Factors Affecting Teachers' Integration of Visualization Technology in Geometry: PLS-SEM Analysis

Abstract

Visualization is identified as a crucial element that affects students' performance in Geometry. Technology plays an important role to assist weak students in visualizing concepts in Geometry. Teachers need proper planning in teaching to help their students in understanding the concepts. This study used partial least squares-structural equation modelling (PLS-SEM) to test the hypotheses to verify the effects of variables on teachers’ intention of integrating visualization technology in teaching geometry. The model consists of four constructs: teaching strategy, teaching activity, selection of media, tools and teaching aids, and assessment. The research instrument consisted of 30 survey questions for four main constructs: teaching strategy, teaching activity, selection of media, tools, and teaching aids and assessment. The questionnaires were distributed to 180 teachers who teach Mathematics in secondary schools. The study used a PLS-SEM modeling tool to analyze data for reliability and validity. Results show that teaching strategy, teaching activity, selection of media, tools and teaching aids, and assessment significantly influence the integration of visualization technology in Geometry. This finding is a reference for policymakers and implementers to improve the quality of teaching and learning in Geometry for secondary schools.