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

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.