The Dean, School of Education under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:
Name of the Candidate: Esther Kirabo
Title of Thesis:
GeoGebra-Supported Problem-Based Learning for In-Service Primary Mathematics Teachers’ Understanding of Three-Dimensional Geometry in a Primary Teachers’ College in Western Uganda.
Date: Wednesday 27th November 2025.
Time: 10:00am – 1:00pm
Supervisors:
- Dr. Marjorie Sarah Kabuye Batiibwe
- Dr. Julius Shopi Mbulankende
- Dr. Johan Lie – University of Bergen, Norway
ABSTRACT
Teachers in many African contexts continue to face persistent challenges in integrating technology into mathematics instruction, despite the increasing availability of digital tools designed to enhance conceptual understanding. GeoGebra, being free, dynamic, and functional both online and offline, has become one of the most accessible and impactful platforms for supporting the teaching and learning of mathematics. This study examined the effectiveness of a GeoGebra-supported problem-based learning (GSPBL) approach in improving in-service primary mathematics teachers’ understanding of three-dimensional geometry. Using an explanatory sequential mixed-methods design, the study purposively sampled 92 IPMTs from a Core Primary Teachers’ College in Western Uganda. Quantitative data were collected through a pre-test–post-test control group experiment and a 5-point Likert-scale questionnaire. A paired samples t-test showed that the experimental group’s post-test scores improved by an average of 4.72 points (t = –6.565, df = 45, p < 0.001), while an independent samples t-test revealed a significant mean difference of 2.533 between the post-test scores of the experimental and control groups (t = 4.703, df = 62.82, p < 0.001). Qualitative data from lesson observations and focus group discussions were analyzed thematically and supported the quantitative results, revealing enhanced engagement in problem-solving, improved visualization through GeoGebra, increased collaboration, and deeper application of geometric concepts among participants. Although the teachers reported positive perceptions of the GSPBL approach, they also identified challenges such as limited time, difficulty initiating tasks, group dynamics issues, and conflicts during discussions. The study concludes that GSPBL significantly improves IPMTs’ understanding of three-dimensional geometry. It recommends that the National Council for Higher Education (NCHE) prioritize the integration of GeoGebra into teacher education programmes, while ensuring adequate digital infrastructure across all higher institutions before implementation. Additionally, to sustain effective use of GSPBL, the Ministry of Education and Sports should prioritize ongoing professional development for both in-service and pre-service teachers.
Key Words: Core Primary Teachers’ Colleges, GeoGebra-Supported Problem-Based Learning, In-Service Primary Mathematics Teachers, Three-Dimensional Geometry, Western Uganda.
Your presence and participation will be highly appreciated as we support the student in this important academic milestone.