Technology integrated guided inquiry-based learning approach and pre-service mathematics teachers’ attitude towards learning geometry

The study investigated the effects of technology-integrated guided inquiry (TGIBL), (GIBL), and traditional (TRAD) strategies on pre-service mathematics teachers’ attitudes towards geometry in college teacher educations. employed nonequivalent quasi-experimental design with two experimental groups control group. A three-stage sampling method was used. were exposed to TGIBL (n=48) GIBL (n=38), while comparison group (n=30) TRAD approach. attitude scale (GAS) questionnaire instrument collect data from 116 PSMT. one-way analysis covariance, multiple test paired sample t-test used analyze data. results revealed that teachers who had gained positive learning than their counterparts TRAD, respectively. Moreover, taught also shown have a statistically significant difference attitude. Similarly, favored post-test score. Based results, approach should be embraced educations reinforce favorable among teachers.