### Abstract

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.

Language | English |
---|---|

Pages | 2079-2082 |

Number of pages | 4 |

Journal | Advanced Science Letters |

Volume | 23 |

Issue number | 3 |

DOIs | |

State | Published - 1 Mar 2017 |

### Fingerprint

### Keywords

- Epistemological beliefs
- Implicit intelligence
- Self-regulated learning strategies

### ASJC Scopus subject areas

- Health(social science)
- Computer Science(all)
- Education
- Mathematics(all)
- Environmental Science(all)
- Engineering(all)
- Energy(all)

### Cite this

*Advanced Science Letters*,

*23*(3), 2079-2082. DOI: 10.1166/asl.2017.8562

**Conceptual and procedural knowledge : An effectiveness study on GeoGebra software.** / Hutkemri; Syed Zamri, Sharifah Norul Akmar; Zakaria, Effandi.

Research output: Research - peer-review › Article

*Advanced Science Letters*, vol 23, no. 3, pp. 2079-2082. DOI: 10.1166/asl.2017.8562

}

TY - JOUR

T1 - Conceptual and procedural knowledge

T2 - Advanced Science Letters

AU - Hutkemri,

AU - Syed Zamri,Sharifah Norul Akmar

AU - Zakaria,Effandi

PY - 2017/3/1

Y1 - 2017/3/1

N2 - 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.

AB - 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.

KW - Epistemological beliefs

KW - Implicit intelligence

KW - Self-regulated learning strategies

UR - http://www.scopus.com/inward/record.url?scp=85018559733&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85018559733&partnerID=8YFLogxK

U2 - 10.1166/asl.2017.8562

DO - 10.1166/asl.2017.8562

M3 - Article

VL - 23

SP - 2079

EP - 2082

JO - Advanced Science Letters

JF - Advanced Science Letters

SN - 1936-6612

IS - 3

ER -