The effect of using GeoGebra on conceptual and procedural knowledge of high school mathematics students

Abstract

The purpose of this study was to determine the effect of GeoGebra on conceptual and procedural knowledge of function. The study involved 124 high school students from Ujung Batu Rokan Hulu, Riau, Indonesia. A total of 60 students were in the treatment group and 64 students were in the control group. The data was collected using the conceptual and procedural knowledge test of function. The results showed significant differences between treatment and control groups (t = 2.375, p <0.05), in that the treatment group had significantly higher conceptual knowledge compared to control group. The treatment group differed significantly from the control group in procedural knowledge (t = 2.215, p <0.05). The findings of this study would provide schools administrator and teachers the opportunity to use GeoGebra software for teaching and learning mathematics. The education ministry is expected to provide training for teachers to improve their skills in the use of GeoGebra.