The effect of geogebra on students'conceptualand procedural knowledge of function

Abstract

The purpose of this study was to identify the conceptual and procedural knowledge on the topic of function based on types of group and gender. This research involved 284 students from two upper-secondary schools in Rokan Hulu, Riau, Indonesia. Among these students, 138 were placed in the experimental group (use of GeoGebra software) while the remaining 146 students were in the control group. Data were collected using the conceptual and procedural test on the topic of function. T-test, one-way analysis of variance (ANOVA), and two-way ANOVA, were employed using the Statistical Package for the Social Sciences (SPSS 19.0). The findings of the study showed that there were significant differences in the conceptual and procedural knowledge of students based on the type of group. However, there was no significant difference in students' conceptual and procedural knowledge based on their gender. The findings of the study give implications to the use of GeoGebra in learning mathematics. More support is needed to promote the use of GeoGebra in Indonesia.