Abstract

Persistent difficulty in mathematics has encouraged the use of technology-supported pedagogy. This study evaluated CIRES integrated with GeoGebra for teaching circle concepts in analytic geometry to Grade 11 STEM students at Commonwealth High School. It considered students’ learning and perceptions through the technological, pedagogical, and content knowledge components of the TPACK framework. The study used a quasi-experimental design with 69 purposively selected Grade 11 STEM learners. Researcher-made pretests and posttests measured learning gains, and a survey questionnaire assessed perceptions of GeoGebra. Most participants were middle adolescents aged 15–17 years, and females slightly outnumbered males. Data were analyzed using descriptive statistics, weighted means, and a t-test. Students strongly agreed with the technological (composite weighted mean = 3.49), pedagogical (3.60), and content (3.68) indicators of the TPACK framework. Pretest and posttest scores differed significantly (t = 17.28, p = 0.00001 < 0.05), indicating improved performance after integration of GeoGebra. Challenges included limited access to technology and difficulty interpreting GeoGebra visualizations. The results suggest that CIRES with GeoGebra supported students’ understanding of circle concepts in analytic geometry. Curriculum integration should be accompanied by access to appropriate devices, training for teachers and students, and strategies for interpreting visual representations and managing digital distractions. The lack of a reported comparison-group outcome limits causal conclusions.