,
combining quantitative assessments of learning outcomes with qualitative

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

investigations into shifts in pedagogical perspectives, and potentially incorporat-

ing targeted teacher training. This effort fills a clear research need in Rwanda,
opening a new path in studying the role of technology in geometry teaching and
bringing innovative viewpoints that can resound beyond national borders.
The study’s innovative aspect stems from its deliberate focus on incorporat-
ing GeoGebra software into Rwanda’s secondary education landscape to improve
3-Dimension geometry comprehension. The study fills a significant gap in exist-
ing information by delving into the subtle interplay between student perfor-
mance and teacher temperament. The research provides a complete examination
of GeoGebra’s transformative capacity by weaving together quantitative data on
academic advancement and qualitative insights into attitudinal transformations,
as well as potentially integrating unique teacher development components. This
work has the potential to not only improve educational practices in Rwanda, but
also to provide vital lessons for educators and researchers worldwide, highlight-
ing the need of context-specific research in technologically-driven pedagogical
breakthroughs.

1.1 Research theory

This study’s theoretical underpinning, constructivism, offers insight into how sci-
ence is taught and learned in classrooms. According to constructivism theory, a
student’s understanding of the world and the significance of information is based
on their reality. As a result, humans learn through conversation, observation, and
interpretation, transforming data into specific knowledge (Alves, 2014; Moham-
med et al., 2020). Since they can apply what they’ve learned and develop personal
meaning, students learn more effectively (Forster, 2011; Sjøberg, 2010).
Constructivism argues that for students to learn, active learning experiences are
preferred to passively absorb information. Since knowledge cannot be imparted to
students directly, teaching aims to provide experiences that contribute to knowledge
creation. Encourage students to evaluate new information and re-evaluate their prior
understanding (Taber, 2018). New knowledge is developed and connected to the
learner’s prior knowledge. By assigning them challenges and tasks, you can put them
to the test. Students learn by altering their pre-existing schemas as they encounter
new issues and struggle through challenging challenges, which aids in knowledge
acquisition. Inspire students to analyze new material and review prior learning
(Dagar, 2016). The activities should allow for the comparison of prior knowledge to
the new scenario. There are many possible activities, including presentations, class
discussions, and quizzes. Give students the chance to show you and themselves what
they have learned. Throughout this study, students were given learning exercises
to complete and solutions to provide. In this study, for example, after the teacher
introduced the subject, students in the control group completed assignments in their
notebooks or on the board (performing the questions and drawing charts). After the
teacher gave the lesson, students in experimental groups used GeoGebra to create
charts and respond to questions.

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

1.2 Objectives

This study aims to investigate the effect of GeoGebra Software integration in

teaching and learning geometrical concepts of 3-dimension on students’ and
teachers’ attitudes and students’ academic performance among selected Rwandan
upper secondary schools. Therefore, is guided by the following objectives:

i. To determine the effect of GeoGebra software integration on learners’ achieve-

ment in the geometry of 3-dimension.
ii. To determine the effect of GeoGebra software integration on learners’ attitudes
towards learning 3-dimension geometry.
iii. To examine the attitude of teachers towards the use of GeoGebra in learning
geometry in mathematics.

1.3 Hypothesis

Null hypothesis: There is no significant difference between using GeoGebra soft-

ware and the students’ performance in the geometry of 3-dimension.

Alternative hypothesis: There is significant difference between using GeoGebra

software and the student’s performance in the geometry of 3-dimension.

2 Literature review

Information and Communication Technology (ICT) plays a critical role in driving

rapid and global economic progress within society, revolutionizing communication
methods, and catalyzing significant advancements across a variety of sectors, includ-
ing industries, education, agriculture, and medicine, among others (Harindranath &
Sein, 2007). The introduction of ICT into the teaching and learning of mathematics
and science results in a substantial revolution in educational quality and pedagogi-
cal techniques (Ratheeswari, 2018). It alters not just how topic knowledge is given,
but also the interactions between students and teachers (Nsabayezu et al., 2023a,
2023b). The educational landscape changes dramatically as a result of the use of ICT
tools and methodologies (Ratheeswari, 2018). Concepts in mathematics and science
become more interesting and understandable as complex ideas are visually portrayed
through interactive simulations and multimedia materials (Das, 2019). This revolu-
tion extends to teaching approaches, as instructors use technology to build dynamic
lesson plans that appeal to a variety of learning styles. Furthermore, the incorporation
of ICT fosters a collaborative learning environment by encouraging active engage-
ment and critical thinking among students (Raj Joshi, 2017). This shift in educational
techniques extends beyond material delivery and pervades both students’ and teach-
ers’ attitudes and interactions with mathematics and science (Harrison et al., 2004).

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

There has been a fast boom in technology improvement in recent decades, includ-
ing the development and application of instructional software. As such, different stud-
ies have been conducted on technology-assisted teaching and learning, whereby dif-
ferent factors have been identified for the successful integration of such technology
(Grandgirard et al., 2002). GeoGebra is one of the educational software which has
been designed and investigated by some studies as to what extent its use enhances
students’ conceptual understanding and attitudes towards mathematics (Grandgirard
et al., 2002). The potentials of GeoGebra as an ICT tool on students’ mathematical
thinking improvement was investigated and found that GeoGebra is effective as long
as it is integrated effectively into teaching mathematics in all levels of education, from
primary education up to postgraduate studies (Mensah et al., 2023). Munyaruhengeri
et al. (2023) argued that there is a need for incorporating GeoGebra as an ICT tool and
dynamic software in teaching and learning mathematics. Besides, GeoGebra integra-
tion in teaching–learning mathematics contributes to the arousal of students’ achieve-
ment and interest (Uwurukundo et al., 2022a, 2022b, 2022c).
Arbain and Shukor’s (2015) study explores the impact of GeoGebra software
on Mathematics learning among 62 Malaysian students, indicating good attitudes
toward learning (mean = 4.26) and improved academic performance (p 0.05) through
its deployment. Due to its online accessibility, GeoGebra emerges as a key tool for
enhancing Mathematics instruction and supporting varied classroom learning styles.
While the variety of tools has piqued students’ attention, cautious software selec-
tion is critical for optimal educational outcomes. This is consistent with Praveen and
Leong’s (2013) findings, which show that children exposed to GeoGebra outper-
formed their counterparts in geometry, owing to the software’s visualizing capabili-
ties. Chimuka and Ogbonnaya (2015) affirm GeoGebra’s performance, particularly
at levels 1 and 2 of Van Hiele’s theory, emphasizing its efficacy in improving geo-
metric knowledge. Simultaneously, the study adds a new dimension to educational
research by investigating technology-supported geometry learning experiences in a
rural South African school setting, broadening insights into technology’s impact on
teaching practices and students’ educational journeys. By focusing on this geograph-
ical setting, the study gives useful insights to inform educational policies, practices,
and research adaptations for similar contexts around the world.
GeoGebra software integration as a tool in the teaching of Geometry leads to the
attainment of better students’ grades, students’ conceptual understanding of math-
ematics, and teachers’ professional development (Uwurukundo et al., 2022a, 2022b,
2022c). In the studies conducted by Ansong et al. (2021) showed that GeoGebra
integration in Geometry enhanced students’ performance. The authors confirmed
that using GeoGebra in teaching and learning geometry provides students opportu-
nities to explore in detail the concepts and helps students to develop their knowledge
in Geometry. Widada et al. (2021) found that GeoGebra has shown exceptional effi-
cacy in improving student success as well as positively impacting both teachers’ and
students’ attitudes about 3-D geometry. GeoGebra’s dynamic and interactive plat-
form not only allows for a better comprehension of complicated spatial ideas, but
it also promotes a more positive learning environment (Kösa & Karakuş, 2010). Its
novel technique enables educators to communicate complex concepts in concrete and
engaging ways, kindling students’ interest in geometry. As a result, this technology

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

tool emerges as a catalyst for enhanced academic achievements and a more posi-
tive impression of geometric concepts among educators and students alike (Wassie
& Zergaw, 2019). Through the seamless integration of GeoGebra, Kusumah et al.
(2020) noticed a considerable improvement in learners’ capacity to detect the fea-
tures of linear graphs and comprehend the complexities of three-dimensional geom-
etry. This integration not only aided in the effective identification of straight-line
graph features, but it also played an important role in cultivating a deeper knowledge
of spatial notions in three dimensions (Kusumah et al., 2020). Extensive research
has been conducted to investigate the educational efficacy of GeoGebra software in
improving the instruction and comprehension of three-dimensional geometry, with
the goal of bolstering both secondary school educators’ pedagogical approach and
students’ academic performance and disposition. Nonetheless, GeoGebra usage in
Rwanda is still in its early stages. Thus, this study is crucial because it adds to the
existing body of academic work by filling a knowledge vacuum and shining light on
the underexplored terrain of GeoGebra’s deployment and impact within Rwanda’s
educational setting.

3 Methodology

3.1 Research design

In this study, quantitative data were collected using a quasi-experimental design that
focuses on analyzing and quantifying variables to produce results. It entails the use
of numerical data and its analysis using specific statistical methods. In this study, a
quasi-experimental design was used because the study included control and experi-
mental groups to examine the impact of GeoGebra on students’ math performance
and students’ attitudes toward 3-dimension geometry. The data was collected using
the pre-test and post-test.

4 Data collection tools

4.1 Achievement Test instruments

Tests that evaluate a test taker’s knowledge, abilities, and skills in a subject, field,
or area of content in which they have received training or instruction are referred to
as achievement tests (Sener & Tas, 2017). To gather data for this study, a test was
developed. A geometry test with 15 open-ended questions was created to assess the
impact of teaching geometry both before and after learning it. We gathered quanti-
tative data using achievement tests on pre-and post-tests. Data collection involved
administering the same test both before and after treatment. Before the intervention
in geometry learning, geometrical knowledge and skills were evaluated using the
pre-test in both the control and experimental groups. With the aid of the post-test,
the researcher was able to contrast the software GeoGebra with conventional geom-
etry instruction methods.

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

4.2 Questionnaire

The questionnaire is a tool for gathering data and is made up of several standardized
inquiries, also referred to as items that are organized according to a predetermined
pattern and are used to gather unique information about one or more particular top-
ics. To gather some factual information in writing, they are made and distributed to
respondents. They claim the main advantages of using questionnaires are their effec-
tiveness about time, respondent anonymity, the potential for a high return rate, and
the use of standardized questions (Canals, 2017). Both the experimental and control
groups in this study received the Attitude scales. The researchers gave participants
an attitude test questionnaire (Andamon & Tan, 2018) that asked them to rate 32
statements on a 5-point scale (Strongly disagree, Disagree, Undecided, Agree, and
Strongly Agree). In addition, the questionnaire had.

4.3 Sample and sampling process

The study’s participant group included 84 senior five students enrolled in upper sec-
ondary schools, ranging in age from 16 to 19 years. These students came from four
different secondary schools in two different parts of Rwanda: Kicukiro district in
Kigali and Musanze district in the Northern Province. These schools were deliber-
ately chosen for their availability of internet connectivity and information and com-
munication technology (ICT) facilities, particularly computers capable of accommo-
dating the installation and use of the GeoGebra software required for this research
project. The 84-student cohort was methodically separated into two groups: the con-
trol group and the experimental group, each of which included students from one
school in the Kicukiro district and another in the Musanze district. The experimental
group was then split between two schools in the Kicukiro district and one in the
Musanze district. Notably, both groups included representatives from the Musanze
and Kicukiro district. The control group had 44 students, whereas the experimen-
tal group had 40 students, laying the groundwork for the forthcoming comparison
analysis.

4.4 Data collection procedure

Students took a pre-test using achievement test scores out of 15 and an attitude question-
naire in order to gather information about how GeoGebra affected their performance
and attitudes toward geometry in three dimensions. This pre-test was used to determine
how well the students already understood geometry in three dimensions as well as their
attitudes. After administering the pre-test to each student in each group, the experimen-
tal group integrated GeoGebra into the teaching and learning of 3-D geometry using
computers and projectors, while the control group used more traditional teaching and
learning methods, including the use of a blackboard and chalk, student group work, and
discussions. In a four-day workshop, the first author discussed how GeoGebra can be
used to teach 3-dimension geometry. Following the workshop’s exercises, we asked all
of the experimental group’s teachers to begin teaching 3-D geometry.

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

The corresponding author helped teachers in the experimental group during the
intervention by helping them download and install GeoGebra software and by leading
an introductory lesson to make the students feel welcome. Within four days, teachers
received training on installing and using GeoGebra. We gave the go-ahead to all four
teachers to begin teaching 3-dimensional geometry after administering the pre-test to
all students. Teachers from the experimental group used GeoGebra as a supplemen-
tary tool for teaching geometry, while teachers from the control group used the tradi-
tional teaching methods, using a board and chalk. In the control group, the instructor
introduced the material and gave the students assignments to complete on the board or
in their notebooks. Students used GeoGebra to complete the questions and create the
charts after the teacher gave the lesson in experimental groups.
A dynamic piece of software called GeoGebra makes it easier to learn three-dimen-
sional geometry. Because it can be used without an internet connection, it is called
dynamic. It enables users to alter the content and the software. Users of GeoGebra
can enter coordinates for points, lines, equations for planes, and equations for spheres.
Users of GeoGebra can use it to interpret results and solve geometrical problems. To
ascertain whether the 3-dimension geometry teaching methodology had an impact on
students’ attitudes and performance, both the control and experimental groups under-
went a post-test using an achievement test and an attitude questionnaire.

4.5 Method of data analysis

During analysis Excel and SPSS, version 25 were used to perform descriptive and infer-
ential statistics, respectively. Before performing an analysis of variance, we verified the
parametric test assumptions (continuous data, a sample size of at least 30, a normal dis-
tribution, and equality of variances). The sample size was over 30 participants, the data
were test results from the pre-and post-test, and the Kolmogorov–Smirnov test for nor-
mality and Levene’s test for equality of variances supported the hypotheses (p > 0.05).
The repeated measures analysis of variance and independent t-test were used as a
parametric test because there were two independent variables Since no assumptions
were broken, Wilks Lambda and independent t-test were taken into consideration for
inferential statistics. On the other side, interpretive and descriptive analysis was used to
analyze open-ended questions for the questionnaire in the teachers. It is useful to com-
prehend the meaning and directive data from participants, word text was continuously
used for interpretive and descriptive analysis.

4.6 Validity and reliability of research tools

Our geometry-based test was created by ourselves and was used for content validation
by educational evaluators at the URCE. It was tested with students from a different
school than the ones we used before being given to real participants in December 2020.
With a Pearson r = 0.60 reliability analysis over two weeks, fifteen out of seventeen
questions were found to be valid for final administration. To assess the internal con-
sistency of the test, a reliability coefficient of 0.765 was calculated using Split Half
reliability.

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

Utilizing Cronbach’s alpha coefficient and corrected item-total correction, the inter-
nal consistency reliability of the questionnaire was then determined. We made some
changes based on the analysis of the attitude questionnaire after confirming the valid-
ity of the instrument. To gather information about students’ attitudes toward learning
geometry, their interests, and the advantages of using ICT tools both before and after
learning 3-D geometry, we only kept 30 of the 34 statements that were originally used.

4.7 Ethical considerations

The research proposal was submitted to the University of Rwanda College of Educa-
tion (URCE) before data collection, and the research and innovation unit at URCE
accepted it and gave it the go-ahead concerning ethics. The district-level permissions
were requested using ethical clearance, and letters were given to certain schools to be
presented. It was piloted with students at other schools with the same characteristics
as those selected for the study, with the input of researchers at the university level and
mathematics teachers at the secondary level. Additionally, to being stored on a secured,
encrypted computer, the data was also kept on flash drives, memory cards, and even the
researcher’s email account.

4.8 Significance of the study and its contribution to existing scientific knowledge

and literature

The study’s findings of this study will help teachers to understand how students learn,
especially when it comes to how they use the GeoGebra math software. The findings
show how various interactions with peers, teachers, and technology impact learning.
Additionally, the study details how students of various abilities cooperate to complete
tasks with the help of the GeoGebra program. In addition, this study will be useful
in planning lessons for large classes and those where students have a range of abili-
ties and require the use of such information. Thus, students must do this to develop
the competencies and skills required for the labour market. The outcomes of this work
will also aid researchers in gaining an overview, insight, experience, familiarity, and
effectiveness of using GeoGebra in teaching 3-dimensional geometry for subsequent
research. The findings of this study will also contribute to the body of knowledge on
geometry education. Several scholars can use the findings of this study as the founda-
tion for future research.

5 Results interpretation

5.1 Effectiveness of GeoGebra software on students’ performance

in the geometry of 3‑dimension

This section reports students’ performance in the geometry of 3-dimension in the pre
and post-test. During analysis, both descriptive and inferential statistics were used with
the aid of Excel and SPSS v. 25, respectively. We checked parametric test assumptions

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

(continuous data, sample of > 30, normal distribution, and equality of variances) before
undergoing an analysis of the mean. The data were scores from pre-and post-test, the
sample was above 30 participants, Kolmogorov–Smirnov test for normality and Lev-
ene’s test for equality of variances confirmed the assumptions (p > 0.05). Therefore,
parametric analysis was used as inferential statistics. Table 1 displays the descriptive
and inferential statistics for the pre-test in the control and experimental group.
The results from Table 1 above, the descriptive analysis indicated that the mean
score for the control group was 50.84% while the experimental is 55.08%. During
performing Levene’s test for equality of variances showed that p > 0.05 which illus-
trated that there was no significant difference in the mean score of the pre-test of the
control and experimental group. Therefore, the control and the experimental group
have comparable performance before the intervention of integrating GeoGebra in
teaching geometry of 3-dimension. In this regards, parametric analysis (independent
t-test) was adopted to test if there is a significant difference in the mean score of the
post-test for the control and experimental group after intervention. Table 2 below
shows the inferential analysis of the post-test in the control and experimental group.
To test whether there is a significant difference in the mean score of post-test in
the control and experimental group after using GeoGebra software in teaching and
learning geometry of 3-dimension, an independent test was used. The results from
Table 2 show that after the intervention the mean score of the control group was
48.022% while the experimental group was 66.18%. The inferential analysis (inde-
pendent t-test) indicated that p < 0.05 after intervention which indicates that there is
a significant difference in the mean score of the control and experimental group in
favour of the experimental group. Hence, integrating GeoGebra software in teaching
and learning geometry of 3-dimension increase students’ academic performance.
The following section describes how a student in both groups performed each ques-
tion in the pre-and post-test. Figure 1 below explains how students performed each
question in the pre-and post-test. Generally, the students performed scores of 0, 1, and
2 for each question in the pre-test were reduced in the post-test. However, it was found
that the number of students who performed scores 3,4, and 5 out of 5 per each question
was increased in the post-test. on the other side, Figure 2 displays students of the exper-
imental performance per question in the pre-and post-test. It was found that students
in the experimental groups performed better in the post-test than in the pre-test. Many
students performed better per question the score between 3,4, and 5 out of 5. The study

Table 1  Descriptive and inferential analysis of pre-test for control and experimental group
Statistics
Control vs N Mean Std. Deviation Std. F Sig
experimental Error
group Mean

Pre-test control Control 41 50.84 17.35 2.71 0.361 0.550

vs experimental
group
Experimental 42 55.08 19.06 2.94

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

Table 2  Descriptive and Inferential statistics of post-test in the control and experimental group
Statistics
Control vs N Mean Std. Deviation Std. F Sig
experimental Error
group Mean

Post-test control Control 45 54.022 13.50 2.01 11.43 0.014

vs experimental
group
Experimental 43 66.18 11.91 1.81

looks at the factors that can cause the change in score between pre-and post-test. Fig-
ure 1 below shows the students of the control group’s performance per question in the
pre-and post-test while Fig. 2 displays the students’ performance of the experimental
group per question in the pre-and post-test. See the figures below (see on the page 14).
After analyzing students’ performance in the pre-and post-test. the study seeks to
analyze students of control and experimental group individual performance in the
pre-and post-test. The results indicated that the overall performance of experimental
group students in the post-test was 66.18%, while the control group was 54.022%.
The average score of the experimental group exceeds 12.128% of the control group.
Figure 3 below shows students in the control and experimental group’s individual
performance in the pre-and post-test. (See on the page 15).

5.2 Students’ attitudes towards the use of GeoGebra software in Geometry

of 3‑dimension

This section reports students’ attitudes on the effect of GeoGebra in teaching and
learning geometry of 3-dimension. To investigate the impact of integrating GeoGe-
bra on students’ attitudes in the geometry of 3-dimension. A Likert questionnaire

Student's score per question in the pre and post-test for control group

50

45

40

35

30

25

20

15

10

0
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15

Fig. 1  Students of control group performance per question in the pre and post-test

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

Student's score per question in the pre and post-test for experimental group

45
40
35
30
25
20
15
10
5
0
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15

Fig. 2  shows students in the control and experimental group individual performance in the pre and post-test

composed of 30 statements with five rating scales (strongly disagree (1), disagree
(2), undecided (3), agree (4), and strongly agree (5) was used. Figure 4 below shows
students in the control and experimental group attitude toward the geometry of
3-dimension in percentage. The results show that the attitude of students in both
groups is almost the same. However, they are some exceptions while students in the
control or experimental group have higher attitudes compared to the other.
The remarkable difference in the control group, students of the control group at
higher extent report that geometry is difficult topic than other topics in mathemat-
ics, the teacher gives students sufficient guidance while learning, students should be
involved in practical work than theoretical, and the teacher is competent, students
enjoy geometry and learners’ foundation of mathematics in primary school affect stu-
dent performance in the secondary schools. In addition, students in the control groups
at higher percentages indicated that boys performed in the geometry of 3-dimension
than girls. In this line, inferential statistics (repeated measure ANOVA) was used
to test if there is a statistically significant difference in attitude between males and
females. On the other side, students in the experimental groups report higher attitude

100.00

90.00

80.00

70.00

60.00

50.00

40.00

30.00

20.00

10.00

0.00
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46

Fig. 3  Students in the control and experimental individual performance in pre and post-test

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

ICT can facilitate me to learn Geometry

It is very easy to perform other Mathematics’ topics except Geometry
I can get good grades in Geometry
My teacher guides to gain more in Geometry
I don’ feel the need of Geometry in my life
I feel confident when studying Geometry
Geometry is too hard for me
Taking Geometry is a waste of time
Males are naturally better than female in Geometry
Geometry is better when taught using ICT tools like software, computers, projects,...
Geometry prepares students for better performance in National Examination
I study Geometry because I know how useful it is
Knowing Geometrical concepts will help me earn a living
I don ’t think I could do advance in Geometry
I am sure that I can learn Geometry better
Computers and interactive whiteboards can make students to grasp geometrical concepts
Interactive websites should make learners perform better in Geometry
Working in groups can improve learners’ performance in Geometry
Students should be more involved in practical work than theoretical work
Students should be given extra-hard work to improve their foundations
Geometrical topics in schools are related to real life situations
Your teacher is competent to teach Geometry
The use of computers in the teaching of Mathematics affects learners’ performance...
In classroom, we have mathematical instruments and tools for drawings in Geometry
I do solve Geometry problems at home because there is somebody to guide me
Memorization helps in the learning Geometry
Teaching methods of Geometry contributes to your’ performance
You enjoy learning Geometry
Boys perform better than girls in Geometry
Learners’ foundation of Mathematics in primary school affects learners’ performance in...

Fig. 4  Students’ attitudes on the use of GeoGebra in teaching and learning geometry of 3-dimension

in the following but the higher the use of ICT in teaching geometry and among oth-
ers such as working together in geometry increase students’ performance, geometry is
useful in daily life, ICT is useful for learning geometry, can perform better in geom-
etry, use the computer in geometry affect students’ academic performance, interactive
website is useful for learning geometry, and teaching methods contribute to the perfor-
mance of geometry. Figure 4 displays students in the control and experimental group
attitude toward the use of GeoGebra software in teaching geometry of 3-dimension.
The results showed that students in the experimental group have a positive atti-
tude toward the geometry of 3-dimension. In this regard, the study also seeks to
analyze if there is a remarkable statistically significant difference in attitudes on
gender. Table 3 below shows that the p-value is less than expected 0.05 (p < 0.05).
This indicates that there is a statistically significant difference in the attitude toward
the geometry of 3-dimension between control and experimental groups in favour of
the experimental group (students who learned via GeoGebra). Therefore, GeoGebra
software increases students’ attitudes toward the geometry of 3-dimension.
The study also investigates whether there is a statistically significant difference
on attitude between males and females in the group that receives the intervention.
Repeated measures ANOVA was used to test if there is a difference between males
and females. The results revealed that the p-value was greater than the expected
value (p > 0.05) which means that there was no statistically significant difference in
attitude between males and females after using GeoGebra software in the geometry
of 3-dimension. See Table 4 below.

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

Table 3  Student’s attitude on GeoGebra software for control and experimental group
Statistics
Control vs N Mean Std. Deviation Std. F Sig
experimental Error
group Mean

Pre-test control Control 30 3.08 0.63 0.11 0.008 0.027

vs experimental
group
Experimental 30 4.07 0.71 0.13

5.3 Teachers’ attitudes on the use of GeoGebra software in teaching and learning

geometry of 3‑dimension

Likewise, to investigate teachers’ attitudes on the use of GeoGebra software in teach-

ing geometry of 3-dimension, also a Likert scale questionnaire ((Strongly disagree,
Disagree, Undecided, Agree, and Strongly Agree) was used. The results indicated
that all teachers 100% have positive attitudes toward the use of GeoGebra in teach-
ing and learning geometry of 3-dimension. Figure 5 below shows teachers’ attitudes
toward the use of GeoGebra in the teaching Geometry of 3-dimension.
Furthermore, the study seeks to investigate the topics in mathematics where
GeoGebra in teaching was used by these teachers in their teaching. The topics high-
lighted were the Study of function, Linear algebra, Matrix and Determinant of order
2, Matrix and determinant of order 3, Vector space of real numbers, and Space
geometry. In this line, teachers also highlight the importance of using GeoGebra
software in their teaching and suggested that GeoGebra is suitable teaching soft-
ware to improve student engagement and achievement in a selected topic of math-
ematics for upper secondary education as it supports dynamic learning, allows the
insertion of images or graph, and bring to complete the instructional goals. How-
ever, some challenges that hinder the effective use of GeoGebra software in teaching

Table 4  Inferential analysis about gender in the control and experimental group
Multivariate Tests
Effect Value F Hypothesis df Error df Sig Partial
Eta
Squared

factor1 * Pillai’s Trace 0.061 1.810b 1.000 28.000 0.189 0.061

Gender
Wilks’ 0.939 1.810b 1.000 28.000 0.189 0.061
Lambda

Within Subjects Design: factor1

a. Design: Intercept + Gender.
b. Exact statistic.

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

My students enjoy the lesson when I use GeoGebra

I can create visual presentations, graphics, charts, drawings, and

Statements

type assignments for students by using GeoGebra

I am able to use GeoGebra in teaching Geometry

I am aware of GeoGebra software

Fig. 5  Teacher’s attitude on the use of GeoGebra software in teaching and learning geometry of 3-dimension

and learning were highlighted such as lack of computer skills, teacher competence,
accessibility to the computer, ICT resources at home, and training. To overcome
those challenges the following solutions were suggested including providing ICT
resources including hardware and software, training in new pedagogical approaches,
and proving training courses in dealing with the new devices and software.

6 Discussion of the results

The study seeks to investigate the impact of integrating GeoGebra software in teach-
ing and learning the geometry of 3-dimension. It was found that effective use of
GeoGebra software increases students’ academic performance in the geometry of
3-dimension. In this regard, the results showed that students in the experimental
groups performed better than students in the control group in the post-test. There-
fore, we continue to test the null hypothesis that there was no statistically signifi-
cant difference between the mean scores of students taught using traditional teaching
methods (those taught without GeoGebra) and those taught using computer-assisted
learning (those taught with GeoGebra). Our research showed that students who
used GeoGebra to learn had an advantage over their peers who did not use it, and
they achieved more success.. The obtained results are in agreement with the other
researchers.
In their study, Arbain and Shukor (2015), investigates the impact of GeoGebra
software on Mathematics learning in a group of 62 Malaysian students, indicating
favorable attitudes toward learning (mean = 4.26) and increased academic perfor-
mance (p < 0.05) through its application. GeoGebra emerges as a helpful tool for
advancing Mathematics teaching and supporting diverse classroom learning styles
due to its free online accessibility. While the abundance of materials has piqued stu-
dents’ interest in Mathematics, careful thought is required when picking software for
optimal educational outcomes. This was also in line with Praveen and Leong (2013)

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

who found that students exposed to GeoGebra software outperformed in geometry

that fellow students who did not expose. Furthermore, we look the factor that causes
this success and we found that this software’s effectiveness is specifically because
it enables students to visualize what they are learning. This was also confirmed by
Chimuka and Ogbonnaya (2015) who found that students taught with GeoGebra
displaying significant benefits, particularly at levels 1 and 2 of Van Hiele’s theory
addressing geometric knowledge. This highlights the software’s effectiveness in
improving learning results in this situation. Concurrently, the study provides a dis-
tinct layer to educational research by looking into students’ geometry learning expe-
riences supported by technology in a rural South African school context. This spe-
cific approach broadens our understanding of technology’s role in shaping teaching
practices and its potential impact on students’ educational journeys. By focusing on
a specific regional context, the study provides useful insights that might help educa-
tional policymakers, practitioners, and researchers modify policies to better meet the
needs of kids in similar contexts around the world.
The level of individual student’s performance with treatment was increased in the
post-test compared to the pre-test. For instance, the mean score performance in the
post-test for the experimental group was 66. 18% while control was 54.022%. The
level of performing each question was also increased while others decreased in the
post-test. It was found that more than 50% of students in the experimental group
scored correctly on each question while in the control group number of students who
scored correctly on each question was below 50%. Thus, students in experimental
groups (those who learned Geometry using GeoGebra) performed each of the test’s
questions with ease or in greater numbers after receiving instruction in Geometry.
Based on the constructivism theory of knowledge construction, Ocal, (2017) indi-
cated that students learning mathematics conceptually and meaningfully is one of
the reasons teachers use GeoGebra in math classes. In this regard, students must
actively seek out information by investigating and expanding their knowledge on
their own GeoGebra. Furthermore, following the constructivism theory, students
construct their knowledge rather than having it imparted to them by the teacher.
Surprisingly some questions that are Q6, Q5, Q13, and Q11 demonstrated sig-
nificant fail than other questions. 64.44% of students in the experimental group
scored 0 on question six (Q6), requested to calculate the distance between the
plane 2x-3y-3z = 12 and 6x-9y-9z = 27, a larger number of students at the extent
of 35.55% also got 0 on the question five (Q5) suggested to calculate the equation
of the line of intersection between two planes 3x-6y-2z = 15 and 2x + y-2z = 5, stu-
dents also scored 0 on the question 13 (Q13) at the extent of 33.33% which was
to Find the intersection of two spheres ­x2 + ­y2 + ­z2 + 2x-6y + 1 = 0 and ­4x2 + ­4y2 + 4
­z2 + 10x-25y-2z = 16. In addition, students at the percentage of 28.8% scored 0
on the question related to finding the equation of the straight line passing through
points A (3, -2, 5) and B (1, 4, -2).
Students and teachers demonstrated a positive attitude toward the use of GeoGe-
bra software in teaching and learning geometry of 3-dimension. There was a sig-
nificant difference in performance attitudes between students who learn by using
GeoGebra and students who did not in favour of those who learned Geometry
using GeoGebra (p < 0.05). Technology has been successfully incorporated into the

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

mathematics teaching process. Our enlightening discovery is that students’ perfor-

mance and attitudes both improved as a result of GeoGebra. However, the results
revealed no significant difference in attitudes between male and female students
(p > 0.05). Our findings are found in our study concerning students’ attitudes toward
confidence, learning support, and real-life attitude experience. Results demonstrate
that GeoGebra is very successful at changing students’ attitudes toward learning the
geometry of 3-dimension through ICT.
Our study discovered that this improvement might be influenced by the teaching
approach. Teachers also demonstrated positive attitudes toward the use of GeoGebra
software in their teaching and learning geometry of 3-dimension. Therefore, they
also emphasize the significance of utilizing GeoGebra software in their instruction
and claim that it is an effective tool for raising student achievement in a particu-
lar area of mathematics for upper secondary education because it supports active
learning, allows for the insertion of images or graphs, and helps to meet the learn-
ing objectives. These findings are in agreement with Uwurukundo et al., (2022a,
2022b, 2022c) who illustrated that GeoGebra has beneficial effects on students’ atti-
tudes toward geometry about interest, engagement and active learning, self-efficacy
and self-regulation, and enhanced positive attitudes. This was also supported by
Rabi et al., (2021) who found that there was a noticeable shift in the attitudes of
the students through the use of GeoGebra. Students demonstrated positive attitudes
towards the use of GeoGebra in the classroom because it is interested in scaffolding
activities (Bedada & Machaba, 2022).
On the other side, Simanjuntak, (2017) found that teachers appreciate and dem-
onstrate a positive attitude toward GeoGebra software in their teaching. Likewise,
Zengin, (2017) showed that GeoGebra is a useful tool for improving teachers’
attitudes toward proof and proving. Therefore, the use of the GeoGebra software
encourages students’ knowledge, motivation, attitude, and geometric achievement as
well as teachers’ attitude in teaching and geometry of 3-dimension.

7 Conclusion and implication

Our research sought to ascertain the impact of GeoGebra software on students’ per-
formance and attitude toward secondary school teachers and students. In this current
study, the control group of students received traditional instruction from their teach-
ers, while the experimental group of students received GeoGebra instruction from
their teachers. Students were studying 3-D geometry in all groups, and we created
a performance test to assess the effectiveness of the teaching intervention. Before
the intervention, we found that students have almost the same performance in the
geometry of 3-dimension. After the intervention, we predicted that there wouldn’t be
a difference in the means of these groups. However, it was discovered that there was
a highly statistically significant difference between students taught using different
methods and those taught using GeoGebra in favour of treatment. The experimental
group outperformed the control group in the post-test with a mean of 66.168% ver-
sus 54.022%, respectively, on the same test after receiving the intervention.

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

On the other side, our study also looked at secondary students’ and teachers’
attitudes toward 3-dimension geometry changed as a result of the integration of
the GeoGebra software. We discovered a statistically significant attitude difference
between the two groups, favouring the group receiving GeoGebra instruction. How-
ever, we did not find a statistically significant difference in gender between the group
that received the intervention. Teachers also expressed a positive attitude towards
the use of GeoGebra in their teaching. Therefore, we conclude that GeoGebra has
the potential to change students’ perspectives on learning 3-dimension geometry.
Based on the findings of this study, we advise teachers to modify their lesson
plans to include GeoGebra not only in S5 but at all secondary school levels, as well
as for other areas of mathematics besides geometry. We also recommend Rwanda
Basic Education Board and other educational stakeholders provide training for the
teachers on how to use ICT resources like GeoGebra in the classroom. As a result of
the small sample size we used, future research may expand the sample by examining
the effects of GeoGebra on gender differences, and school location.
Acknowledgements The authors appreciate financial support received from the African Center of Excel-
lence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) hosted by the Uni-
versity of Rwanda, College of Education (UR-CE). We highly esteemed this assistance.

Authors’ contribution All authors contributed to this study. More information can be given when needed.

Funding Corresponding author received the support from the African Centre of Excellence for Innova-
tive Teaching and Leaning Mathematics and Science (ACEITLMS), University of Rwanda College of
education.

Data availability The dataset generated during and /or analyzed during the current study are available
from the corresponding author on reasonable request.

Declarations
Conflict of interest There is no conflict of interest to declare.

References
Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education 3-13, 34(3),
243–257. https://​doi.​org/​10.​1080/​03004​27060​08988​93
Alabdulaziz, M. S., Aldossary, S. M., Alyahya, S. A., et al. (2021). The effectiveness of the GeoGebra
Programme in the development of academic achievement and survival of the learning impact of the
mathematics among secondary stage students. Education and Information Technologies, 26, 2685–
2713. https://​doi.​org/​10.​1007/​s10639-​020-​10371-5
Alves, P. F. (2014). Vygotsky and Piaget: Scientific concepts. Psychology in Russia: State of the Art, 7(3),
24–34. https://​doi.​org/​10.​11621/​pir.​2014.​0303
Andamon, J. C., & Tan, D. A. (2018). Conceptual understanding, attitude and performance in mathemat-
ics of Grade 7 Students. International Journal of Scientific and Technology Research, 7(8), 96–105.
Ansong, E. K., Wiafe, D. A., & Amankwah, R. (2021). Application of GeoGebra to improve academic
performance of students in geometry. International Journal of Computer Applications, 183(29),
26–32. https://​doi.​org/​10.​5120/​ijca2​02192​1671

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

Arbain, N., & Shukor, N. A. (2015). The Effects of GeoGebra on Students Achievement. Procedia -
Social and Behavioral Sciences, 172(January), 208–214. https://​doi.​org/​10.​1016/j.​sbspro.​2015.​01.​
356
Asare, J. T., & Atteh, E. (2022). The Impact of Using GeoGebra Software in Teaching and Learning
Transformation (Rigid Motion) on Senior High School Students’ Achievement. Asian Journal of
Education and Social Studies, 33(1), 36–46. https://​doi.​org/​10.​9734/​ajess/​2022/​v33i1​30784
Azucena, L. J. R., Gacayan, P. J. O. Y. L., Tabat, A. S., Cuanan, K. H., & Pentang, J. T. (2022). Geoge-
bra Intervention : How Have Students ’ Performance And Confidence In Algebra Advanced ? I(I),
51–61.
Bedada, T. B., & Machaba, M. F. (2022). Investigation of student’s perception learning calculus with
GeoGebra and cycle model. Eurasia Journal of Mathematics, Science and Technology Education,
18(10), em216443. https://​doi.​org/​10.​29333/​ejmste/​12443
Belgheis, S., & Kamalludeen, R. (2018). The Intention to Use GeoGebra in the Teaching of Mathematics
among Malaysian Teachers. Malaysian Online Journal of Educational Technology, 6(1), 109–115.
Bem, D. J. (1972). Self-Perception Theory. Advances in Experimental Social Psychology, 6(C), 1–62.
https://​doi.​org/​10.​1016/​S0065-​2601(08)​60024-6
Canals, L. (2017). Instruments for gathering data. In Qualitative approaches to research on plurilingual
education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos
para la investigación en educación plurilingüe (390–401). Research-publishing.net. https://​doi.​org/​
10.​14705/​rpnet.​2017.​emmd2​016.​637
Celen, Y. (2020). Student Opinions on the Use of Geogebra Software in Mathematics Teaching. Emerg-
ing Technologies in Computing, 19(4), 84–88.
Chimuka, A., & Ogbonnaya, U. I. (2015). The impact of teaching and learning circle geometry using
GeoGebra on grade 11 student’s achievement.
Dagar, V. (2016). Constructivism: A Paradigm for Teaching and Learning Constructivism : A Paradigm
for Teaching and Learning. Arts and Social Sciences Journal, 7(4), 2–4. https://​doi.​org/​10.​4172/​
2151-​6200.​10002​00
Das, K. (2019). Role of ICT for better Mathematics Teaching. Shanlax International Journal of Educa-
tion, 7(4), 19–28. https://​doi.​org/​10.​34293/​educa​tion.​v7i4.​641
Forster, C. (2011). The application of constructivist learning theory.pdf. March.
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT
integration in schools. International Journal of Research in Education and Science, 1(2), 175–191.
https://​doi.​org/​10.​21890/​ijres.​23596
Grandgirard, J., Poinsot, D., Krespi, L., Nénon, J. P., & Cortesero, A. M. (2002). Costs of secondary para-
sitism in the facultative hyperparasitoid Pachycrepoideus dubius: Does host size matter? Entomolo-
gia Experimentalis et Applicata, 103(3), 239–248.
Harindranath, G., & Sein, M. K. (2007). Revisiting the role of ICT in development. In Proceedings of the
9th International Conference on Social Implications of Computers in Developing Countries, April
2007 (pp. 1–12).
Harrison, C., Lunzer, E. A., Tymms, P., Fitz-Gibbon, C. T., & Restorick, J. (2004). Use of ICT and its
relationship with performance in examinations: A comparison of the ImpaCT2 project’s research
findings using pupil-level, school-level and multilevel modelling data. Journal of Computer Assisted
Learning, 20(5), 319–337. https://​doi.​org/​10.​1111/j.​1365-​2729.​2004.​00099.x
Hohenwarter, M., Jarvis, D., & Lavicza, Z. (2009). Linking geometry, algebra, and mathematics teach-
ers: GeoGebra software and the establishment of the International GeoGebra Institute. International
Journal for Technology in Mathematics Education, 16(2), 83–87.
Mensah, P. A. A., Ansu, B., Besing Karadaar, I., & Gurah Junior, J. (2023). GeoGebra as a tool for
improving mathematics instruction and learning by Ghanaian Teachers. American Journal of Edu-
cation and Technology, 2(2), 69–75. https://​doi.​org/​10.​54536/​ajet.​v2i2.​1586
Kösa, T., & Karakuş, F. (2010). Using dynamic geometry software Cabri 3D for teaching analytic geom-
etry. Procedia - Social and Behavioral Sciences, 2(2), 1385–1389. https://​doi.​org/​10.​1016/j.​sbspro.​
2010.​03.​204
Kusumah, Y. S., Kustiawati, D., & Herman, T. (2020). The effect of geogebra in three-dimensional geom-
etry learning on students’ mathematical communication ability. International Journal of Instruction,
13(2), 895–908. https://​doi.​org/​10.​29333/​iji.​2020.​13260a
Mohammed, Husam, S., & Kinyo, L. (2020). The role of constructivism in the enhancement of social
studies education. Journal of Critical Reviews, 7(7), 249–256. https://​doi.​org/​10.​31838/​jcr.​07.​07.​41

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

Munyaruhengeri, J. P. A., Umugiraneza, O., Ndagijimana, J. B., & Hakizimana, T. (2023). Potentials and
limitations of GeoGebra in teaching and learning limits and continuity of functions at selected sen-
ior four Rwandan secondary schools. Cogent Education, 10(2). https://​doi.​org/​10.​1080/​23311​86X.​
2023.​22384​69
Nsabayezu, E., Iyamuremye, A., Mbonyiryivuze, A., Niyonzima, F. N., & Mukiza, J. (2023a). Digital
- based formative assessment to support students ’ learning of organic chemistry in selected sec-
ondary schools of Nyarugenge District in Rwanda. Education and Information Technologies, 28(1),
1–5. https://​doi.​org/​10.​1007/​s10639-​023-​11599-7
Nsabayezu, E., Iyamuremye, A., Nungu, L., Mukiza, J., Mukama, E., & Niyonzima, F. N. (2023b).
Online periodic table of elements to support students ’ learning of trends in properties of chemi-
cal elements. Education and Information Technologies, 28(2), 1–13. https://​doi.​org/​10.​1007/​
s10639-​023-​11650-7
Ocal, M. F. (2017). The Effect of GeoGebra on Students’ Conceptual and Procedural Knowledge: The
Case of Applications of Derivative. Higher Education Studies, 7(2), 67. https://​doi.​org/​10.​5539/​hes.​
v7n2p​67
Praveen, S., & Leong, K. E. (2013). Effectiveness of Using GeoGebra on Students’ Understanding in
Learning Circles. The Malaysian Online Journal of Educational Technology, 1(4), 1–11.
Rabi, F., Fengqi, M., Aziz, M., Ullah, M. I., & Abduraxmanovna, N. H. (2021). the Impact of the Use of
Geogebra on Student’S Mathematical Representation Skills and Attitude. European Journal of Edu-
cation Studies, 8(12), 14–28. https://​doi.​org/​10.​46827/​ejes.​v8i12.​4007
Ratheeswari, K. (2018). Recent trend of teaching methods in education Organised by Sri Sai Bharath
College of Education Dindigul-624710. India Journal of Applied and Advanced Research, (3),
45–47. https://​doi.​org/​10.​21839/​jaar.​2018.​v3S1.​169
Rosyid, A., & Umbara, U. (2019). Analysis of students’ attitudes towards implementation of geogebra-
assisted missouri mathematics project. Journal of Physics: Conference Series, 1265(1), 012009.
https://​doi.​org/​10.​1088/​1742-​6596/​1265/1/​012009
Raj Joshi, D. (2017). International journal for innovative research in multidisciplinary field influence of
ict in mathematics teaching. International Journal for Innovative Research in Multidisciplinary
Field, 3(1), 7–11.
Sener, N., & Tas, E. (2017). Developing Achievement Test: A Research for Assessment of 5th Grade
Biology Subject. Journal of Education and Learning, 6(2), 254. https://​doi.​org/​10.​5539/​jel.​v6n2p​
254
Shah, R. K. (2019). Effective constructivist teaching learning in the classroom. Shanlax International
Journal of Education, 7(4), 1–13.
Simanjuntak, S. D. (2017). Teachers Attitude Towards Functionality GeoGebra software in Mathematics.
IOSR Journal of Research & Method in Education (IOSRJRME), 07(02), 96–98. https://​doi.​org/​10.​
9790/​7388-​07020​19698
Sjøberg, S. (2010). Constructivism and learning. International Encyclopedia of Education, May, 485–
490. https://​doi.​org/​10.​1016/​B978-0-​08-​044894-​7.​00467-X
Sugandi, A. I., & Bernard, M. (2020). Application of GeoGebra software to improve problem-solving
skills in analytic geometry in prospective teachers and students. Journal of Physics: Conference
Series, 1657(1), 012077. https://​doi.​org/​10.​1088/​1742-​6596/​1657/1/​012077
Taber, K. S. (2018). Constructivism in Education. In Early Childhood Development (Issue January 2019).
https://​doi.​org/​10.​4018/​978-1-​5225-​7507-8.​ch015
Uwurukundo, M. S., Maniraho, J. F., & Tusiime, M. (2022a). Enhancing Students’ Attitudes in Learning
3-Dimension Geometry using GeoGebra. International Journal of Learning, Teaching and Educa-
tional Research, 21(6), 286–303. https://​doi.​org/​10.​26803/​ijlter.​21.6.​17
Uwurukundo, M. S., Maniraho, J. F., & Tusiime, M. R. (2022b). The effects of GeoGebra on students’
attitudes towards learning geometry: A review of literature. African Journal of Studies in Mathemat-
ics and Sciences, 18(1), 1–12.
Uwurukundo, M. S., Maniraho, J. F., & Tusiime Rwibasira, M. (2022c). Effect of GeoGebra Software on
Secondary School Students’ Achievement in 3-D Geometry. Education and Information Technolo-
gies, 27(4), 5749–5765. https://​doi.​org/​10.​1007/​s10639-​021-​10852-1
Wassie, Y. A., & Zergaw, G. A. (2019). Some of the potential affordances, challenges and limitations of
using GeoGebra in mathematics education. Eurasia Journal of Mathematics, Science and Technol-
ogy Education, 15(8). https://​doi.​org/​10.​29333/​ejmste/​108436

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

Widada, W., Herawaty, D., Nugroho, K. U. Z., & Anggoro, A. F. D. (1731). Augmented reality assisted
by GeoGebra 3-D for Geometry learning. Journal of Physics: Conference Series, 2021(1). https://​
doi.​org/​10.​1088/​1742-​6596/​1731/1/​012034
Woosnam, K. M., Draper, J., Jiang, J., & (Kelly), Aleshinloye, K. D., & Erul, E. (2018). Applying self-
perception theory to explain residents’ attitudes about tourism development through travel histories.
Tourism Management, 64, 357–368. https://​doi.​org/​10.​1016/j.​tourm​an.​2017.​09.​015
Zengin, Y. (2017). The effects of GeoGebra software on pre-service mathematics teachers’ attitudes and
views toward proof and proving. International Journal of Mathematical Education in Science and
Technology, 48(7), 1002–1022. https://​doi.​org/​10.​1080/​00207​39X.​2017.​12988​55
Zhang, Q. (2021). Opportunities to Learn Three-Dimensional Shapes in Primary Mathematics: The Case
of Content Analysis of Primary Mathematics Textbooks in Hong Kong. Eurasia Journal of Math-
ematics, Science and Technology Education, 17(6), 1–15. https://​doi.​org/​10.​29333/​ejmste/​10884
Zulnaidi, H., & Zamri, S. N. A. S. (2017). The effectiveness of the GeoGebra software: The intermediary
role of procedural knowledge on students’ conceptual knowledge and their achievement in math-
ematics. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2155–2180.
https://​doi.​org/​10.​12973/​euras​ia.​2017.​01219a

Publisher’s Note Springer Nature remains neutral with regard to jurisdictional claims in published maps
and institutional affiliations.

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under
a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted
manuscript version of this article is solely governed by the terms of such publishing agreement and
applicable law.

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
 Education and Information Technologies

Authors and Affiliations

Marie Sagesse Uwurukundo1 · Jean François Maniraho2 · Michael Tusiime3 ·

Irénée Ndayambaje4 · Vedaste Mutarutinya5

* Marie Sagesse Uwurukundo

sagesseuwurukundo@gmail.com
Jean François Maniraho
jmaniraho2@gmail.com
Michael Tusiime
krwibasira@yahoo.com
Irénée Ndayambaje
irenee.ndayambaje@gmail.com
Vedaste Mutarutinya
mutavedik@gmail.com
1
African Center of Excellence for Innovative Teaching and Learning Mathematics and Science
(ACEITLMS), University of Rwanda College of Education (URCE), PO. BOX 55, Kayonza,
Rwamagana, Rwanda
2
Department of Early Childhood and Primary Education, University of Rwanda College
of Education (URCE), PO. BOX 55, Kayonza, Rwamagana, Rwanda
3
School of Education, University of Rwanda College of Education (URCE), PO. BOX 55,
Kayonza, Rwamagana, Rwanda
4
Department of Foundations, Management and Curriculum Studies, School of Education,
University of Rwanda-College of Education (URCE), PO. Box 55, Kayonza, Rwamagana,
Rwanda
5
College of Education, University of Rwanda, PO. Box 55, Kayonza, Rwamagana, Rwanda

13
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
Terms and Conditions
Springer Nature journal content, brought to you courtesy of Springer Nature Customer Service Center
GmbH (“Springer Nature”).
Springer Nature supports a reasonable amount of sharing of research papers by authors, subscribers
and authorised users (“Users”), for small-scale personal, non-commercial use provided that all
copyright, trade and service marks and other proprietary notices are maintained. By accessing,
sharing, receiving or otherwise using the Springer Nature journal content you agree to these terms of
use (“Terms”). For these purposes, Springer Nature considers academic use (by researchers and
students) to be non-commercial.
These Terms are supplementary and will apply in addition to any applicable website terms and
conditions, a relevant site licence or a personal subscription. These Terms will prevail over any
conflict or ambiguity with regards to the relevant terms, a site licence or a personal subscription (to
the extent of the conflict or ambiguity only). For Creative Commons-licensed articles, the terms of
the Creative Commons license used will apply.
We collect and use personal data to provide access to the Springer Nature journal content. We may
also use these personal data internally within ResearchGate and Springer Nature and as agreed share
it, in an anonymised way, for purposes of tracking, analysis and reporting. We will not otherwise
disclose your personal data outside the ResearchGate or the Springer Nature group of companies
unless we have your permission as detailed in the Privacy Policy.
While Users may use the Springer Nature journal content for small scale, personal non-commercial
use, it is important to note that Users may not:

1. use such content for the purpose of providing other users with access on a regular or large scale
basis or as a means to circumvent access control;
2. use such content where to do so would be considered a criminal or statutory offence in any
jurisdiction, or gives rise to civil liability, or is otherwise unlawful;
3. falsely or misleadingly imply or suggest endorsement, approval , sponsorship, or association
unless explicitly agreed to by Springer Nature in writing;
4. use bots or other automated methods to access the content or redirect messages
5. override any security feature or exclusionary protocol; or
6. share the content in order to create substitute for Springer Nature products or services or a
systematic database of Springer Nature journal content.
In line with the restriction against commercial use, Springer Nature does not permit the creation of a
product or service that creates revenue, royalties, rent or income from our content or its inclusion as
part of a paid for service or for other commercial gain. Springer Nature journal content cannot be
used for inter-library loans and librarians may not upload Springer Nature journal content on a large
scale into their, or any other, institutional repository.
These terms of use are reviewed regularly and may be amended at any time. Springer Nature is not
obligated to publish any information or content on this website and may remove it or features or
functionality at our sole discretion, at any time with or without notice. Springer Nature may revoke
this licence to you at any time and remove access to any copies of the Springer Nature journal content
which have been saved.
To the fullest extent permitted by law, Springer Nature makes no warranties, representations or
guarantees to Users, either express or implied with respect to the Springer nature journal content and
all parties disclaim and waive any implied warranties or warranties imposed by law, including
merchantability or fitness for any particular purpose.
Please note that these rights do not automatically extend to content, data or other material published
by Springer Nature that may be licensed from third parties.
If you would like to use or distribute our Springer Nature journal content to a wider audience or on a
regular basis or in any other manner not expressly permitted by these Terms, please contact Springer
Nature at

onlineservice@springernature.com