Running Head: The effect of digital apparatuses on Mathematics learning among Grade 10- Bronze

students of Malangas National High School. 1

The effect of digital apparatus on Mathematics learning among Grade 10- Bronze students
of Malangas National High School.

GRADUATE SCHOOL
MINDANAO STATE UNIVERSITY
Buug, Zamboanga Sibugay

MARY JANE IMPERIAL YEBAN

December 2018
 The effect of digital apparatuses on Mathematics learning among Grade 10- Bronze students of
Malangas National High School. 2

TABLE OF CONTENTS

TITLE PAGE
TITLE PAGE 1
TABLE OF CONTENTS 2
CHAPTER I THE PROBLEM AND ITS SCOPE
Introduction 3
Theoretical Framework 4
Conceptual Framework 5
Statement of the Problem 7
Hypothesis 8
Scope and Limitation 9
Significance of the Study 9
Definition of Terms 11
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature 13
Related Studies 15
CHAPTER III RESEARCH METHODOLOGY
Research Design 17
Locale of the Study 17
Respondents of the Study 18
Research Sampling 18
Research Instrument 19
Data Gathering Procedure 19
Statistical Tool 20
 The effect of digital apparatuses on Mathematics learning among Grade 10- Bronze students of
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CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Learning is not attained by chance, it must be sought for with ardour and attended to with

diligence (Abigail Adams, 1780).

There are many factors that we can considered as a reason behind producing high- quality

and globally competent learners. As usual, having a high calibre teaching staff in an educational

institution is a must. This and more are the reasons why school administrators send their teachers

to trainings, seminars and workshops, especially the ones’ that focuses on the teaching strategies,

learning the new k to 12 curriculum, classroom management and different instructional tools, that

all boils down on how can teachers give high- quality teaching to all learners to meet expectations

not only in the country but globally.

In the Philippines setting, and as per class observation, students find Mathematics as a

very difficult subject to take because of some misconception of the subject itself or what is known

as Math Anxiety.

The study of Braza and Supapo (2014) claimed the shortcomings that can affect students’

achievements in Mathematics: lack of mastery of the basic concepts and skills, lack of problem

solving and critical thinking skills, diverse behaviour of students and inappropriate teaching skills

and approaches of teachers in dealing the students in the class of mathematics.

As mentioned above, Mathematics teachers are considered as one factor as to why students

nowadays condemned the subject right away. The researcher being a Mathematics teacher has

experienced such difficulties in the school where she teaches. Students blatantly expressing their
 The effect of digital apparatuses on Mathematics learning among Grade 10- Bronze students of
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annoyance about the subject whilst all the efforts and mastery she exerted in every topic she

delivered. But to her dismay, she keeps on repeating basic concepts and skills that the students

should have learned in their primary schools days. One solution that the researcher came up was

using different teaching strategies that enable students to collaborate with their classmates in every

discussion. There were some improvements, but still others tend to rely on their classmates rather

than joining and helping group activities. The last resort that the researcher thought was through

the help of internet. By these, the researcher found a lot of websites that offers instructions with

the use of illustrations. With the used of Smart LED Television, the researcher presented the lesson

through audio-visual presentation and the students responded in a positive manner.

With the massive advancement of technology today, students’ response to the audio- visual

presentation represents the attachment of the learners of todays’ technology, this means that every

teacher regardless of the subject matter taught, must cater this need to achieve learning

achievement goals.

Theoretical Framework
Mayes and De Freitas (2004) noted that “there are really no models of e-learning per se—

only e-enhancements of models of learning (p. 4)”. This study is a new avenue that promises use

of another method in Mathematics teaching. 21st century learners are very diverse and yet very

modern, where they find traditional teaching as boring, especially with subject like Mathematics.

Through this study we can take a look of how, (if there is) the use of modern technology/ digital

apparatuses affect the performance of each students towards learning Mathematics.

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Conceptual Framework of the Study

This study will use three variables. Two variables of this study will serve equally as

independent variables – Technology Integration and Lecture Method which will lead to identifying

two groups of students – those who will receive teaching of Mathematics via Modern Technology

Integration (Experimental Group) and those who will receive teaching of Mathematics via

Traditional Method (Control Group) with same lessons in Permutation, Combination and

Probability. Prior to actual teaching pretest will be administered and after teaching of the lesson,

posttest will be conducted to determined Mathematics performance (dependent variable) before

and after instruction.

The data that will be gathered will be used to answer the specific queries raised in Chapter

1.

The diagram on the next page shows the conceptual flow of this study.
 The effect of digital apparatuses on Mathematics learning among Grade 10- Bronze students of
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Pre-Test

(First Trial Run & Second Trial Run)

Lecture Method/ Traditional Teaching with Digital

Apparatuses
(Control Group)
(Experimental Group)

Post-Test

(First Trial Run & Second Trial Run)

INPUT PROCESS OUTPUT

Figure 1. The Conceptual Framework of the Study

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Statement of the Problem

This study attempts to determine the effects of the use of digital apparatuses and without it

on Mathematics learning of the Grade X- Bronze students of Malangas National High School, in

the 3rd grading period of the School Year 2018-2019.

Specifically, this study seeks answers to the following questions:

1. What is the performance of students of the control group in the first trial run as to their

pretest and posttest result?

2. What is the performance of students of the experimental group in the first trial run as to

their pretest and posttest results?

3. Is there any significant difference between the pretest and posttest performances of the

students (first trial run) of the control and experimental group?

4. Is there any significant difference between the performance of the control and experimental

groups based on their posttest in the first trial run?

5. What is the performance of students of the control group in the second trial run as to their

pretest and posttest results?

6. What is the performance of students of the experimental group in the second trial run as to

their pretest and posttest results?

7. Is there any significant difference between the pretest and posttest performances of the

students (second trial run) of the control and experimental group?

8. Is there any significant difference between the performance of the control and experimental

groups based on their posttest in the second trial run?

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Research Hypothesis
This study had to test the null hypotheses stated below for confirmation or

disconfirmation, at 0.05 level of significance:

Ho1: There is no significant difference between the pretest and posttest performance of the

students in the first trial run such as those of the control groups.

Ho2: There is no significant difference between the pretest and posttest performance of the

students of the experimental group in the first trial run.

Ho3: There is no significant difference between the pretest and posttest performance of the

students in the control and experimental group in the first trial run.

Ho4: There is no significant difference between the performance of the control group and

experimental groups as revealed by their posttest results in the first trial run.

Ho5: There is no significant difference between the pretest and posttest performance of the

students in the second trial run such as those of the control groups.

Ho6: There is no significant difference between the pretest and posttest performance of the

students of the experimental group in the second trial run.

Ho7: There is no significant difference between the pretest and posttest performance of the

students in the control and experimental group in the second trial run.

Ho8: There is no significant difference between the performance of the control group and

experimental groups as revealed by their posttest results in the second trial run.
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Scope and Limitations of the Study

The scope and limitations of this study include the following parameters which define the

salient features of the study.

The study aim to determine the effect of the use of digital apparatuses on the performance

on Mathematics learning among Grade X- Bronze students, as well as their performance without

it.

The study was conducted at Malangas National High School of Malangas Municipality,

Zamboanga Sibugay Province, during the 3rd grading of school year 2018-2019.

The respondents of the study were the 200 Grade X-Bronze students of the above

mentioned school who are officially enrolled this school year 2018-2019.

Significance of the Study

The findings generated from this study and insights gained from them should profit target

beneficiaries named below since the test to be conducted is concerned with outcomes and there is

no more reliable gauge of the worth or efficacy of teaching than outcome.

Students. The findings of this study may encourage and motivate the students to try out

different means or mediums of learning. Hopefully, experimenting with new learning materials or

tools shall make them aware of their undiscovered and untapped intelligence or skills. They will,

perhaps, see this kind of learning as a journey of self-discovery.

Classroom Teachers. The result of this study serves as a prod to teachers to be more

creative, imaginative, and innovative in their teaching approach or strategy. It is hoped to provide

teachers with stimulus for reflection and self-examination which are essential steps to improving

their pedagogical practices and teaching performance, and advancing their growth as Mathematics
 The effect of digital apparatuses on Mathematics learning among Grade 10- Bronze students of
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teacher. They may be challenged to reflect on their teaching method and challenged to explore

various methods for classroom use, utilizing one method after the other or use a combination of

methods depending on the learning styles or needs and interests of diverse learners. This is a step

towards a more learner-centered teaching.

Future Teachers. Future Teachers undergoing pre-service training should learn from

studies such as this to anticipate the challenges that await them in the classroom when they become

full-pledged teachers themselves.

Teaching Institution or Teacher Training Center. Institutions committed to the training

of teachers (pre-service or in- service) should provide their clienteles ample exposure to, or

practice in, various teaching strategies for educational purposes.

Parents. The results of this study should re-charge their awareness of the more vibrant role

they can play in the education of their children, to complement the school’s task, for example,

providing needed support in the form of home learning materials such as books, and perhaps,

electronic materials that may further help develop the language skills of their children. They need

to realize fully that language skills and basic tools for learning in other subjects.

School Administrators. The results of this study must urge them to provide support to the

professional development or growth of their teachers to sustain teachers’ capability through

exposure to various trainings on teaching methods thereby giving then the opportunities to apply

suitable teaching methods, such as one mindful of the trend in the direction of technology

integration in the language pedagogy. Choice of course depends on the learning styles and abilities

of the learners. In other words, their teaching ought to be guided by principle, the school

administration is responsible for creating the conditions that make for a supporting teaching and
 The effect of digital apparatuses on Mathematics learning among Grade 10- Bronze students of
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learning environment. The vital link between teacher preparation/ competence and student

performance or outcomes must be recognized.

Department of Education. The result of this study may serve as basis for strengthening

the public schools’ methodologies in Mathematics teaching, especially those which have

undergone testing, bringing about genuine or meaningful learning. Sufficient budget must be

allocated to improve teaching-learning in schools through trainings and seminars. Common

standards must be set and enforced and accountability for results impressed upon everyone

involved.

Future Researchers. The result of the present inquiry could invite extension or replication.

Other areas of concern may be brought to light in this inquiry and suggest themselves as subject

for investigation.

Definition of Terms
To ensure common understanding of the key concept and terms that are widely used in this

study, they are defined accordingly to their definition presented in the section:

First Trial Run. This is the first round of test given to students consisting of pre-test and post-test

on the first and second Mathematics lesson.

Performance. This refers to the learning of the students through scores out of the test items given

in the pre-test and post-test within two trial run.

Beginning Proficiency. Performance classification obtained when the scores of the students fall

within the score range of 0-4.

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Developing Proficiency. Performance classification obtained when the scores of the students fall

within the score range of 5-8.

Approaching Proficiency. Performance classification obtained when the scores of the students

fall within the score range of 9-12.

Proficient. Performance classification obtained when the scores of the students fall within the

score range of 13-16.

Advanced. Performance classification obtained when the scores of the students fall within the

score range of 17-20.

Pre-test. This test was given to the students before each trial run starts.

Post-test. This was administered at the end of each trial run.

Second Trial Run. This is the second and last round of test given to the students consisting of pre-

test and post-test on the first and second Mathematics lesson.

Lecture Strategy. This refers to a teaching strategy where the teacher discusses the lesson and

uses the chalk and blackboard to write major points. Traditional way of teaching.

Strategy. This refers to a procedure or process of doing something or specifically, a teaching

strategy.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the review of related literature that treats crucial concepts of the

study’s variables, and possibly, present as well as, details of the theories that helped defined the

research direction. The cited literature that includes antecedent studies is hoped to shed light to the

readers as to the present study.

Related Literature
Today in most developed countries, technology is being used extensively in classrooms.

As Bitter and Pierson (2005) and Wiske, Franz, and Breit (2005) have pointed out, the use of

instructional technology in class enhances learning so that students can learn more effectively. In

technology-implemented classes, interactive student involvement in the learning process is

fostered, and learning becomes more fun and more attractive for the students (Smaldino, Russell,

Heinich & Molenda, 2005).

As stated by numerous researchers (e.g., Alessi & Trollip, 2001; Ashburn & Floden, 2006;

Bitter & Pierson, 2005; Egbert, 2009, Januszweski & Molenda, 2008; Jonassen, Howland, Marra,

& Crismond, 2008; Kent, 2008; Lever-Duffy, McDonald, & Mizell, 2005; Wiske et al., 2005) and

it is an inevitable fact that, in learning environments where educational technology is integrated

into instruction, both students and teachers experience benefits from using it. As Smaldino et al.

(2005) noted, the use of technology in instruction enhances not only the learning capabilities of

students but also their motivation; thus, students are more engaged in the learning process.

Barron, Ivers, Lilavois, and Wells (2006) stated: “Technology provides an excellent avenue

for student motivation, exploration, and instruction” (p. 17); it is also obligatory to consider the
 The effect of digital apparatuses on Mathematics learning among Grade 10- Bronze students of
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teachers who are the actual users of such technology and the groundwork that consists of the

necessary aids, training, and equipment (Ashburn & Floden, 2005; Sandholtz, Ringstaff, & Dwyer,

1997). It has become evident that teaching, learning, and technology work synergistically to

provide effective and efficient knowledge transfer because educational technology helps teachers

create learning contexts that were not previously possible with traditional teaching methods

(Wiske et al., 2005).

Technology really do play an important role in 21st century teaching and learning process,

for it provides convenience not only in teaching methods but also lessen the burden of the students

and make them be interested on Mathematics more for the learning with technology is more fun

than the traditional chalk and blackboard method.

Bitter and Pierson (2005) stated: “A recent meta-analysis demonstrated that students using

technology had modest but positive gains in learning outcomes over those students who used no

technology” (p. 107). Likewise, Bates and Poole (2003) observed: “…technology does not reduce

the need for imaginative, creative thinking about teaching and learning; indeed, it increases the

need. Technology opens up a vast range of opportunities for imaginative, creative teaching …” (p.

178).

Additionally, it is believed that when technology is used appropriately in classroom

instruction, it has a very positive impact on student achievement or success. Moreover, using

technology in education or teaching helps teachers provide immediate feedback to students and

motivates active student learning, collaboration, and cooperation. It also helps teachers provide

individualized learning opportunities and flexibility for their students. In this regard Kelly and

McAnear (2002) stated: To live, learn and work successfully in an increasingly complex and in-

formation-rich society, students and teachers must use technology effectively.

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Related Studies
According to the study of Cengiz Alacaci and Gaby Mcdonald (2012) entitled, The Impact of

Technology on High School Mathematics Curriculum, man has been using technology in mathematics

for thousands of years, starting with own fingers and stones for counters. He then progressed to

using the stones in an Abacus, which is still used for complex arithmetic computations by some in

Japan (and perhaps in other countries). The Slide rule was invented in the 17th century, and is

credited as the tool of computation used for the Apollo moon missions in the 1950’s and 60’s

(Oughtred Society, 2011). Various mathematicians, using the slide rule and other tools) then

laboriously did millions of calculations to formulate logarithmic and trigonometric tables for all to

use. However, these fell into disuse in the mid-1970, when the first hand held scientific calculators

were used by students.

Nowadays, graphing calculators are common in many mathematics classrooms in western

countries. Most graphing calculators also include a cable for data transfer from probes to

calculators or from calculators to computers. Since the calculator and computer have become

household items in the last two decades, the number and types of electronic tools for mathematics

classrooms have. These tools of technology typically serve to do and learn mathematics. However,

some are primarily used to teach mathematics, while others are for publishing mathematics content

(Usiskin, 2011). 22 C. Alacacı & G. McDonald Technological tools used in doing and learning

mathematics abound. The most common examples are dynamic geometry systems (e.g., Jackiw,

2001; Hohenwarter, 2002), computer algebra systems (e.g., Maplesoft, 2005), graphing calculators

(e.g., Texas Instruments, 2001), spreadsheets, electronic virtual manipulatives (e.g., National

Library of Virtual Manipulatives, 2001), internet applets (e.g., Shodor, 1994), and special

microworlds (e.g., SimCalc, 2003).

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Special tools to facilitate teaching mathematics include interactive whiteboards, and tablet

computers. Other examples of technology that help in teaching are machine scorable tests, e-mail

facilities to message parents and students, and instant student response systems (SRS) (e.g.,

Turning point, 2012) for formative assessment. These tools typically help to push further our

ability or alleviate our human limitations for information processing in computations and

visualization. They also help to graph mathematical functions, simulate complicated mathematical

processes and manipulate mathematical symbols accurately and efficiently. In general, we can now

do numerical computations much faster, visualize mathematical relationships more easily, and

even perform symbolic manipulations more accurately - sometimes all at the same time.

In other words, even without knowing we have been using technology in all aspect of

Mathematics. Technology in the past has been a great help for the present time to further develop

Mathematical technologies especially in the digital world for the students of today to fully

maximize their potential without the hindrances and anxiety the subject Mathematics may bring to

them. With these modern digital apparatuses, they found an outlet as to how to learn Mathematics

on their own convenient way, by using gadgets/ apparatuses of modern days.

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CHAPTER III
RESEARCH METHODOLOGY

This chapter discusses the design that was utilized for this study and essential details of

methodology. Described here are the research design, locale of the study, respondents of the study,

research instruments used, data gathering procedure, and statistical tool employed in analyzing

and interpreting the data gathered.

Research Design
This study employed a quasi-experimental design. As such, it had to determine the effect

of using Digital Apparatuses (experimental) and Traditional Method (control) on the Mathematics

performance among Grade X- Bronze students. To realize, it had to utilize an inferential statistic-

that is, via t-test through SPSS where pretests and posttests of the students in the control and

experimental groups were tested for significant difference. Moreover, the descriptive statistics was

also used to describe Mathematics Performance of two student groups by using frequency count.

Locale of the Study

This study was conducted at the Malangas National High School, Malangas Zamboanga

Sibugay. The school has 70 teachers assigned distributed to the different grade level- in the Junior

and Senior High School. It has 22 buildings to accommodate over 1800 student population in all

grade levels.
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Respondents of the Study

The identified population of the study was made up of 60 Grade X-Bronze students of the

mentioned school who are officially enrolled this school year 2018-2019. They were divided into

two groups- 30 for the experimental group and another 30 students for the control group. To avoid

data biases, the students were paired accordingly based on their 2nd grading grades in Mathematics.

For example, two students having the same average or almost the same grade were assigned

respectively to belong to the experimental group and the other to the control group. This was

repeatedly done until pair 30 which was expected to have the lowest grade average.

Research Sampling
Purposive sampling was used in the study. The students used were taken from one section

of Grade X Bronze. They were paired based on their Mathematics grades in the 2nd grading period

of SY 2018-2019. 2nd grading grades was chosen to be the best grading period for sampling

because there were less interruption in school, thus the students were meet by their teachers on

their schedule.
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Research Instruments
To gather the needed data, the following instruments were used: 20 items test

questionnaire for pre-test which was also given as post-test. The pre-test and post-test was done

in two trial runs- 20 items for the first lesson taught( Permutations) and another 20 items for the

second lesson taught (Combination).

Data Gathering Procedure

The following steps were followed by the researcher in gathering the necessary data for the

study: asking permission from the School Division Superintendent to conduct the study in the

Malangas National High School situated in the municipality of Malangas, Zamboanga Sibugay.

When the permission was granted, the researcher made appointment with the school principal in

order to set a schedule for the demonstration of the lesson and the administration of the

questionnaire to the respondents, contracting the adviser of the Grade X-Bronze students to

conduct groupings of the Grade X-Bronze students and then administered the pre-test in two trial

run, then followed the delivery of Mathematics lessons using Digital Apparatuses and Traditional

Method in which post-test were given after.

The administration of the pre-test and post-test was strictly supervised by the researcher to

ensure one-hundred percent valid results.

Once the data gathering phase of the study was done, data from the assessments were

tallied, tabulated, analysed and interpreted.

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Statistical Tool Used

T-test. This was utilized to determine if there are significant differences between

performances of the control and experimental groups. Its computation was done through the SPSS.