The objective of this research is to investigate the effectiveness of a learning strategy using Maple in integral calculus. This research was conducted using a quasi-experimental nonequivalent control group design. One hundred engineering technology students at a technical university were chosen at random. The effectiveness of the learning strategy was examined through three variables on two groups of these students. Data were analyzed using Hotelling's T[superscript 2] and explained by interview data. The advantages offered in Maple enable students' thinking to be amplified. Students benefit from the conceptual and procedural understanding of integral calculus. However, they need more time to improve their metacognitive awareness. The transformation of the integral calculus learning approach using Maple has the potential to overcome engineering technology students' under-preparedness. As a result, the nation's inadequacy in the related workforce may be overcome.