From Anxiety to Engagement: Geogebra Transforms Algebra Learning in Secondary Classrooms a Mixed-Methods Inquiry

Abstract

Algebra, a foundation of secondary mathematics, is frequently a source of significant anxiety for students, hindering engagement and achievement. This mixed-methods study investigated the impact of integrating the dynamic mathematics software GeoGebra on algebra anxiety and engagement levels among secondary school students. Quantitative data from 200 students across four diverse schools were analysed alongside qualitative insights from student interviews (n=20) and teacher observations. Results demonstrated a statistically significant reduction in self-reported algebra anxiety and a significant increase in cognitive, behavioural, and emotional engagement following a structured GeoGebra intervention focused on key algebra topics (linear equations, functions, graphing). Demographic analysis revealed that anxiety reduction was particularly pronounced among female students and those with lower prior math achievement. Qualitative findings highlighted enhanced visualization, increased confidence in problem-solving, and greater enjoyment of algebra as key themes. The study provides compelling evidence for GeoGebra as a transformative tool in shifting the algebra learning experience from anxiety-driven to engagement-focused.