Enhancing cognition of circle theorems via adaptive technology in rural-based Eswatini: pre-service teachers' usage and acceptance of geogebra
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Date
2022
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Publisher
University of Zululand
Abstract
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.
Description
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, South Africa, 2022
Keywords
Circle Theorems Cognitive, Task Technology Fit, Technology Acceptance Model