The aim of this study was to investigate the influence of GeoGebra training on teachers and learners in rural geometry classrooms. The conceptual framework that was used in this study was based on the four-level training evaluation framework of Kirkpatrick (1996), focusing on the first three levels only while the fourth level was not considered. The study was conducted in disadvantaged and under-resourced schools situated in the Mpumalanga Province of South Africa. This undertaking was considered as a way of promoting what was perceived as a simple but effective method of teaching and learning with technology. The technology-enhanced teaching strategy was employed with the anticipation of enhancing the development of geometrical concepts that are seen as too abstract by the majority of learners in resource-constrained areas. Hence, the focus of this study was on the teaching and learning of the properties of triangles and the properties of quadrilaterals in Grade 10 using GeoGebra and traditional methods. Within the non-equivalent, quasi-experimental design, both qualitative and quantitative approaches were used. Four purposively sampled Grade 10 teachers from four schools and their classes comprising of 165 learners participated.
The data collection involved pre- and post-tests, questionnaires, lesson observations, and interviews. Learners’ achievement was measured by outcomes obtained from marked and recorded achievements tests. The qualitative data collected from the teachers through questionnaires, lesson observations and interviews were coded and categorised into themes. This analysis revealed that most participants had positive training experiences and preferred using GeoGebra in the teaching and learning of geometry despite a lack of resources in their schools. The findings also showed that there was lack of training workshops that focused on appropriate teachers` knowledge and skills that are connected to technological innovations, particularly in GeoGebra. The quantitative data analysis results showed a significant difference in the mean scores for both groups respectively in favour of learners taught with GeoGebra compared to a chalk and talk method. The teachers’ implementation of and enthusiasm about GeoGebra had a positive influence on learner achievement. Based on the results, it was concluded that as a pedagogical tool, GeoGebra can work effectively in rural schools where geometry is hardly taught.