USE OF GEOGEBRA WITH AUGMENTED REALITY IN THE LEARNING OF UNIVERSITY STUDENTS IN THE BASIC MATHEMATICS COURSE

Abstract

This study was designed using a quantitative approach and aimed to demonstrate how the use of GeoGebra AR improves learning among students taking a basic mathematics course at a private university in Trujillo, Peru. The research was conducted using a quasi-experimental design and involved 240 students studying basic mathematics, with 120 students in the experimental group and 120 in the control group. A questionnaire was administered individually using Google Forms, which was validated by an expert and achieved an average validation of 91.5%. The reliability coefficient was Cronbach's alpha .835. The results showed that the use of GeoGebra AR contributed to improved learning in the mathematics course, which was reflected in the post-test results in the experimental group, where 70% (64 students) achieved a satisfactory level. When compared with the results obtained in the post-test of the control group, it was found that only 32.5% (39 students) achieved a satisfactory level. When the general and specific hypotheses were tested, they presented an asymptotic significance of p=0.000, the null hypothesis was rejected.