Abstract
The objective of this research is to identify the effectiveness of the GeoGebra program in developing academic achievement and ensuring survival of the learning impact of the mathematics among female secondary stage students. To achieve this objective, an experimental approach was applied. This consisted of a quasi-experimental design comprising an experimental group and control group with pre, post, and deferred assessments for both groups. The research was conducted with a random sample of 60 female third grade of secondary stage divided into two groups: an experimental group comprising 30 students who studied using the GeoGebra program and a control group comprising 30 students who studied in the traditional manner. The measurement tool consisted of an achievement test on scientific concepts in a polar coordinates and complex numbers unit at different cognitive levels (Application-Analysis). This was pre-applied to both groups in the second term of 2020. At the end of the experiment, the post application was conducted, and the deferred test was applied 10 days later. The results revealed that the experimental group were superior to the control group in achievement scores and survival of learning impact. Based on the findings, the researchers recommend the inclusion of GeoGebra program in mathematics curricula at various stages of education. They further recommend including this program in mathematics in general, and in polar coordinates geometry and complex numbers in particular.