The effect of GeoGebra integrated instruction on students’ learning of the quadratic function concept Ashebir Sidelil Sebsibe, Neja Muzea Abdella F1000research, 2025 Background GeoGebra® (a registered trademark of the International GeoGebra Institute) is dynamic, user-friendly, and open-source software that effectively connects geometry and algebra. By reducing abstraction and procedural demands, it facilitates students’ conceptual understanding. This study investigated the impact of GeoGebra integrated mathematics instruction on Grade 9 students’ achievement, conceptual understanding, and motivation regarding quadratic functions. Methods A quasi-experimental design with non-equivalent control groups was employed, involving 42 students in the experimental group and 45 in the control group, drawn from different intact classrooms in Worabe Town Administration, Ethiopia. The experimental group received instruction using GeoGebra, while the control group followed traditional teaching methods. The intervention was grounded in social constructivist theory. Data collection instruments included pre- and post-tests for mathematical achievement and conceptual understanding, as well as a motivation questionnaire. Statistical analysis was conducted using SPSS. Results The experimental group showed statistically significant improvement in both conceptual understanding and problem-solving performance compared to the control group (p < 0.05). Additionally, students in the GeoGebra-integrated instruction group reported significantly higher levels of motivation toward learning quadratic functions. Conclusions GeoGebra-integrated instruction has the potential to improve student achievement, reduce time spent on routine calculations, and address challenges related to multiple representations in mathematics. Furthermore, it enhances student motivation and engagement with critical mathematical concepts. These findings support the inclusion of dynamic mathematical software like GeoGebra in secondary mathematics instruction, especially for topics requiring visualization and symbolic reasoning.
Swaying pedagogy: A new paradigm for mathematics teachers education in Ethiopia Ashebir Sidelil Sebsibe, Aweke Shishigu Argaw, Tola Bekene Bedada, Abdela Atiso Mohammed Social Sciences and Humanities Open, 2023 Teachers are the most important school-based drivers of students' learning outcomes. Mathematics teachers in Ethiopia are facing an innumerable number of instructional obstacles due to a lack of appropriate training modalities. The main aim of the study is to indicate the way to develop a swaying pedagogy curriculum for a post-graduate program (PGP). Both primary and secondary data were collected. The result divulged that while the government has recognized the importance of mathematics literacy and competency for the 21st-century job market, students' interest and achievement in mathematics have a deteriorating trend. This is because the teachers’ lack of exposure to the contemporary advancement of pedagogical sciences. Moreover, teachers have knowledge gaps in content and pedagogy and are unable to fill their gaps due to a lack of upgrading opportunities. Therefore, the study forwards the swaying pedagogy curriculum to overcome observed problems.
Potential of mathematical model-based decision making to promote sustainable performance of agriculture in developing countries: A review article Meselu Tegenie Mellaku, Ashebir Sidelil Sebsibe Heliyon, 2022 In developing countries like Ethiopia, agriculture takes the leading role in the economy and enhancing the efficiency of agriculture resource decision making remains essential to eradicate extreme poverty through promoting sustainable agricultural production. Recent economic growth efforts in agriculture dependent economies are aggravating to further natural resource degradation, environmental pollution, and climate change. One of the main challenges is the use of inefficient conventional land use decision-making. Conventional land use decision making refers to the practice of traditional land use decision-making, which is inefficient to capture spatial and temporal land use decision dynamics and trade-offs. This paper reviewed existing literatures on decision-making models in agriculture targeting to document the potential of mathematical model-based decision making to enhance the sustainable performance of agriculture in developing countries compared to the existing conventional agricultural practice decision approach. From over 400 literatures collected from the Google Scholar search engine; 63 articles were selected for the synthesis. The literatures were screened through inclusion and exclusion criteria. Literatures that used any mathematical model as a decision support tool in agriculture and related sectors, included a clear description of the model type, aim of the study, the key attribute characterizing the application of the model, decision support system, and output were included in the review. The synthesis result uncovered that with varying degrees of impact, flexibility, and complexity, mathematical model-based land use decision making has greater potential to enhance sustainable performance of agriculture and resource use efficiency in developing countries.
