Asian Journal of Education and Social Studies

This study looked at the impact of using GeoGebra to enhance the teaching and learning of transformation in senior high schools in Ghana. The difference in performance of students when taught using the traditional method and when taught with the help of this innovation was the main objective of the study. However, the students’ performance in answering transformation (rigid motion) questions and their views about the use of the innovation was also assessed before and after the intervention respectively. A mixed methods design combining qualitative and quantitative approaches was used for this study. The instruments for data collection were test items and interview. The target population was SHS two science classes of the New Juaben Senior High School and the population size was hundred and nineteen (119) whilst the sample size was forty-five (45), comprising two (2) classes, which was selected based on simple random sampling. In the pre-intervention stage, a pre-test was used to identify the weaknesses of the students before the interventional strategies were applied. A post-test was conducted to evaluate the intervention strategies, and interview was conducted afterwards. Descriptive and inferential statistics were used to analyze the data for the adoption of technology. The study's findings made it abundantly evident that GeoGebra had improved students' knowledge of transformation principles and, consequently, their performance. Due to the effectiveness of using GeoGebra in learning, students wish it would be used in teaching other mathematics topics. The study recommends that mathematics teachers should adopt and employ technology applications in teaching different mathematics concepts as it facilitates students’ achievement in mathematics.