Tola Bekene Bedada(Ph.D.)

@wcu.edu.et

Mathematics
College of Natural and Computational Science, Department of Mathematics, Wachemo University

Tola Bekene Bedada(Ph.D.)


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https://researchid.co/tola
Tola was born in 1987 in Arsi Zone, Ethiopia and he graduated with his master's in Mathematics education from Addis Ababa University in 2011. He completed his Ph.D. from UNISA in 2021. He is working as a lecturer at Wachemo University starting from 2011 to the present.

EDUCATION

Tola Bekene is a Ph.D. holder in Mathematics education. His research interest is teaching mathematics by technology.

RESEARCH INTERESTS

Technology for teaching

FUTURE PROJECTS

Technology integration in mathematics

Integration of technology in the 21 century has no doubt. in order to go with this century, it is better to see whether the current education more specifically Mathematics is integrated with the day technology or not. The study will comprise of three main ideas. what is the integration of technology to the perception of teachers' and students' sides? second, what does the educational curriculum of mathematics seems like? the third which educational theory helps the education to integrate technology into the education system?


Applications Invited
9

Scopus Publications

265

Scholar Citations

9

Scholar h-index

8

Scholar i10-index

Scopus Publications

  • The impact of multidimensional engagement on professional learning outcomes for secondary school teachers
    Tola Bekene Bedada, Ashebir Sidelil, Alemayehu Getahun, Asnake Muluye
    Acta Psychologica, 2026
    This study examined the relationship between secondary school teachers' multidimensional engagement (cognitive, emotional, and social) and their professional learning outcomes following a nationwide summer capacity-building program in Ethiopia. A quantitative correlational design was employed with 77 natural science teachers who completed a validated engagement survey and a post-training knowledge test. Data were analyzed using Pearson's correlations, simple linear regressions, and multiple regression in SPSS, with rigorous testing of regression assumptions including White's test for heteroscedasticity and multicollinearity diagnostics. Simple regression analyses revealed that all three engagement dimensions were significantly associated with learning outcomes individually, with emotional engagement showing the strongest association (14.4% variance explained, p < .001), followed by cognitive (9.1%, p = .008) and social engagement (6.6%, p = .024). However, when all three dimensions were entered simultaneously in multiple regression, only emotional engagement remained independently associated with learning outcomes ( β = 0.288, p = .033), while cognitive ( β = 0.141, p = .276) and social engagement ( β = 0.044, p = .738) were not independently associated. The combined model explained 16.3% of the variance in learning outcomes ( R 2 = 0.163, F (3,73) =4.734, p = .004), with 57.7% of explained variance shared among dimensions. Diagnostic tests confirmed all regression assumptions were satisfied (White's test: χ 2 (64) =62.07, p = .545; VIF range = 1.433–1.527). These findings suggest that emotional engagement serves a foundational role in professional learning, with cognitive and social engagement associated with outcomes primarily through shared variance with emotional engagement. Professional development programs should prioritize fostering emotional engagement—including interest, enjoyment, and value perception—to enhance teacher learning outcomes. • Emotional engagement uniquely predicted teachers' professional learning outcomes among Ethiopian secondary teachers in the Global South. • Cognitive and social engagement were non-significant in multivariate analysis. • Substantial overlap (57.7%) indicated shared predictive power among engagement dimensions. • Combined model : R 2 =.163, F (3,73)=4.734, p =.004. • Assumptions satisfied : White's test ( p =.545), VIF<1.53.
  • Novel similarity measures under complex pythagorean fuzzy soft matrices and their application in decision making problems
    Muhammad Zeeshan, Madad Khan, Ramsha Shafqat, Ali Althobaiti, Saad Althobaiti, Tola Bekene Bedada
    Scientific Reports, 2024
    Complex fuzzy soft matrices play a crucial role in various applications, including decision-making, pattern recognition, signals processing, and image processing. The main objective of this study is to introduce the unique notions of complex Pythagorean fuzzy soft matrices (CPFSMs), which provide more flexibility and accuracy in modelling uncertainty. CPFSMs incorporate Pythagorean fuzzy soft matrices, allowing for more sophisticated uncertainty modeling. The key findings of CPFSMs, specific instances, and certain fundamental set-theoretic operations and principles were covered. A set of new distance metrics between two CPFSMs has been defined. In the context of complex Pythagorean fuzzy soft sets and complex Pythagorean fuzzy soft matrices, we created a CPFS decision-making technique. Moreover, the application’s numerical example and comparison analysis have been effectively demonstrated. Thus, by integrating the concepts of Pythagorean fuzzy sets, soft matrices, and complex numbers, CPFSMs provide a robust framework with membership and non-membership degrees for complex decision-making modeling and analyzing uncertain data.
  • Novel complex fuzzy distance measures with hesitance values and their applications in complex decision-making problems
    Madad Khan, Safi Ullah, Muhammad Zeeshan, Ramsha Shafqat, Imen Kebaili, Tola Bekene Bedada, Saima Anis
    Scientific Reports, 2024
    A complex fuzzy distance measure (CFDMs) plays a significant role in applications involving complex or high-dimensional data where traditional distance measures may not adequately capture the nuances of the data relationships. The significance of CFDMs lies in their ability to handle uncertainty, imprecision, and complexity in various domains. Numerous researchers introduced different concepts of CFDMs, yet these CFDMs fails to convey any information regarding the hesitancy degree associated with an element. The main objective of this paper is to introduce some new distance measures based on complex fuzzy sets, called complex fuzzy hesitance distance measure and complex fuzzy Euclidean Hesitance distance measure, which is the generalization of complex fuzzy normalized Hamming distance measure and complex fuzzy Euclidean distance measure. Some new operations and primay results are discussed in the environment of proposed CFDMs and complex fuzzy operations. Moreover, we discussed the applications of the proposed CFDMs in addressing decision-making problems. We introduced a new decision-making algorithm that integrates CFDMs into decision-making processes, providing a robust methodology for handling real-world complexities. Further, the comparative study of the proposed CFDMs is discussed with some existing CFDMs.
  • The development of the cycle model and its effect on mathematics learning using GeoGebra mathematical software
    Tola Bekene Bedada, M.F. Machaba
    Education Inquiry, 2024
    This article presents an instructional technology-based cycle model intended to support and facilitate the teaching and learning of mathematics, particularly calculus. The study used quantitative methods with quasi-experimental research that uses non-randomised assignments of the study group that are categorised into experimental and control groups including 36 and 30 students in the control and experimental groups, respectively, at a university in Ethiopia. A pre-test was administered to the experimental and control groups before the intervention (statistical control over the groups) to identify students’ abilities in the two groups. Based on nine steps, Vygotsky’s theory of learning model was implemented in the classroom using GeoGebra software. The findings suggest that the GeoGebra classroom-oriented approach to learning differential calculus, using the cycle model, had a positive effect on students’ conceptual understanding and a very positive effect on their procedural understanding. The article recommends that using the cycle model of instruction in the teaching and learning of calculus can bring important benefits to different stages of schooling in the Ethiopian context and beyond.
  • 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.
  • Mathematics Educators’ Readiness for Online Education in the Fourth Industrial Revolution: A Case of Two Selected Universities in Ethiopia
    France Machaba, Tola Bekene Bedada
    Mathematics Education in Africa the Fourth Industrial Revolution, 2022
  • The Effect of GeoGebra on Students' Abilities to Study Calculus
    Tola Bekene Bedada, M. F. Machaba
    Education Research International, 2022
    The study aimed to investigate the effect of GeoGebra on students’ ability to learn calculus. Calculus can be a challenging subject to teach. Moreover, students have problems, especially in connecting the concepts of calculus with the real world. Concerning gender, the study looked at the impact of utilizing GeoGebra Mathematical software on students’ calculus proficiency and ability to utilize GeoGebra software to learn calculus. The study developed a cycle model that posits nine steps to promote the teaching and learning process with the help of GeoGebra to improve the learning process. A quantitative research methodology was employed to achieve the goal of the study. A quasi-experiment with a pretest and posttest design was used in the quantitative part of the study. Students learning calculus were the subjects of the study, which took place at a university in Ethiopia. The quantitative data were analyzed using SPSS version 27. The results show that there is a significant difference between pretest and posttest in students’ performance (ability) when using GeoGebra mathematics software, indicating that students performed better after the intervention (F (1,64) = 10.495, p = 0.002 &lt; 0.05). The treatment benefited both high- and low-ability pupils in their brain-based learning, although students in the experimental group, both female and male, outperformed those in the control group. While the GeoGebra-oriented learning approach to calculus has the potential to improve competency, it is still necessary that it be structured (cycle model) to address a specific deficiency.
  • The effect of GeoGebra on STEM students learning trigonometric functions
    Tola Bekene Bedada, France Machaba
    Cogent Education, 2022
    This study explores the effectiveness of the GeoGebra on Grade 12 students’ success in making associations between the representations of trigonometric functions and the interpretation of graphs. A technology-oriented classroom is a commanding and accommodating tool in mathematics instruction in understanding mathematical concepts. A non-equivalent control-group pre-test and post-test quasi-experimental design was used. The study sample consisted of seventy-three Grade 12 students enrolled in Science, Technology, Engineering and Mathematics (STEM) from different schools of the Hadiya zone. The research instrument used was a trigonometric representation ability test. The data analysis used was based on the t-test, ANOVA, and the mean of achievement indicators. The results indicated a statistically significant difference between the overall score mean achievements of experimental groups A and B and the control group on making associations between representations of trigonometric functions, and interpretations of the representations of the trigonometric functions, in the indulgence of both experimental groups. As the association between the trigonometric function representations and an interpretation of graphs of the functions are major challenges to many students in the mathematics field, integration of technology into the teaching of the subject simplifies the life of students. We therefore strongly recommend that teachers integrate GeoGebra with the teaching of trigonometric functions and mathematics in general. Hence, we also recommend that teacher training institutions should include courses on how to use dynamics software applications to teach mathematics in teacher-training programmes. This recommendation will also be applied in Wachemo University, Ethiopia, where the research occurred.
  • Investigation of student’s perception learning calculus with GeoGebra and cycle model
    Tola Bekene Bedada, M. France Machaba
    Eurasia Journal of Mathematics Science and Technology Education, 2022
    Learners in the 21st century need technological support in the learning process because of the advancements made in technology for teaching and learning. A GeoGebra-oriented classroom uses one of these technologies that can be implemented in the classroom. The new developed cycle model implemented in the study and explored the effect of using GeoGebra mathematical software on students ’ perceptions to using GeoGebra software to learn calculus. A mixed research methodology was employed. In the quantitative part of the study, a closed-ended questionnaires were used by clustering into themes and interview for the qualitative part of the study. The study was conducted at a university in Ethiopia that lasts for four weeks, and the university was selected purposively. The quantitative data were analyzed using SPSS version 27 while the qualitative data were coded into themes and analyzed using computer software ATLAS.ti 9. Students expressed positive perceptions towards the use of GeoGebra for learning differential calculus and 74% of students were satisfied with the preferences of the GeoGebra lesson-oriented course offered in the study while 70% were also interested in scaffolding activities and activities included in the developed model during interventions.

RECENT SCHOLAR PUBLICATIONS

  • The impact of multidimensional engagement on professional learning outcomes for secondary school teachers
    TB Bedada, A Sidelil, A Getahun, A Muluye
    Acta Psychologica 267, 107093 , 2026
    2026
  • Emerging Technologies in Higher Education Course Development: A Systematic Review of Design Frameworks, Learning Outcomes, and Pedagogical Integration
    L Geleto Wariyo, A Abame, A Lolamo, T Bekene, J Bekele
    F1000Research 15, 716 , 2026
    2026
  • Hematology Journal of Blood Science and Disorders
    TB Bedada, DD Dame
    2025
  • Grade 11 learners’ views on their engagement with mathematics through mathematical modelling
    T Bekene, MF Machaba, G Kuona
    EURASIA Journal of Mathematics, Science and Technology Education 21 (6), em2653 , 2025
    2025
    Citations: 1
  • The use of educational technology (Ed Tech) to improve student’s learning rational functions: Conceptual and procedural understanding
    TB Bedada
    Journal of Science of Learning and Innovations 1 (2), 171-199 , 2024
    2024
    Citations: 3
  • The development of the cycle model and its effect on mathematics learning using GeoGebra mathematical software
    T Bekene Bedada, MF Machaba
    Education Inquiry 15 (4), 503-526 , 2024
    2024
    Citations: 6
  • Prognostication Opportunity of Future STEM Education and 4IR for Africa: Uphill Massif
    T Bekene
    Preprints , 2024
    2024
  • Novel similarity measures under complex pythagorean fuzzy soft matrices and their application in decision making problems
    M Zeeshan, M Khan, R Shafqat, A Althobaiti, S Althobaiti, TB Bedada
    Scientific Reports 14 (1), 17129 , 2024
    2024
    Citations: 8
  • Novel complex fuzzy distance measures with hesitance values and their applications in complex decision-making problems
    M Khan, S Ullah, M Zeeshan, R Shafqat, I Kebaili, TB Bedada, S Anis
    Scientific Reports 14 (1), 14243 , 2024
    2024
    Citations: 11
  • Swaying pedagogy: A new paradigm for mathematics teachers education in Ethiopia
    AS Sebsibe, AS Argaw, TB Bedada, AA Mohammed
    Social Sciences & Humanities Open 8 (1), 100630 , 2023
    2023
    Citations: 31
  • The effect of GeoGebra on STEM students learning trigonometric functions
    T Bekene Bedada, F Machaba
    Cogent Education 9 (1), 2034240 , 2022
    2022
    Citations: 59
  • Mathematics educators’ readiness for online education in the Fourth Industrial Revolution-a case of two selected Universities in Ethiopia
    FMTB Bedada
    2022
  • Mathematics educators’ readiness for online education in the Fourth Industrial Revolution: A case of two selected universities in Ethiopia
    F Machaba, TB Bedada
    Mathematics education in Africa: The fourth industrial revolution, 57-76 , 2022
    2022
    Citations: 9
  • Selected Universities in Ethiopia
    F Machaba, TB Bedada
    Mathematics Education in Africa: The Fourth Industrial Revolution, 57 , 2022
    2022
  • Mathematics Education in Africa: The Fourth Industrial Revolution
    B Chirinda, K Luneta, A Uworwabayeho
    Springer Nature , 2022
    2022
  • University lecturers’ preparedness to use technology in teacher training of mathematics during COVID-19: The case of Ethiopia
    F Machaba, T Bedada
    South African Journal of Higher Education 36 (1), 171-192 , 2022
    2022
    Citations: 34
  • Mathematics Education in Africa
    B Chirinda, K Luneta, A Uworwabayeho
    Springer , 2022
    2022
    Citations: 9
  • Investigation of Student's Perception Learning Calculus with GeoGebra and Cycle Model.
    TB Bedada, M Machaba
    Eurasia Journal of Mathematics, Science and Technology Education 18 (10) , 2022
    2022
    Citations: 30
  • The effect of GeoGebra on students’ abilities to study calculus
    T Bekene Bedada, MF Machaba
    Education Research International 2022 (1), 4400024 , 2022
    2022
    Citations: 32
  • The use and effect of Geogebra software in Calculus at Wachemo University, Ethiopia: An investigation
    TB Bedada
    PQDT-Global , 2021
    2021
    Citations: 15

MOST CITED SCHOLAR PUBLICATIONS

  • The effect of GeoGebra on STEM students learning trigonometric functions
    T Bekene Bedada, F Machaba
    Cogent Education 9 (1), 2034240 , 2022
    2022.0
    Citations: 59
  • University lecturers’ preparedness to use technology in teacher training of mathematics during COVID-19: The case of Ethiopia
    F Machaba, T Bedada
    South African Journal of Higher Education 36 (1), 171-192 , 2022
    2022.0
    Citations: 34
  • The effect of GeoGebra on students’ abilities to study calculus
    T Bekene Bedada, MF Machaba
    Education Research International 2022 (1), 4400024 , 2022
    2022.0
    Citations: 32
  • Swaying pedagogy: A new paradigm for mathematics teachers education in Ethiopia
    AS Sebsibe, AS Argaw, TB Bedada, AA Mohammed
    Social Sciences & Humanities Open 8 (1), 100630 , 2023
    2023.0
    Citations: 31
  • Investigation of Student's Perception Learning Calculus with GeoGebra and Cycle Model.
    TB Bedada, M Machaba
    Eurasia Journal of Mathematics, Science and Technology Education 18 (10) , 2022
    2022.0
    Citations: 30
  • The use and effect of Geogebra software in Calculus at Wachemo University, Ethiopia: An investigation
    TB Bedada
    PQDT-Global , 2021
    2021.0
    Citations: 15
  • Implementation of GeoGebra a Dynamic Mathematical Software for Teaching and Learning of Calculus in Ethiopia
    T Bekene
    online submission 11 (9), 838-860 , 2020
    2020.0
    Citations: 13
  • Novel complex fuzzy distance measures with hesitance values and their applications in complex decision-making problems
    M Khan, S Ullah, M Zeeshan, R Shafqat, I Kebaili, TB Bedada, S Anis
    Scientific Reports 14 (1), 14243 , 2024
    2024.0
    Citations: 11
  • Mathematics educators’ readiness for online education in the Fourth Industrial Revolution: A case of two selected universities in Ethiopia
    F Machaba, TB Bedada
    Mathematics education in Africa: The fourth industrial revolution, 57-76 , 2022
    2022.0
    Citations: 9
  • Mathematics Education in Africa
    B Chirinda, K Luneta, A Uworwabayeho
    Springer , 2022
    2022.0
    Citations: 9
  • Novel similarity measures under complex pythagorean fuzzy soft matrices and their application in decision making problems
    M Zeeshan, M Khan, R Shafqat, A Althobaiti, S Althobaiti, TB Bedada
    Scientific Reports 14 (1), 17129 , 2024
    2024.0
    Citations: 8
  • The development of the cycle model and its effect on mathematics learning using GeoGebra mathematical software
    T Bekene Bedada, MF Machaba
    Education Inquiry 15 (4), 503-526 , 2024
    2024.0
    Citations: 6
  • The use of educational technology (Ed Tech) to improve student’s learning rational functions: Conceptual and procedural understanding
    TB Bedada
    Journal of Science of Learning and Innovations 1 (2), 171-199 , 2024
    2024.0
    Citations: 3
  • Effect of Error Analysis and Concept Change Strategy on Students Understanding of Calculus Concepts
    AS Sebsibe, T Bekana, BT Dorra
    IEEE-SEM 7 (7) , 2019
    2019.0
    Citations: 3
  • Grade 11 learners’ views on their engagement with mathematics through mathematical modelling
    T Bekene, MF Machaba, G Kuona
    EURASIA Journal of Mathematics, Science and Technology Education 21 (6), em2653 , 2025
    2025.0
    Citations: 1
  • Teachers' Experiences with Blended Learning and AI Technologies in Ethiopian Secondary Schools: A Pilot Survey Study
    T Bekene, A Abame, A Lolamo, L Wariyo, J Bekele, S Chimer
    Available at SSRN 5747864 , 0
    Citations: 1
  • The impact of multidimensional engagement on professional learning outcomes for secondary school teachers
    TB Bedada, A Sidelil, A Getahun, A Muluye
    Acta Psychologica 267, 107093 , 2026
    2026.0
  • Emerging Technologies in Higher Education Course Development: A Systematic Review of Design Frameworks, Learning Outcomes, and Pedagogical Integration
    L Geleto Wariyo, A Abame, A Lolamo, T Bekene, J Bekele
    F1000Research 15, 716 , 2026
    2026.0
  • Hematology Journal of Blood Science and Disorders
    TB Bedada, DD Dame
    2025.0
  • Prognostication Opportunity of Future STEM Education and 4IR for Africa: Uphill Massif
    T Bekene
    Preprints , 2024
    2024.0