Influencia de la enseñanza del movimiento vertical de cuerpos usando GeoGebra en el rendimiento académico de los estudiantes de Bachillerato

Abstract

Abstract: This research analyzed the influence of GeoGebra on the academic performance of second-year BGU students from the Leovigildo Loayza Loayza High School. The research adopted a descriptive-explanatory quantitative methodology, implementing a quasi-experimental design with two groups: a control group (CG) and an experimental group (EG), each with 40 participants. Through pre- and post-test assessments, the impact on academic performance was measured before and after the technological intervention. Inferential statistical analysis using the Mann-Whitney U test in the post-test showed a two-tailed significance of 0.005, confirming a significant difference between the groups. This is also evident descriptively, where 77.5% of the EG achieved outstanding levels of academic performance after the intervention, far surpassing the CG (45%). This advancement is directly linked to the dynamic visualization of abstract concepts offered by GeoGebra through interactive simulations. The results confirm that the integration of GeoGebra significantly enhances the learning of vertical movement, optimizing conceptual understanding, problem-solving skills, and graphical analysis in educational contexts.