Other findings from the study further showed that these difficulties of students were as a result of factors such as the use of traditional approach to teach students rigid motion at the Junior High School level where formulae were given for the students to use without any practical knowledge of the concept, little or no integration of ICT in the teaching of rigid motion in order to show learners what to do through worked-out and modelled examples, in addition to practice for successful learning. Findings made with regards to difficulties SHS students have in performing rigid motion were: description of the line of reflection of reflected figures in a given diagram, interpretation of equations of lines of reflection, substitution of object points into formulae to arrive at image points, interpretation of translation vectors, and interpretation of clockwise and anticlockwise rotation. Instruments used for gathering data on the study were rigid motion achievement tests (pre-test & post-test), observations and questionnaires. The study was conducted using non-equivalent control group with pre-test and post-test design, a quasi-experimental approach using both qualitative and quantitative method. The control group was made up of 50 students and the experimental group comprised 50 students. The sample size was made up of 100 students and four mathematics teachers. The study was conducted using students and mathematics teachers of Senior High School ‗A‘ in Ho in the Volta Region of Ghana. This study sought to determine effects of GeoGebra on Senior High School students‘ mathematical understanding of rigid motion.
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