Conceptual Understanding of Definite Integral: An Experimental Study Using Geo-Gebra at University Level

Abstract

The purpose of this study was to investigate the effectiveness of GeoGebra software on students’ achievements regarding their conceptual understanding of definite integral. This study used a quasi-experimental with a pretest-posttest non-equivalent group design. The participants were fifty-two students from two intact sections of postgraduate in the second semester at the University Campus, Kirtipur, with one section assigned as the experimental group and the other section as the control by a convenience sampling method.  The experimental group of 24 students received instruction with the GeoGebra software module, while the control group received the traditional method. The independent sample t-test was used in the analysis of data gathered from CUDIT which was subjected to before and after treatment. The results of this study revealed that there were no significant differences in pre-test mean scores between the experimental and control groups at CUDIT, but there were significant differences in post-test mean scores. These results indicated that the conceptual understanding of definite integral of students in the experimental group outperformed those in the control group. This study recommends that mathematics teachers use the GeoGebra Software for the conceptual understanding of the mathematical content to help learners in their learning process.