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Conceptual and Procedural Knowledge: An Effectiveness Study on GeoGebra Software

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This study focuses on the influence of GeoGebra software on conceptual and procedural knowledge of students who are learning the function topic in mathematics subjects based on gender. A quasi-experiment on the use of the GeoGebra software was conducted in which two groups of students participated. A total of 345 students were involved in this study; among them, 169 used the GeoGebra software and 176 used the conventional method to learn mathematics. A pilot study was conducted on 286 students to determine the discriminant index, difficulty index, and reliability of the questions to test the conceptual and procedural knowledge of the students of the function topic. Results of the pilot study showed that the items in the instrument had good levels of discriminant index, difficulty index, and reliability. Data were analyzed using SPSS 22.0 and Anates v4 software. Findings of this study showed a significant difference in the conceptual and procedural knowledge based on groups. The students who used the GeoGebra software to learn mathematics had higher conceptual and procedural knowledge than those who learned mathematics through the conventional methods. Female and male students had the same level of conceptual and procedural knowledge. No significant interaction was found between groups and genders toward the conceptual and procedural knowledge on the function topic in mathematics. However, in terms of gender, a significant relationship was observed between the conceptual knowledge and procedural knowledge of the function topic among the students who used the GeoGebra software and the conventional method.
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Keywords: Epistemological Beliefs; Implicit Intelligence; Self-Regulated Learning Strategies

Document Type: Research Article

Affiliations: 1: Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia 2: Faculty of Education, National University of Malaysia, Bangi 43600, Malaysia

Publication date: March 1, 2017

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