Open AccessFactors that influence teachers’ use of GeoGebra for instruction
Author(s) -
Gerrit Stols,
Stephan J. Venter,
Elizabeth M. Louw
Publication year - 2016
Publication title -
suid-afrikaanse tydskrif vir natuurwetenskap en tegnologie/die suid-afrikaanse tydskrif vir natuurwetenskap en tegnologie
Language(s) - English
Resource type - Journals
eISSN - 2222-4173
pISSN - 0254-3486
DOI - 10.4102/satnt.v35i1.1366
Subject(s) - expectancy theory , software , variance (accounting) , mathematics education , educational technology , information and communications technology , educational software , computer science , psychology , social psychology , world wide web , accounting , business , programming language
This study investigated factors that influence teachers’ use of mathematics software (in this case GeoGebra) for teaching and learning. Participants in the study were purposefully selected from a group of teachers that have received software training, have access to computers, and are familiar with the software. Seventy-five respondents completed the structured questionnaires. Multiple regressions were used to investigate the relationship between the four constructs of the Unified Theory of Acceptance and Use of Technology. These constructs are performance expectancy, effort expectancy, social influence, and facilitating conditions on teachers’ intention to use the mathematics software. This study found that the combination of the four above mentioned constructs explained 30% of the variance in respondents’ intention to use the software. Facilitating conditions were not found to directly influence whether or not people actually used the software because all of them have access to computers. Teachers’intention to use GeoGebra was found to predict the actual use of GeoGebra for teaching and learning.Keywords: mathematics; teachers; technology; ICT; software