Impact of Using GeoGebra on Mathematics Learning in First- and Second-Year University Students
Keywords:
Motivation, Didactics, Educational Innovation, Digital Technologies, Student PerceptionAbstract
This study examines the impact of GeoGebra on mathematics learning among engineering students at an Ecuadorian university. A validated questionnaire was administered to 49 first- and second-year students, evaluating motivational, navigability and interface, and pedagogical-didactic dimensions. Data were analyzed using non-parametric statistical tests and synthesized into a Global Perception Index (GPI), developed to integrate the assessed dimensions. Results indicate a generally positive perception of GeoGebra, with a significant difference in the navigability dimension between academic levels, suggesting that digital familiarity influences students’ evaluation of the software. The study contributes a replicable methodological approach for higher education contexts and highlights the need to combine GeoGebra with complementary pedagogical strategies in engineering education.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Marisela Giraldo de López, Tamia Lima Lema
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
"Universo Sur", the publishing house of the University of Cienfuegos, publishes the Conrado Journal under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
You may share the material for non-commercial purposes, provided that you:
-
Give appropriate credit (authors, journal, article link, and link to this license).
-
Do not create derivative works.
-
Indicate if changes were made.
Authors retain copyright.
Full license text: https://creativecommons.org/licenses/by-nc-nd/4.0/
