Teachers` intention to use geogebra in teaching mathematics in Malaysia

Abstract

In light of technological tool advancements in teaching and learning, this study assessed Malaysian teachers’ perception of dynamic mathematics software, GeoGebra, towards their intention to use it in the teaching of mathematics in the classroom. Following the Extended Technology Acceptance Model of this study, teachers’ Perceived Usefulness (PU), Perceived Ease of Use (PEU), and Perceived Current Competencies (PCC) of GeoGebra were three independent variables whose relationship with teachers’ Intention to Use (IU) it in the teaching of mathematics and also their variation were investigated in this study. In addition, this study examined the differences between female and male teachers, as well as users and non-users of the software in their perception and intention to use GeoGebra in mathematics teaching. An online survey was conducted to collect data from 132 teachers who had participated in GeoGebra workshops in Malaysia and were familiar with its features and usage. Descriptive, bivariate correlation, independent samples t-test, and multiple regression analysis were used to address the research questions of this study. The results of this study revealed a positive relationship between PU, PEU, and PCC with IU and also determined that perceived usefulness and perceived current competencies were two significant predictors for intention to use GeoGebra in the teaching of mathematics, while perceived ease of use was not a significant predictor. Furthermore, there was no significant difference in terms of gender but a significant difference between users and non-users of GeoGebra in the teachers’ perception and intention to use the software.