Enhancing Conceptual Understanding of Real Variable Functions in Engineering Students Through GeoGebra: A Quasi-Experimental Study

Abstract

The integration of dynamic mathematical software has become increasingly relevant in engineering education, particularly in post-pandemic contexts that demand interactive and accessible learning environments. This study examines the effect of GeoGebra, an open-source dynamic mathematics platform, on the conceptual understanding of real variable functions among first-year engineering students in Peru. A quasi-experimental design with pre-test and post-test control groups was implemented (n = 40). Instrument reliability was confirmed through Cronbach’s alpha (α = 0.87). Statistical analyses included Shapiro–Wilk normality testing, Levene’s homogeneity test, independent samples t-test, and effect size estimation using Cohen’s d. Results demonstrated statistically significant differences in post-test performance between the experimental group (M = 15.5, SD = 2.21) and the control group (M = 12.4, SD = 1.96), t(38) = 4.073, p = 0.001. The calculated effect size was large (Cohen’s d = 1.48), indicating a substantial educational impact. Students exposed to GeoGebra achieved higher levels of conceptual and graphical comprehension compared to those receiving traditional instruction. These findings provide empirical evidence supporting the integration of dynamic open-source technologies to enhance mathematical abstraction and learning outcomes in engineering education.