Abstract

This research aimed to pinpoint the barriers faced by University Mathematics teachers when integrating the Dynamic Mathematical Software-GeoGebra into their teaching methods at Ethiopian higher education institutions. The study employed a survey method with 96 participants who provided ratings using a five-point Likert scale. Furthermore, face-to-face interviews were conducted with 8 University Mathematics Teachers having academic rank Lecturer and higher during the academic year 2023/2024. The survey participants were selected using a stratified cluster sampling approach, while the interviewees were chosen through systematic and purposive sampling. The internal consistency reliability coefficient Cronbach’s alpha for the barriers scale items for using GeoGebra was .798. The analysis of the responses indicated that University Mathematics Teachers face challenges in using GeoGebra in their teaching practices due to students' experience with the software, lack of access and support in using technology, University Mathematics Teachers' perceptions, beliefs, and skills in using GeoGebra, lack of funding, adequate infrastructures, training, exposure, and awareness of mathematical software, inadequate staff support, the mathematics curriculum itself, and their resistance to change. The findings of this study could also inform policy developers and curriculum designers to consider the challenges faced by University Mathematics Teachers in their teaching practice at the tertiary level, and it may lead to others for further research in this area. Finally, regular training and workshops are necessary for University Mathematics Teachers and institutions in Ethiopia as a whole.

Keywords

References

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