UNIVERSITY OF SCIENCE AND TECHNOLOGY OF SOUTHERN PHILIPPINES

Chapter 1

The Problem

Introduction

The increase in students’ performance is closely linked to quality education and

learners’ capability in performance of a variety of classroom academic tasks determines to a

great extent the knowledge acquired and mastered by the learner. This could be a measure

and a good indication whereby we can predict the outcome or result in the future validation

instruments in assessing students’ academic progress. Currently, education is making a move

toward the use of more technology within classrooms ranging from elementary to the

collegiate level. In high schools and colleges, devices being used most commonly for

educational purposes are laptops (Windows/Macintosh) (Dietz & Henrich, 2014). These

devices are being used in hopes of enhancing students’ overall educational performance.

The emergence and advancements of Information and Communication Technologies

(ICTs) have changed the way teaching and learning processes are being conducted. ICTs

facilitate immediate access to information resources needed for teaching and learning.

According to Sife et al. (2007), ICTs are known to be more cost-effectiveness as they

facilitate collaborations among learners and tutors and enhance pedagogical improvement

through simulations, virtual experiences, and graphic representations.

Among the ICT tools mostly owned and used among people are the mobile phones.

These tools can provide suitable learning platforms as they have a lot of applications tutors

and learners may use in their academic activities. Learning through mobile phones is termed

as mobile learning (m-learning). Guy (2009) defines mobile learning as electronic learning

(e-
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learning) through mobile computational devices. Mobile phones have a potential of

improving the teaching and learning processes as the tools are cheap compared to other ICTs

which can be used for teaching and learning. The current study therefore, assesses how

mobile phones facilitate the teaching-learning process; identifies the commonly used mobile

phone application and the types of learning activities facilitated by mobile phones; and

determines the factors limiting the usage of mobile phones in teaching and learning.

Regardless of your school’s cell phone policy, the reality in most schools is that students have

phones in their pockets, purses, or hoodies.

Nevertheless, in spite of many programs and even seminar-workshops done by the

Department of Education to promote a greater impact on the learners’ acquired and stored

knowledge, still the National Achievement Test indicate a very low rating in subjects such as

math and other academic subjects. While mathematics subject has been the lowest among

the results in the National Achievement Test (NAT), teachers should take to consider this

opportunity to improve the achievement result by integrating mobile phone applications into

math subjects.

Mobile application like the grapher has a good opportunity for student to input their

equations in the implicit function mode. Student can check on the solution of the problem

whether it comes out as a correct sketch of a graph or a correct derivation of the equation.

Students will find it enjoying as they are amazed on the accuracy of the plotting of graphs.

This mini computers are walking through the doors each day, let’s put them to work.

Theoretical / Conceptual Framework

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This study is anchored on the concept in education that mobile phones have led to the

evolution of new paradigm known as mobile learning(m-learning) (Muyinda et al, 2007). The

rapid growth of access to mobile phones around the world have a potential of improving

teaching, learning and institutional efficiencies to enable national education system

transformation(UNESCO, 2012). According to (Huang et al, 2010) mobile learning

applications can facilitate students not only learning contents conveniently but also

interacting with others collaboratively anytime and anywhere. Hence, the development of m-

learning as a new strategy for education has implications for the way students and tutors in

educational institutions interact. The model will be used to assess perceived ease of use,

behavioural and cultural intention to

use.

Independent Variable Dependent Variable

Traditional Method of Plotting Graph Plotting skills

the graph. Speed
Accuracy
Use of Mobile Grapher Self- reliance
Application Neatness
Graphical analysis

Pretest
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Figure 1. Schematic diagram showing the Interplay Between the Traditional Method of

Plotting the Graph and The Skills acquired by the learners after the introduction of the

Intervention which is the Mobile Grapher Application and HiPER Calculator.

Figure 1 presents the parameters of the study. The first box on the left side refers to the

components of the acquired skills as the outcome of the traditional method imposed by the

teacher who made use of the established method based on the learning competencies in the

teachers’ guides. Regardless of how the teacher have delivered the less on in their lower

grade, students have had something to improve regarding their acquired skills in plotting the

graph a polynomial function in terms of speed, accuracy, self-reliance and neatness of their

work.

With the intervention of this mobile technology application, a mobile graphed can

ascertained and checked whether the student have plotted the graph of a polynomial function

correctly. If ever they made mistakes in their sketch of the graph, they can trace out in their

solution to find out where the errors are found. In other words, the mobile application can

assess the learning of the student in this particular skill, the plotting of the graph of a

polynomial function. Together with the calculator apps (HiPER Calculator), students can

prepare the required table for the values of the two variables which is needed for the plotting

of the graph of the function.

The box on the right indicates the expected outcome on the performance of the

students.

It is expected that the length of time in the performance of the task is reduced significantly,

accompanied with neatness, workmanship, and accuracy which will result in an expected

higher score
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Statement of the Problem:

The research will ascertain the usefulness of the mobile phone in the classroom. This

mobile technology has been deluding the majority of this present school age generation. To

the point of making it an obsession. Many of our students are preoccupied with these gadget

and without thinking, it consumes most of their time and divert their attention which is

supposed to be spent for a worthwhile activities for most of the students. Wasted time in

surfing on the internet games or updating social media accounts have been the number one

reason for the decrease in the academic performance of the students. Some authorities came

to recognize that enforcing an outright ban was next to impossible, while also acknowledging

that to curb technology use would be to place limits on educational opportunities as well.

The prevalence of these devices affect the classroom. While there are good applications in

the cell phone which can be used as a device to which students can make use in doing their

mathematical tasks like plotting the graph of any algebraic function and curves?

Teachers have to adapt to the changing times and find a way to successfully

incorporate these devices into their own classrooms. There’s an important role for technology

to play in the classroom. Teachers should encourage the use of technology in the classroom

where appropriate learning task to which such mobile technology is needed. It’s a matter of

planning, finding ways on how to turn these distractive cell phones into a classroom devices.

We can never fight against to curb these technological tides.

The following research questions is the basis for this study.

Research Questions:

1. What is the students’ knowledge level on graphing before and after the

experiment?
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2. How do students’ performance in graphing function compare as influenced by the

utilization of mobile technology application?

3. How do student’s interest in graphing differ before and after the experiment?

4. Is there an interaction between students interest and their performance in graphing

Significance of the Study

The present study is significant and relevant since using cell phone in the classroom is

very alarming to the point of its very destructive impact on the learning capability of the

student is affected. Low achievement scores of the students are attributed to improper cell

phone use. Everywhere in the world, a teacher in the 21 st century face a classroom problem

are on student’s constant bent necks downwards, while their faces glow bright with the latest

digital updates usually on social media. Using cell phones in the classroom can be a great

tool, but can also affect retention and attention spans. It’s time give deeper attention to

neutralize or if possible lessen the effect of inappropriate cell phone usage in the classroom.

Effective technology integration in the classroom is about using the right tool for the right

job. With the advent of this mobile technology, educators may integrate teaching and learning

principles with the structured “Flipped” Classroom. Where teachers are recording their

“lectures” using video or audio and students are listening to that outside of classes the

homework and in class they are completing the practice and the teacher serves as a guide, re-

teaching as needed.

But for this particular study, exploring other ways of using cell phone may benefit the

teacher. We know for a fact that students are consistently got low scores in mathematics in

the National Achievement Test (NAT). It’s time to think of other ways to make a good stride

in improving our achievement results. It would be a positive move to incorporate mobile

technology into the classroom. Because if educators and teachers will not make a good plan
 UNIVERSITY OF SCIENCE AND TECHNOLOGY OF SOUTHERN PHILIPPINES

and effective management on cell phone usage, the future achievement test result would

eventually deteriorate due to this destructing cell phone use. As more related studies on cell

phone usage in the classroom have found and ascertained the negative effect of classroom

cell phone use. Students using cell phones during class may affect more than just their

individual academic performance; student cell phone use may actually have a negative impact

on the entire class and the quality of teaching.

Delimitation of the Study

This study is delimited to the investigation on the effect of utilizing mobile

technology in the classroom as perceived by the teachers who handle mathematics subjects. It

focused on the usefulness of cell phone as a tool in plotting the graph of any algebraic curves,

be it conic sections or any algebraic functions. Students who owned a cell phone would be

the subject of the study. As the application is intended only for the android cell phone,

students with this phone are included in the study. The student under the Grade 11 STEM

academic strand are the subjects for this particular study.

The study utilized two sets of instruments. The pretest and posttest together with an in

depth interview with the student subject. A modified questions will be administered to suit

the study. The study is focused on the students of Grade 11 STEM students.

Definition of Terms

For better understanding of the terms used in this study, the following are defined

either theoretically of operationally.

Mobile phone. Cell phone

 UNIVERSITY OF SCIENCE AND TECHNOLOGY OF SOUTHERN PHILIPPINES

Cell phone. A small telephone that people can take with them and use outside their homes.

M-learning. A type of learning with the use of mobile phone.

E-learning. The activity or process of gaining knowledge or skill by the use of mobile phone

Conic Sections. Figures derived by cutting a section of a cone. The resulting figure are

circle, parabola, ellipse and hyperbola.

 UNIVERSITY OF SCIENCE AND TECHNOLOGY OF SOUTHERN PHILIPPINES

Chapter II

REVIEW OF RELATED LITERATURE

On Educational Curriculum

The Department of Education’s main purpose is to equipped students with the basic

learning competencies so as to make them ready for higher educational level. All possible

techniques have been explored and introduced to make the learning experiences of the

student more effective, meaningful and lasting. A considerable number of curriculum have

been developed and implemented so as to attain the desired goal of the curriculum. The

educational administrators of the Division of Bukidnon are constantly making revision,

examining, re-evaluating and re- assessing the outcome of the current curricula to ascertain

the effects on how far the students have gone in terms of the knowledge they have gained in

mathematics.

The NAT result of the students is one concrete basis to which we can gauge the

effectiveness of our current curriculum and then we contemplate and make reflections on

how effective are the curriculums being implemented. Nevertheless, the result of the National

Achievement in areas of mathematics give us a dissatisfying response. Much has yet to be

done in order to elevate our status of having ranked at the bottom among schools divisions.

Steffe

(1990) said that teachers should get involved in creating, adapting and revising some teaching

methods so as to enhance the interest of the students. Most of the students in this present

generation is hooked to mobile technology. Today’s students are tech-savvy. They get more

engage and really thrive when they are using mobile devices in the classroom. To the point

that most of their time are hanged on their gadget. They became less interested on academic

activities but they find relief on manipulating on gadgets than on academic works. Mobile

technologies are unlikely to depart from children’s lives. The potential of these devices for
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educational use cannot be ignored. While the debate has always been whether or not these

devices have a place in the classroom, educators should now focus on how they can be used.

According to Davis, et.al. (1992), flexible curriculum is imperative in our present

times and requires a thorough planning to respond to the needs of the present school age

children. He said that the ideal curriculum is one that is flexible and independent of personal

emotions, knowledge and experiences. Most of all responsive to the present trends that has

something to do with modern technology. The concept have vital relevance with the present

study because it describes how the modern technology must have been incorporated into as

an innovation to the current curriculum. The main concern is how mobile technology can be

utilized and blended with the current curriculum.

Information and communication technology is a principal driver in our Information

Society [1] of which the immediate consequences for educational practice can be observed

[2]. Following this evolution, several authors [3, 4] have mentioned the need to shift from

the traditional classroom setting, where the student is seen as a passive consumer of

educational knowledge, to a classroom in which learners are considered active participants

and where collaboration and sharing information in a resource-rich environment is given

precedence.

The Curriculum Studies ( NCTM, 1989) in their intention to improve the mathematics

teaching and learning made suggestions on how to improve the curriculum. First and

foremost, it must have a coherent design so that the links between teaching and learning are

reinforced and exemplified throughout. Second, it must enable students to structure and

sequence learning experiences in mathematics appropriate to the current understanding of a

child and lastly, it must enable students to link mathematics across the curriculum and with
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the child’s world out of the school. This literature has bearing with the present study because

it deals with student which link himself to the outside world or the world with mobile

technology- how the way curriculum must be improved to give way to the new trend in

mobile learning. Integrating innovative technology during classroom practices inevitably

demands teachers to acquire new technological and pedagogical skills. Research on the

impact of tablet devices on student learning indicates that such devices have the potential to

support learners by offering them a context in which they can construct and share knowledge

in media-rich and stimulating environments. [5]. Additionally, results suggest that the use of

tablet devices seems to have an impact on student motivation and promotes meaningful

learning experiences [35,45].

The so-called ‘innovative teachers’ have abandoned the traditional idea that learning

occurs by means of a teacher who fills minds of a passive learner with the aid of the black

board. They have a different view on the learning process and state that learning through

mobile devices should allow students to negotiate the content instead of simply aiding the

students to learn facts by rote. The teachers claim that these tools facilitates higher-order

thinking and reasoning, and that realistic lessons can be offered in order for students to learn

in an active manner.

Both students and teachers stated that if teachers integrate the tablet in a meaningful

manner (adopt the role of an innovative teacher), deep learning could be achieved.

Innovative teachers stated that learning through these devices could open many doors; one

can integrate elements of the daily lives of students, which promotes meaningful learning.

The introduction of tablet devices has facilitated a shift from ’learning by heart’ to learning

through multimedia, social media and the integration of the personal world of children, all of

which makes learning more meaningful. One of the central issues of tablets for students’

learning is the blurring of the boundary between school and recreation. Participants claim
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that the traditional context of learning between the school walls has now extended to a digital

learning environment, which allows children and teenagers to access content anywhere and at

any time.

This study shows that certain supporting conditions must be in place when

implementing technological educational tools [7]. Moreover, and educational policy that

provides adequate preparation for teachers, attention to digital didactics, adapted didactical

material, and technical and pedagogical support will stimulate teacher and student recognition

of mobile devices’ potential in education. Researchers must find the “key” to integrating

mobile devices with instructional strategies and ingeniously match the unique features of

mobile devices to the resolution of specific pedagogic challenges. Doing so will maximize

the impact of those features on learning outcomes. Teaching and learning should be

understood as processes of active learning through applications that mobilize students’

learning processes (i.e., applications to practice content or search the Internet for

information).

Other available research such as the report from Clark & Luckin [7] confirm these

findings by stating students are generally reported to be positive about the tablet

implementation, reporting the possibilities to motivate, engage them to learning, the

possibility to make communication between peers and peers, and peers and teachers easier,

and the added value for collaboration. These findings show an increased motivation,

enthusiasm, interest, engagement, Creativity and so on. Overall, research focusing on

teachers’ and students’ perceptions towards the use of tablet devices shows that learning

appears to have become more attractive. Integrating innovative technology during classroom

practices inevitably demands teachers to acquire new technological and pedagogical skills.

Hattie [8] claimed that the following conditions should be fulfilled in order to

integrate technology into the classroom; namely the role of the teacher, the need of
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professionalization, and the need of adapted teaching and learning approaches. With regard

to integrating technology into the classroom setting, it is the teacher’s main responsibility to

facilitate this educational innovation. The personal willingness of teachers to adopt and

integrate innovations into their classroom practice is the key for successful innovation.

Integrating innovative technology during classroom practices inevitably demands teachers to

acquire new technological and pedagogical. Teachers need skills to be able to transform the

learning content, the so-called Technological Pedagogical Content knowledge. In other

words, technology can be integrated from enhancing learning to transforming learning.

Mobile learning is an exciting opportunity for educators, but in many ways we are just

scratching the surface of all that can be achieved with it. With proper training, and time to

explore these high-tech gadgets, teachers will soon be able make rapid strides with them, and

be able to support and instruct the use of such devices in the classroom on a regular basis.

Now is the time to act. Our digital natives are counting on us.

Five main goals to which educators using mobile technologies in the classroom should aspire.

1. Educators must seek to understand that mobile language is unique for educational

reform. This segment of education requires much research and support from both the

public and private sectors to succeed.

2. Educators must develop interventions for mobile learning to promote public

understanding of the technology’s ability to improve education for children of all

ages. One way to accomplish this is by creating examples of mobile technology in

education and presenting them to the public.

3. Educators must actively promote the use of mobile technologies in the classroom to

the public and to educational policymakers.

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4. Educators must prepare for the use of mobile technologies in the classroom by

training colleagues to use and incorporate mobile devices into learning.

5. Educators must seek support from the country’s leadership for the educational use of

mobile technologies.
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Chapter 3

Methodology

This chapter describes the methods and procedures used in this study. This includes

the discussion on the research design, the research locale, and the participants of the study,

the sampling procedure, the research instrument, the data gathering procedure and the

treatment of data.

This study employed the descriptive method of research, which is basically a

technique of quantitative description of the general characteristics of a selected group. The

choice of this was based on the fact that this study was intended to analyse and describe the

outcome of how effective is the use of mobile technology with its applications particularly

the grapher application in plotting the graph of a polynomial functions to a group of Grade 10

students in Libona National High School.

The Research Locale

The District of Libona is located in the northern part of Bukidnon and a part of first

Congressional District in the Province of Bukidnon. The district lies between the two district

in the Northern part, Baungon District and Manolo District.

The East part of the district projected to be the more develop city, Cagayan de Oro.

All schools in the district are accessible to all means of land transportation because of the

road development provided by the two big companies, Del Monte Philippines Incorporated

and Agrinanas Corporation. However, there are still places in the district that needs to be

hiked because of its location. The Libona National High School participated in every years’

MTAP
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contest to compete with other schools of the division. Figure 2 presents the geographic

location of the schools of Libona District in the Division of Bukidnon.

The Participants of the Study.

The participants of the study are the two sections Andrew Wiles and Leonhard Euler

of Grade 10 students for this school year 2017-2018. The two sections belong to the lower

sections out of nine sections. Most of the students belong to families with meagre income

whose parents are employee of Del Monte Philippines and some are farmers. Not all students

owned an android cell phones while others do not have any. The grade 10 students were

taken as participants for this study because it is included in the learning competencies a topic

on graph of a polynomial functions and they are the grade level where they have enough

experience in using cell phones. The two sections under this study are the only sections

handled by the researcher while the other grade levels are grade 11, grade 9 and grade 8.

The Research Design

This study is a non-comparable pretest-posttest quasi-experimental control group

design. The design of the study is illustrated as follows:

Table 1

The Research Design

Treatment Group Pre- test Treatment Post-test

Control Group O1 O2
Experimental Group O1 x O2

Both control group and experimental group are composed of heterogeneous class

of two different sections in Grade 10 of Libona National High School, Crossing, Libona,

Bukidnon.
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One treatment represented by x is the utilization of mobile application “grapher”

which directs, guide and check the students’ work in constructing the plot of the graph of a

polynomial function. The performances of the students were measured using achievement test

scores. Both groups were given pre-test (O1) which was administered at the start of the

experimental period. The post-test (O2) was given to both groups at the end of the

experimental period.
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