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A quasi-experimental design used non-equivalent pre- and post-test groups. TVET learners from 14 Brigades in southern Botswana participated via convenience sampling, forming an experimental group (GeoGebra) and a control group (traditional instruction only). Using a t-test at α=0.05, results showed a significant post-test mean difference (t=2.188, p=0.008). Students using GeoGebra outperformed those taught traditionally.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effectiveness-of-geogebra-on-botswana-tvet-students-performance-on-linear-equations/592036/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effectiveness-of-geogebra-on-botswana-tvet-students-performance-on-linear-equations/592036.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose?","Question",{"text":112,"@type":113},"To compare how GeoGebra software and traditional teaching methods affect TVET students’ performance in linear equations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assigned to the experimental and control groups?",{"text":117,"@type":113},"The study used a non-equivalent quasi-experimental design with pre-existing intact classes; one institution formed the experimental group and the other formed the control group.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings of the data analysis?",{"text":121,"@type":113},"A t-test at α=0.05 showed a significant difference in post-test mean scores between the control and experimental groups (t=2.188, p=0.008), indicating higher performance with GeoGebra.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592036,1792171225,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10.55493/5052. v8i1 .5064 Vol. 8, No. 1, 33-41.  \n© 2024 AESS Publications. All Rights Reserved.  \nEffectiveness of GeoGebra on Botswana TVET students’ performance on  \nlinear equations  \n Amantle Mico Sekgoma  \nDepartment of Primary Education, University of Botswana , Botswana. Email: [sekgomaa@ub.ac.bw](sekgomaa@ub.ac.bw)  \nABSTRACT  \nArticle History  \nReceived: 22 November 2023  \nRevised: 1 March 2024  \nAccepted: 15 March 2024  \nPublished: 3 May 2024  \nKeywords  \nGeoGebra Linear equations Performance  \nTraditional teaching approach TVET.  \nThe purpose of this study was to investigate the comparative effects of using GeoGebra software and traditional teaching approaches on the performance of TVET students in linear equations. The study followed a quasi-experimental design with a non-equivalent group consisting of pre-and post-test measures. The population of the study consisted of TVET learners from 14 Brigades in the southern region of Botswana. Using the convenience sampling technique , two TVET institutions (n=41) participated in the study. One institution formed the experimental group , whereas the other formed the control group. The study did not employ random participant selection, as the control group and the experimental group comprised pre-existing, intact classes from the participating institutions. GeoGebra software was used in the experimental group , while the control group was taught using the traditional approach with no technology incorporation. Similar pre-and post-tests were administered to both groups to measure the comparative effects of each teaching method on the performance of learners. A constructivist theory framed the study. A t-test was used to analyze the data with α = 0.05 , and the findings showed a significant difference in the mean scores between the control group and the experimental group (t = 2.188, p = 0.008 \u003C α) in the post-test. These results indicated that students in the experimental group outperformed those in the control group. Overall, the results of this study showed that GeoGebra enhanced student performance in linear equations as compared to traditional methods of teaching.  \nContribution/ Originality: The focus of this study was on TVET, which is a sector of education in Botswana that has, since its inception, received very little research attention and consequently a dearth of literature. The findings of this study contribute immensely to the limited literature, especially in the teaching and learning of mathematics.  \n1. INTRODUCTION  \nBotswana, like many other countries, has shown commitment to the integration of Information, Communication and Technology (ICT) in education. This commitment is evidenced by the development and implementation of policies geared towards the diversification of learning environments through the use of technology. The Republic of Botswana (1994) highlights the necessity for the integration of modern technology in all educational contexts. Furthermore, the National ICT Policy of 2009 , referred to as the Maitlamo National Policy for ICT Development, advocates for transforming ICT use in the country by providing efficient delivery of research outputs through effective use of ICT and appropriate ICT infrastructure to support research collaboration (Maitlamo, 2007) . Recently, the Government of Botswana has embarked on a Fourth Industrial Revolution Digital Transformation Strategy ,  \notherwise known as SmartBots. SmartBots is based on the National Vision 2036 goal , which aims to put Botswana ina strong position within Africa and the world as a \"Smart Society\" with a broader use of technology (Heckel, 2022) .  \nComputer technology provides extensive opportunities for supporting the learning of mathematics in schools. There is little doubt that computer technology is now regarded as a promising educational tool that brings about new innovative practices in education. The exploration of ","cbCaig2tytLhdywC","https://ap.wps.com/l/cbCaig2tytLhdywC","pdf",303366,"English","# Introduction\n## Problem Statement","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To compare how GeoGebra software and traditional teaching methods affect TVET students’ performance in linear equations.\"},{\"question\":\"How were students assigned to the experimental and control groups?\",\"answer\":\"The study used a non-equivalent quasi-experimental design with pre-existing intact classes; one institution formed the experimental group and the other formed the control group.\"},{\"question\":\"What were the key findings of the data analysis?\",\"answer\":\"A t-test at α=0.05 showed a significant difference in post-test mean scores between the control and experimental groups (t=2.188, p=0.008), indicating higher performance with GeoGebra.\"}]","Effectiveness of GeoGebra on Botswana TVET students’ performance on linear equations | PDF",1792073726,23]