Effects of a flipped learning – Project-based learning supported by GeoGebra on calculus achievement in engineering
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1 Universidad Técnica Particular de Loja, Loja, ECUADOR* Corresponding Author
Abstract
Pre-class learning resources, collaborative classroom activities, project-based applications, and dynamic visualization afforded by GeoGebra collectively promote deeper engagement. Using descriptive statistics, normality assessment, and robust inferential procedures appropriate for non-normal distributions, Test #1 assessed performance on five differential calculus tasks. Of the 151 participants, 70.9% were assigned to the control group and 29.1% to the experimental group. Test #2 was designed across three item formats. Of the 143 participants, 69.2% were assigned to the control group and 30.8% to the experimental group. Levene’s test indicated that the homogeneity-of-variance assumption was not met, F (1, 149) = 24.49, p < .001. U statistic reduction from 1,071.0 (test #1) to 815.5 (test #2) reflects a more pronounced rank-order separation between groups on the second assessment. Aiming cognitive hierarchical level 3, students were encouraged to move beyond algorithm competency toward conversion from one semiotic representation system to another.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 9, September 2026, Article No: em2901
https://doi.org/10.29333/ejmste/19125
Publication date: 11 Aug 2026
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How to cite this article
APA
Lara-Saavedra, H. J. (2026). Effects of a flipped learning – Project-based learning supported by GeoGebra on calculus achievement in engineering. Eurasia Journal of Mathematics, Science and Technology Education, 22(9), em2901. https://doi.org/10.29333/ejmste/19125
Vancouver
Lara-Saavedra HJ. Effects of a flipped learning – Project-based learning supported by GeoGebra on calculus achievement in engineering. EURASIA J Math Sci Tech Ed. 2026;22(9):em2901. https://doi.org/10.29333/ejmste/19125
AMA
Lara-Saavedra HJ. Effects of a flipped learning – Project-based learning supported by GeoGebra on calculus achievement in engineering. EURASIA J Math Sci Tech Ed. 2026;22(9), em2901. https://doi.org/10.29333/ejmste/19125
Chicago
Lara-Saavedra, Hernan Javier. "Effects of a flipped learning – Project-based learning supported by GeoGebra on calculus achievement in engineering". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 9 (2026): em2901. https://doi.org/10.29333/ejmste/19125
Harvard
Lara-Saavedra, H. J. (2026). Effects of a flipped learning – Project-based learning supported by GeoGebra on calculus achievement in engineering. Eurasia Journal of Mathematics, Science and Technology Education, 22(9), em2901. https://doi.org/10.29333/ejmste/19125
MLA
Lara-Saavedra, Hernan Javier "Effects of a flipped learning – Project-based learning supported by GeoGebra on calculus achievement in engineering". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 9, 2026, em2901. https://doi.org/10.29333/ejmste/19125