STUDENT EXPERIENCE WITH GEOGEBRA AND SELF-REGULATION OF MATHEMATICAL LEARNING AT A PRIVATE UNIVERSITY IN TRUJILLO, PERU

Abstract

The objective of this research was to determine the relationship between students' experience using GeoGebra and their self-regulation of learning in a mathematics course at a private university at the campuses of in Trujillo and Cajamarca, Perú. The research was descriptive-correlational in nature. The sample consisted of 204 students, and a questionnaire was used as the research instrument. The results showed a high and statistically significant positive correlation, as indicated by Spearman's Rho correlation coefficient. Given that the normality test confirmed that this was non-parametric data, the Rho value was .874 and the p-value was 0.000, which, being less than 0.05, allowed the alternative hypothesis to be accepted. Finally, it was concluded that there is a relationship between the study variables, as well as between the experience of students who use GeoGebra and the dimensions of the self-regulation variable. In this sense, the importance of this type of tool in mathematics courses is evident, since as students interact with it, better academic performance can be achieved.