The impact of using GeoGebra on learning plane geometry: A quasi-experimental study with architecture students
DOI:
https://doi.org/10.62697/rmiie.v4i3.224Keywords:
GeoGebra, plane geometry, constructivist learning, educational technology, architecture, spatial visualizationAbstract
The objective of this work is to evaluate the impact of GeoGebra on plane geometry learning in Architecture students through a controlled quasi-experimental study. A quasi-experimental design was implemented with 65 first-semester Architecture students from the University of Guayaquil, divided into an experimental group (n=33, with GeoGebra) and a control group (n=32, traditional method). Pre-postintervention tests, perception questionnaires, structured observations, and semi-structured interviews were applied during two academic cycles (2023-2024). The experimental group showed significant improvements in academic performance (M=78.3±8.2 vs M=70.1±9.5; t(63)=3.72, p<.001) and conceptual understanding. ANCOVA analysis confirmed the treatment effect (F(1,62)=15.43, p<.001, η²=0.20). Students demonstrated greater spatial visualization capacity, better understanding of geometric transformations and relationships between shapes. 87% perceived that GeoGebra facilitated their learning. As a result, it is obtained that GeoGebra constitutes an effective tool to significantly improve the teaching-learning of plane geometry in Architecture students, based on constructivist principles that favor dynamic visualization and deep conceptual understanding.
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Copyright (c) 2025 Graciela Abad-Peña, Katia Lisset Fernández-Rodríguez, Alina Rodríguez-Morales, Yordenis Ramos-López
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