Geogebra como estrategia didáctica para el desarrollo del rendimiento académico en el aprendizaje de funciones reales de los estudiantes de tercero de bachillerato de la Unidad Educativa “Camilo Gallegos”.

Abstract

The aim of this research was to evaluate the GeoGebra software as a teaching strategy for the development of the academic level performance in real functions in students of twelfth grade at Camilo Gallegos High School during the academic school year 2020-2021. This research had a quantitative approach. Its effect was a study of an exploratory type and its design was quasi-experimental. The method used was the hypothetical-deductive. The population was formed by 58 students officially registered in twelfth grade at Camilo Gallegos High School in the academic school year 2020-2021. They were divided in 2 intact groups which were: control and experimental. The method used was the evaluation test, and the instrument was the questionnaire. These instruments gathered the characteristics of validity and reliability through the opinion of experts and the Cronbach Alpha intelligence quotient respectively. The data comes from a normal distribution and has homogeneous variants. The results obtained show that the experimental group reached a median of 7,82 in the post test. To infer the hypothesis, the statistics T-Student was used at a level of significance of 5%. The probable value obtained was of 0,0000000. Therefore, it is concluded that with the application of teaching workshops using GeoGebra, students develop the academic level performance in real functions learning.