Perceptions of stakeholders towards the practices of geogebra at secondary level mathematics

Abstract

This thesis, entitled "Perceptions of Stakeholders towards the Practices of GeoGebra at Secondary Level Mathematics," explores the perceptions of students, teachers and administrators towards the use of GeoGebra software in class by mathematics teacher in Kathmandu, Nepal. This study aims to explore the perception of stakeholders about the use of GeoGebra at secondary level mathematics classes and to identify opportunity and challenges on the practices of GeoGebra in secondary level mathematics classes. A convergent parallel mixed-methods approach employed surveys and interviews, with 92 students, 3 mathematics teachers and 2 administrators to collect the data. In this study questionnaire used by survey for students and interview for teachers and school administrators. SPSS software used for quantitative data analysis through descriptive statistics and thematic analysis for qualitative data. Findings indicate GeoGebra significantly enhances student engagement and understanding through dynamic visualization and interactivity. GeoGebra improved conceptual grasp of geometry and algebra, promoting active learning and critical thinking. However, challenges such as the need for sufficient training, technological fluency and resource availability were needed. Administrators concerns about initial costs and ongoing support for effective integration. With sufficient training and resource allocation, GeoGebra can enhance secondary mathematics teaching, improving learning outcomes and student interest.