Tola Bekene Bedada(Ph.D.)
@wcu.edu.et
Mathematics
College of Natural and Computational Science, Department of Mathematics, Wachemo University
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
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Tola Bekene Bedada and M.F. Machaba
Informa UK Limited
Tola Bekene Bedada and M. F. Machaba
Hindawi Limited
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 < 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.
Tola Bekene Bedada and France Machaba
Informa UK Limited