Abstract
This mixed methods study aimed to examine how using GeoGebra during the teaching and learning of circle geometry in Grade 11 affected learners' performance as well as their experiences with the use of GeoGebra. Eighty (80) mathematics learners in Grade 11 took part in the study. There were two groups of students: 40 in the experimental group and 40 in the control group. The study's quantitative components comprised an experimental and control group design, wherein the control group was instructed without the use of GeoGebra and the experimental group was instructed using the GeoGebra activities. Focus groups were used in the study's qualitative components. The circle geometry theorem pre-and post-tests for Grade 11 learners and a focus group interview schedule were the two instruments the researcher used to collect data for the study. The study's findings demonstrated that, following the use of GeoGebra software for instruction, there were statistically significant differences between the experimental and control groups. When learners use the GeoGebra software instead of the traditional teaching methods, they seem to perform better academically in circle geometry. Thus, , educators should use GeoGebra software when instructing learners, particularly about circle geometry.