Effects of Geogebra use on the Academic Performance of Students in Mathematics in Public Secondary Schools in Rwanda

Abstract

This study examines the impact of GeoGebra, a dynamic mathematics software, on the academic performance of students in mathematics at a public secondary school in Nyaruguru District, Rwanda. Specifically, it explores GeoGebra’s use in mathematics, its effects on student performance, and the correlation between its usage and academic outcomes. A sample of 7,916 participants was surveyed, including 69 math teachers, 309 students, and three headteachers. Data were collected through questionnaires, interviews, and observations, using purposive, stratified, and simple random sampling. The study revealed that 87.4% of participants agreed that GeoGebra enhanced students’ mathematical problem-solving abilities, while 94.1% agreed that it improved class participation. Additionally, 89.9% noted improvement in mathematics exam and test performance, with 91.3% observing better homework completion rates. GeoGebra use correlated with higher test scores and increased engagement in mathematical analysis, including trigonometry, transformations, and equation-solving. Although correlations with some outcomes were statistically minor (p > 0.05), the tool consistently supported mathematical independence and exploration. GeoGebra’s interactive features, including graphs, charts, and 3D models, facilitate students’ understanding of complex concepts, fostering improved memory and problem-solving skills. It enables collaborative learning, which promotes critical thinking, and highlights real-world applications of mathematics, increasing engagement. Personalized feedback features allow students to progress at their own pace, suggesting GeoGebra as an effective tool for enhancing mathematical comprehension and performance in secondary education.