Evaluation of GeoGebra Implementation in Schools: A Combined TAM and IS Success Model Approach
Keywords:
Technology Acceptance, IS Success, Mathematics, Technology, GeoGebraAbstract
This study evaluates the implementation of GeoGebra in mathematics education by integrating the Technology Acceptance Model and the Information Systems Success Model. The hybrid model enables a multifaceted assessment, capturing both user acceptance and the broader organisational impacts of the technology. Quantitative data, gathered through surveys and statistical analysis, measures GeoGebra adoption, perceived usefulness, and ease of use among teachers and students. Qualitative data, collected through interviews, focus groups, and classroom observations, provides insights into the experiences of teachers and students using GeoGebra. Data analysis involves descriptive and inferential statistics to compare user perceptions and examine the relationships between variables, such as the impact of perceived usefulness and system quality on user satisfaction and behavioural intention. The findings offer practical consequences for educational institutions and mathematics teachers wishing to successfully incorporate GeoGebra into their mathematics curriculum by addressing technical complexity and providing sufficient assistance
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