STUDENT EXPERIENCE WITH GEOGEBRA AND SELF-REGULATION OF MATHEMATICAL LEARNING AT A PRIVATE UNIVERSITY IN TRUJILLO, PERU (#1667)

Authors

Cenas Chacón, Fernando Ysmael

Paredes Aguilar, Hector Eulogio

Ramírez Sobalvarro, Yasmina

Diaz Ruiz, Julian Ricardo

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.