Abstract
The integral is one of the most important topics in Calculus that is difficult to be understood by many students. When solving definite integral application problems, previous research emphasizes that students found the antiderivative procedure more useful and easier than the approximation process or area (Akrouti, 2020). This paper focuses on students' conceptions of the definite integral in the first year of preparatory class. Data were collected from students' written responses to questions that relate to their views of integration. The analysis shows that the majority of students choose the algebraic process to evaluate the proposed integrals. Participants were first-semester calculus students enrolled in a public university.
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