Effects and Perceptions of Teaching Geometry through GeoGebra Modelling Approach on Students’ Learning Outcomes in TVET Schools in Tamale, Ghana

Abstract

This study investigated the effects and perceptions of teaching geometry through the GeoGebra Modelling Approach in Technical and Vocational Education and Training (TVET) schools within the Tamale Metropolis of Ghana. Using a Quasi-experimental design with interviews, the study involved 40 second-year students from two intact classes, with each class comprising 20 students. Data were collected through achievement tests and interviews. The findings revealed that students taught using GeoGebra Modelling achieved significantly higher post-test scores, indicating deeper conceptual understanding and stronger problem-solving skills (F (1, 37) = 16.795, η² = 0.312, p = 0.00), with a large effect size.  It also promotes interactive learning and supports digital integration in mathematics instruction. The study recommends the use of GeoGebra modelling-based pedagogy to improve mathematics teaching and learning outcomes in Ghana’s TVET institutions.