The Use of Educational Technology (Ed Tech) to Improve Student’s Learning Rational Functions: Conceptual and Procedural Understanding

Abstract The purpose of this study was to ascertain how teaching rational function to students using the GeoGebra and cycle model affected their conceptual and procedural comprehension. To achieve the purpose, the study used a quasi-experimental pre-posttest design with a quantitative methodology. Thirty four learners in grade eleven in Ethiopia school comprised the study’s sample, of which sixteen were in the experimental ( eg ) and eighteen were in the control groups ( cg ). The data obtained from pretest and post-test were analyzed using spss v.20. The study showed that difference between the eg ’s and cg ’s achievement was statistically significant, with the eg ’s effect size being 0.38 and the cg ’s being 0.544 following procedural and conceptual interventions, respectively. The study advise Ethiopian schools should embrace GeoGebra software in conjunction with the three theories through a continuous special capacity building approach, keeping in mind the software’s limitations and constraints as these results are in line with international research.