Use of the PhET simulation for teaching and learning mathematical functions in university students

Zenteno Ruiz F.A.; Malpartida Lovatón R.; Albornoz Dávila V.L.; Carhuachín Marcelo A.I.; Ramos Pando C.; Landaveri Martínez R.A.; Chacon Leandro J.; Valentín Melgarejo T.F. · Frontiers in Education (2026) · DOI: 10.3389/feduc.2026.1738904

Resumen

Objective – To explain the extent to which the use of the PhET simulation influences the teaching and learning of functions in first-semester students at the Professional School of Secondary Education of the Daniel Alcides Carrión National University. Methodology – This research was conducted within a positivist framework and adopted a quantitative approach. A quasi-experimental design was used with two groups: control and experimental. The research was applied, with a population of 116 and a sample of 84 students. A pre-test and post-test validated by experts was developed and applied, with a reliability coefficient of 0.83 using Cronbach's alpha method. Results – Students who used the PhET simulation module for teaching and learning functions showed significant improvements in academic performance, as none failed and nearly 66% of students obtained grades of 19–20. Most expressed satisfaction with the use of the PhET simulation. Conclusions – The PhET simulator promotes content mastery in learning mathematical functions and demonstrates that innovative educational technologies could contribute to students’ autonomous learning.

Instituciones: Universidad Nacional Daniel Alcides Carrión