https://jpse.gta.org.uk/index.php/home <p>Journal of Practical Studies in Education (JPSE) is a bimonthly double-blind peer-reviewed open access journal that publishes educational research making a significant contribution to the understanding and practice of education as well as advances in the field . Moreover, JPSE aims towards publishing high-quality papers addressing the relevant practical and theoretical aspects of educational processes embedded in different social, behavioural, and cultural contexts. Articles submitted to JPSE should bring together a variety of practical and methodological tools relevant to educational disciplines. We welcome empirical and methodological papers, experimental studies, observations of classroom behaviours, interviews, and surveys. Important criteria in the selection process are quality of argument and execution, clarity in presentation, and educational significance.</p> en-US jpse@gta.org.uk (Claudia Davis) support@gta.org.uk (Claudia Davis) Thu, 08 Oct 2026 00:00:00 +0000 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 https://jpse.gta.org.uk/index.php/home/article/view/168 <p>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.&nbsp; 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.</p> <p>&nbsp;</p> Hamidu Ibrahim Bukari, Kasim Aninganigu, Alaric Awingura Alagbela, Charles Kwabena Sie, Christopher Saaha Bornaa, Rajendran Govender Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0 https://jpse.gta.org.uk/index.php/home/article/view/168 Thu, 08 Oct 2026 00:00:00 +0000