Abstract
The study examined the impact of GeoGebra on trigonometry learning in tenth-grade students, comparing two groups: one with traditional instruction and another with GeoGebra. It was hypothesized that GeoGebra would significantly improve learning. A quantitative methodology was applied, using pretest and posttest assessments with 120 students divided into both groups. Statistical analyses such as ANOVA, correlation tests, and the Student's t-test were used to validate the hypothesis. The pretest results indicated that many students had limited mastery of both GeoGebra and trigonometric concepts. However, the posttest revealed significant progress in various areas for both groups, with the most notable improvement in the GeoGebra group. The comparative analysis between the groups showed significant differences in initial knowledge levels and greater progress in the GeoGebra group. The effect size, calculated using Cohen's d, showed a significant impact of GeoGebra on trigonometry learning. In conclusion, the study provided strong evidence supporting GeoGebra's effectiveness as a teaching tool in mathematics education, suggesting the importance of integrating innovative technologies to enhance students' understanding and performance in trigonometry and other related fields