Browsing by Author "Nxumalo, Mfanasibili Philemon"

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    Enhancing cognition of circle theorems via adaptive technology in rural-based Eswatini: pre-service teachers' usage and acceptance of geogebra
    (University of Zululand, 2022) Nxumalo, Mfanasibili Philemon
    With the mandate of addressing the inadequacy of research establishments in rural college settings of Eswatini, this study designed and employed the “Rural Eswatini Pre-service Teachers' Acceptance of GeoGebra” Model to examine the characteristics that influence rural Eswatini pre-service teachers' usage of GeoGebra. Additionally, the Rural Eswatini Pre-service Teachers' Acceptance of GeoGebra was used to assess the significant difference between male and female pre-service teachers’ use of GeoGebra. This model was also utilised in examining the effect of rural Eswatini pre-service teachers’ system quality, system compatibility, and user satisfaction on their Technology Task Fit of GeoGebra for circle theorems cognition. A pretest posttest was employed to assess the effects of GeoGebra on pre-service teachers’ cognition of circle theorems. The study used a one-group quasi-experimental research design, with 187 pre-service teachers taking a pre-test on circle theorems before using GeoGebra, followed by a post-test. Option-related data were collected from the pre service teachers using a 7 Likert-scale questionnaire. These data were analysed by making use of SmartPLS3.3’s Partial Least Squares Structural Equation Modeling. Results showed that user satisfaction and system compatibility are the determinants of rural Eswatini pre-service teachers' Technology Task Fit. Rural Eswatini pre-service teachers' perceived attitude toward use, perceived ease of use, and Technology Task Fit were found to have a direct effect on their actual use of GeoGebra for learning circle theorems. Perceived usefulness, satisfaction and system compatibility had indirect effects on the actual use of GeoGebra. The Rural Eswatini Pre-service Teachers' Acceptance of the GeoGebra Model explained 74.9% of the variance in rural Eswatini pre-service teachers' actual use of GeoGebra. The results moreover revealed a significant difference between male and female pre-service teachers’ actual use of GeoGebra. There was likewise a significant difference between rural Eswatini pre-service teachers' pretest-posttest marks. Ultimate findings implied that GeoGebra can be used to enhance rural Eswatini pre-service teachers' circle theorem cognition.