GeoGebra Classic: Learning of Euclidean geometry in students with multiple subject teaching
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Abstract
The objective of this study is to identify the effectiveness of the application of GeoGebra Classic as a mediation
software for learning Euclidean geometry in students with multiple subject teaching. The method employed was quasiexperimental
research using a non-equivalent control group design. The subjects of this study were students of the
InstituciónEducativa Particular Ciudad de Lima. The data were required through McNemar and Pearson Correlation tests. The
results show an increase in the improvement of self-regulation cognitive skills from 25 % to 61 %, for an increase of 36 % after
applying GeoGebra Classic. An improvement in learning was evidenced since the correlation coefficient is high (0.725) for
learning with software compared to (0.442) for the traditional method. This indicates that there is an impact of the use of the
GeoGebra Classic application on the learning outcomes in students, adopting the hypothesis: Teaching Euclidean geometry
mediated with GeoGebra Classic improves self-regulation skills in students. It can be concluded that this could be due to the
interest of the students, denoting that the low academic performance of the control group was above the level of the good
performers.
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