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

Patrick Akwasi Anamuah  Mensah; Mary Osei  Fokuo; Ishmael  Besing  Karadaar; Joseph  Junior  Gurah; Ernest Damoah-Asante; Bismark Ansu

doi:10.20897/ejsteme/18144

Research Article

2026, 11(1), Article No: 14

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

Patrick Akwasi Anamuah Mensah ¹, Mary Osei Fokuo ² ^* , Ishmael Besing Karadaar ¹, Joseph Junior Gurah ¹, Ernest Damoah-Asante ³, Bismark Ansu ¹

¹ St. Ambrose College of Education, GHANA ² St. Monica’s College of Education, GHANA ³ Berekum College of Education, GHANA
^* Corresponding Author

https://doi.org/10.20897/ejsteme/18144

Published in Volume 11 Issue 1: 16 Mar 2026

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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.

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APA 7th edition

In-text citation: (Mensah et al., 2026)
Reference: Mensah, P. A. A., Fokuo, M. O., Karadaar, I. B., Gurah, J. J., Damoah-Asante, E., & Ansu, B. (2026). 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. European Journal of STEM Education, 11(1), Article 14. https://doi.org/10.20897/ejsteme/18144

AMA 10th edition

In-text citation: (1), (2), (3), etc.
Reference: Mensah PAA, Fokuo MO, Karadaar IB, Gurah JJ, Damoah-Asante E, Ansu B. 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. European Journal of STEM Education. 2026;11(1), 14. https://doi.org/10.20897/ejsteme/18144

Chicago

In-text citation: (Mensah et al., 2026)
Reference: Mensah, Patrick Akwasi Anamuah, Mary Osei Fokuo, Ishmael Besing Karadaar, Joseph Junior Gurah, Ernest Damoah-Asante, and Bismark Ansu. "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". European Journal of STEM Education 2026 11 no. 1 (2026): 14. https://doi.org/10.20897/ejsteme/18144

Harvard

In-text citation: (Mensah et al., 2026)
Reference: Mensah, P. A. A., Fokuo, M. O., Karadaar, I. B., Gurah, J. J., Damoah-Asante, E., and Ansu, B. (2026). 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. European Journal of STEM Education, 11(1), 14. https://doi.org/10.20897/ejsteme/18144

MLA

In-text citation: (Mensah et al., 2026)
Reference: Mensah, Patrick Akwasi Anamuah et al. "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". European Journal of STEM Education, vol. 11, no. 1, 2026, 14. https://doi.org/10.20897/ejsteme/18144

Vancouver

In-text citation: (1), (2), (3), etc.
Reference: Mensah PAA, Fokuo MO, Karadaar IB, Gurah JJ, Damoah-Asante E, Ansu B. 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. European Journal of STEM Education. 2026;11(1):14. https://doi.org/10.20897/ejsteme/18144

Keywords

GeoGebra, technology integration, instructional experience, cognitive benefits, emotional attitudes

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