IMathematics: Mobile Phone Application as a Tool For Mathematical Learning

Performance of Grade 7 Students in Naawan National High School

MARLON NAZARETA

A GraduateThesis Proposal
Submitted to the Faculty of the College of
Education and Social Sciences Mindanao
State University of Naawan
9023, Naawan, Misamis Oriental
in Partial Fulfillment of the
Requirements for the
Degree of

Masters of Secondary Education Major in Mathematics

June 2021
 INTRODUCTION

1.1 Rationale

The focus of this research is to explore Grade 7 learners’ understanding of algebra using
IMathematics mobile application. This introductory chapter presents the background of
the problem, statement of the problem, purpose of the study, research question,
methodological considerations, significance of the study, definition of key terms and
organisation of the study.

1.2 Background of the Study

Every individual needs to develop or even master the Creative Thinking Ability (CTA) in
facing the demands of the 21st-century. Knowing the high level of complexity of life's
problems, it is so important that CTA is mastered (E. M. Mursidik, N. Samsiyah, and H. E.
Rudyanto, 2015) (H. Retnawati, H. Djidu, Kartianom, E. Apino, and R. D. Anazifa, 2015).
Even Mahmudi revealed that the world of work requires individuals who have a high CTA (A.
Mahmudi, 2010). Only individuals who have a CTA can succeed, given the rapid global
development over time.
Innovation technologies in education learning can have a great potential impact or effect
on the quality of education learning (M. F. Amir, N. Fediyanto, C. Chotimah, and H. E.
Rudyanto, 2018)– (H. Saleh, Nurdyansyah, F. N. Hasanah, H. E. Rudyanto, and Mu’alimin,
2019) Innovation and learning which includes collaboration, creativity skills, communication,
and critical thinking are the 21st-century competency framework that used to called as (4CS)
(H. Retnawati, H. Djidu, Kartianom, E. Apino, and R. D. Anazifa, 2018) where CTA is
included. CTA, including High Order Thinking (HOT) or in other terms, is a high-level thinking
ability. Anderson & Krathwohl in Bloom's taxonomic revision, the ability to create is the highest
aspect or level of thinking (O. W. Anderson and D. R. Krathwohl, 2001). Then HOT is
an important competence in solving problems and facing global life in the 21-st century (S. M.
Brookhart, 2010), (T. Thompson, 2008) because in principle HOT plays a fundamental role in
connecting and implementing aspects of knowledge to solve problems effectively and
efficiently (A. Thomas and G. Thorne, 2009). To equip each individual in mastering CTA,
various efforts must be made as early as possible, starting even for elementary school
students, which elementary school students are at the level of laying the foundation of various
knowledge and skills. Therefore, the broadest opportunities must be given to students so that
CTA can be facilitated and developed, one of which is in learning mathematics.
The existence of mobile phones in mathematics in the world of learning is a positive thing,
but there are some challenges to be overcome that we need to consider: the lack of
awareness of the benefits and disadvantages of mobile-learning (Hamat A, Embi M A, and
Hassan H, 2012). The use of mobile applications in the learning process showed 92 percent of
learners showed more familiar in learning with the concept of mobile learning for the
subjects. Through the improvement of mobile device technology, the creation/modification of
tutorials, communicating with web applications to update the learning management
system can be now performed from anywhere any part of the world. Thus the ease of
accessing learning materials has many choices (Chary V R, 2014). Meanwhile, respondents
stated that they preferred to use and learn from mobile apps. This was because the mobile
apps assisted them to understand better and the sample graphics were showed in the
application. Also, it was reported that the user felt satisfied with the high applications
(Chachil K, Rias R M, Engkamat A, and Sarkawi A, 2015).

The problem in many schools is that many teachers still continue to teach with traditional
methods of instruction (lecture and note taking) in which the teacher is to provide
factual information, test students, and assign grades instead of using methods in which
active learning place and meet the student’s needs. the reasons above made the researcher
eager to find out the effectiveness of IMathematics as a learning tool in Mathematics.

1.3. Statement of the problem

This study will try to find out the effectiveness of IMathematics as a learning tool on the
performance in Mathematics of the students.
The study will attempt to answer the following questions:
1. What is the pretest score in Mathematics of the students when group to:
a. IMathematics as a learning tool?
b. Online lecture/Module Method?
2. What is the posttest score in Mathematics of the students when expose to:
a. IMathematics as a learning tool?
b. Online lecture/Module Method?
3. Is there a significant difference on the pretest scores in Mathematics of the students
when grouped to IMathematics as a learning tool and Online lecture/Module Method?
4. Is there a significant difference on the posttest scores in Mathematics of the students
when exposed to IMathematics as a learning tool and Online lecture/Module Method?
5. Is there a significant difference on the pretest and posttest scores in Mathematics of
the students when exposed to IMathematics as a learning tool and
Online lecture/Module Method?
Null hypotheses:

H01: There is no significant difference on the pretest scores in Mathematics of

the students when group to IMathematics as a learning tool and
Online lecture/Module Method?

H02: There is no significant difference on the posttest scores in Mathematics of the

students when exposed to IMathematics as a learning tool and
Online lecture/Module Method.

H03: There is no significant difference on the pretest and posttest scores

in Mathematics of the students when exposed to IMathematics as a learning tool
and Online lecture/Module Method.

1.4 Objectives of the Study

1.4.1. General objective

The study will try to find out the effectiveness of IMathematics as a learning strategy on
the performance in Mathematics of grade 7 students.

1.4.2. Specific objectives

Specifically, this study aims:

To determine the pretest score in Mathematics of the students when grouped to:
a. IMathematics as a learning tool
b. Online lecture/Module Method

To determine the posttest score in Mathematics of the students when exposed to:

a. IMathematics as a learning tool

b. Online lecture/Module Method
c. To find out the significant difference on the pretest scores in Mathematics
of the students when group to IMathematics as a learning tool and Online
lecture/Module Method.
d. To find out the significant difference on the posttest scores in Mathematics of
the students when expose to IMathematics as a learning tool and Online
lecture/Module Method.
e. To find out the significant difference on the pretest and posttest scores
in Mathematics of the students when expose to IMathematics as a learning tool
and Online lecture/Module Method
1.5. Significance of the study

The result of the study would be beneficial to the students, teachers and school
administrators.
To the students, the result may help them discuss and easily understand by their own
through the help of IMathematics(mobile application) even they are in their home.
To the teachers, the result may help them choose supplementary tools that will
enhance the student’s abilities to discuss and understand by their own.
To the school administrators, the study is an input that would guide them in remedy to
cater the need of the teachers through seminars, trainings and workshops to enhance
teaching.

1.6. Scope and limitations of the study

The study will be conducted at Naawan National High School, Linangkayan, Naawan,
Misamis Oriental to the Grade 7 sections Affection and Ambition. Both sections consist of
thirty-four (34) students enrolled during S.Y. 2021-2022. The study will be conducted in
1 semester following the curriculum guide set by the Department of Education.

1.7. Definition of terms

IMathematics is a mathematical Mobile application in that contains Arithmetic,

Algebra, Plane geometry, Solid geometry, Analytic geometry, Goniometry,
Calculus, Trigonometry, Probability.
Control group refers to the students exposed to Online Lecture/module Method.

Cooperative is involving mutual assistance in working toward a common goal.

Experimental group refers to the students expose to IMathematics as a learning tool

Lecture Method is a teaching method that facilitates a teacher- centered approach.

Performance refers to the pretest and posttest scores in Mathematics of the students.

Posttest is a test given to the students after the implementation of the study.

Pretest is a test given to the students before the implementation of the study.
 2. REVIEW OF RELATED LITERATURE

Mathematics is very important to be learned or mastered by students so that students

have fundamental abilities including analytical, critical, creative, and logical thinking
(Depdiknas, 2012). In order for CTA (Critical Thinking Ability) to be facilitated in schools,
mathematics learning must help both teachers and learners to the CTA development effort
(H.E. Rudyanto, 2013). The role of educators or in this case, the teacher is very fundamental
in order to build a learning atmosphere that creates spaces to improve and develop these
competencies. So, innovation must be done continuously so that students are honed and
grow their CTA.
Bringing about a desirable change in the interest of learning, is the primary focus of
appropriate teaching.
This change was made about by the teacher using teaching tool to achieve the objectives of
the lesson. This makes teaching more challenging yet very interesting because it
requires different methods and techniques for different learner abilities and interest.
As a Mathematics, one of the branch of science, science, delivering the lesson also
requires knowledge of scientific discoveries regarding the the objectives of the lesson,
teaching-learning process, subject matter and the nature of learners (Angeli &
Valanides,
2009; Niess, 2005). Teachers who have this point of view consider knowledge
and applications of techniques already tested to bring about learning as a vital tool in
their success as teachers (Stigler & Hiebert, 2009; Sadik, 2008).
Teachers should have the capability in planning, choosing and using multiple sources and
learning media to make the learning more effective (Sanjaya, 2006). Choosing a learning
media that can support and facilitate students’ learning is a teacher's responsibility. One of
the role of the teacher in the learning process is crucial, especially in selecting instructional
and design media to motivate students to learn. Learning media is a tool to deliver the
materials in the learning process (Sadiman, et al, 2014). Utilizing an exciting, innovative, and
creative learning media is an essential aspect of achieving successful learning in schools.
In order for the teacher to help students to love mathematics and improve their CTA,
innovation in learning mathematics must always be done by the teacher (Švecova, L.
Rumanova, and G. Pavlovičova, 2013). So, developing and using a mobile application is one
of the best alternative solution, especially nowadays, that can be done so that students are
enthusiastic in learning mathematics. Because, in principle, mobile learning can facilitate and
help the characteristics of students at the elementary school level, which according to Piaget
is included in the concrete operational stage (J. W. Santrock, 2011). Mobile learning offers
one of the easiest and fastest ways to bring education or to supplement learning from school
to home to the students (A. S. Drigas and P. Angelidakis, 2017). Of course, given that the
mobile application must be able to facilitate the CTA of these students.
The last few years, mobile technologies, such as smartphones and tablets, as well as
online applications and tools, became an integral part of the lives of most teachers and
students in all over the world. These devices became the way that people communicate,
search for information and work. The challenge for the educators and researchers was to
explore how mobile technologies might be used to support learning. (Frohberg, D., Göth, C.,
& Schwabe, G., 2009)
The arrival of mobile learning technologies into teaching and learning has took both new
possibilities and challenges to teachers and even to students. Mobile learning represents a
technology that is qoutidian in nature, wireless, highly portable and endowed with multimedia
capabilities bringing a new dimension
to curriculum delivery (Littlejohn & Pegler, 2007; Melhuish & Falloon, 2010).
Year after year, we have witnessed an impressive increase in the use of mobile learning
technologies in schools for the last few years. Although, they invented for a non-educational
environment, tools like tablets and smartphones soon made their way into the
classroom. Mobile devices have attracted interest from the educational community mainly
due to their versatile gaming capabilities. These devices are very alluring, particularly for the
current e- Generation, also coined “digital natives”, who were born into a society that are
exposed to mobile devices and online technology (Al-khamaysah, Zmijewska, Lawrence, &
Culjak, 2007).
Mobile devices and learning applications become more known as the year goes by and are
used today from millions of students and educators in all over the world as a tool for learning.
Wireless mobile devices like smartphones, PDAs and tablets, could be used to benefit
students’ learning in or out of the classroom. In front of the idea of inclusion of mobile learning
in educational process, this paper represents some important case studies which examine the
consequence of using mobile tools and apps, as well as applications in mathematics
teaching, at all educational levels.
As of today, learning media is used now as learning resources in which before
learning resources that are commonly used in the learning process are textbooks and
worksheet (Nur M.F.et al, 2012). Excellent textbooks will help teachers to make their
teaching more easily and provide learning materials that fit students’ interests. However,
textbooks also have some disadvantages or shortcomings, especially in this technological
era. In this generation, you can see students rarely use textbooks because they are lazy to
carry large package books (Nuzula E F., et al, 2013). Textbooks sometimes cannot be
used all the time and are considered boring by some students (Sulistyani N H D,
Jamzuri & Rahardjo D T 2013). Textbooks should be interestingly designed so that
students will feel comfortable and interested in reading the textbooks. Therefore, we need
innovation for textbooks to follow the technological progress and students will be easier in
learning.
In recent years, researchers developed online and mobile applications to support teaching
in some areas of mathematics like Algebra, Geometry, Mathematical Analysis and Statistics.
Mobile math applications allow users to explore functions, providing graphical capabilities and
offer many kinds of specific calculators. There are also some mobile apps designed to handle
measurement tasks and educational apps for practicing on numerical and mathematical skills.
 Devices that give support for mathematics have also been increasing over the last decade.
Mobile educational tools for mathematics can assist students’ problem solving, enhance
comprehension of mathematical concepts, provide dynamically representations of ideas and
encourage general metacognitive abilities (Pierce, R., Stacey, K., & Barkatsas, A.2007). The
exposure to mobile technologies in the course of mathematics, would help students to develop
their skills on the one hand, and on the other would encourage the improvement of mobile
learning applications.
Information and communication technology is very influential on the development of
education. (Prawiradilaga, 2012) mentions that the education and training is affected by the
digital technology industry and the internet. This impact is considered positive because it
encourages various parties, teachers and students to adapt to innovation and the global era.
In line with the opinion of( Amirullah 2017) that teachers are required to be able to develop
technological skills in making representative learning media as a media to support the
learning process.
Furthermore, (Prawiradilaga 2012) explained that the learning process as part of the life of
modern society gives opportunities for each individual to develop skills. The advancement
and sophistication of digital technology applied in education facilitates and accelerates
learning access, including the delivery of teaching materials to be faster, easier, and more
affordable. Technology used as an interesting and innovative learning media is believed to be
able to keep up with the times. (Sakat, et al. 2012) stated that learning using technology media
has a significant influence. Nowadays, digital technology is very close to students'
lives. Digital technology is also potential to be developed in supporting the teaching and
learning process, one of which is through mobile learning. The use of mobile learning in the
classroom can cover the limited face-to-face time that teachers have with students. According
to Sadiman as quoted by (Lubis 2015) that mobile learning is the delivery of electronic
learning materials on mobile computing devices that can be accessed anywhere and anytime.
Thus students can access lesson material outside school hours. The concept of learning
using mobile learning media can provide many benefits, both for students and teachers.
The use of mobile application learning is very supportive for the learning process carried
out by conventional methods. Learning material provided in the classroom usually comes
from textbooks, modules and worksheets. The material can be supplemented with material
provided through mobile application learning. Students get additional teaching materials and
learning materials optimally without being limited to class hours according to school
schedules. ( Agus Suprianto , Farid Ahmadi & Tri Suminar; 2019)
Technologies especially Mobile phones are part of daily student lives both inside and
outside the classroom. Other technologies such as paper and pencil, as well as computer
software, are also accepted in this collective. However, the most of a present generation in
schools and universities cannot see the world without mobile technology (Borba M C, 2016).
With dynamic changes in the process of technological change in education, it should be
recognized that moving learning is part of a new landscape. Mobile application learning
provides many opportunities for personal, informal and spontaneous learning. By the use of
mobile devices, students of all ages and backgrounds were able to collaborate, engage and
learn in many different ways (Skillen M.A 2015). Other research result indicated that
Mathematics teachers were interested in integrating mobile technology for Mathematics
learning. In their view, this technology could develop and improve student’s motivation and
participation in Mathematics learning and provided a methods diversity of Mathematics
training (Taleb Z, Ahmadi A, and Musavi M.2015) Student’s performance of classroom
learning in Math learning improved when they used the mobile phones (Kachepa A and Jere
N, 2014). Other research showed that the online and mobile learning applications motivated
students in learning, making mathematics courses be more fun and interactive than ordinary
teaching practices (Drigas A and Pappas M A., 2015)
 3. THEORETICAL AND CONCEPTUAL FRAMEWORK

3.1 Theoretical framework

This study is based on the Anchored Instruction of John Bransford (1990). Anchored
instruction is technology-based learning that has been developed by the Cognition &
Technology Group at Vanderbilt (CTGV) under the leadership of John Bransford. The theory
focused on the development of interactive tools that encouraged students and teachers to
pose and solve complex, realistic problems (Hmelo-Silver, 2004; Shyu, 2000). The tool,
mobile application, serves as anchors for all subsequent learning and instruction (Brown,
2006; Kritzenberger, 2004). The design of these anchors was entirely different from the design
that were typically used in education (Phillips et al., 2005; McNeese et al., 2002). It was to
create exciting, realistic contexts that encouraged the active construction of knowledge by
learners (Tan, 2003). The use of interactive application technology makes it possible for
students to easily explore the content and provide realistic roles to enhance the learning
process (Naismith et al., 2004).
The Cognitive and Technology Group at Vanderbilt (CTGV) has developed a set of
interactive mobile application program. This program involves some mathematical concepts
are used to solve problems (Dede, 2008).
Learning occurs in a pro-social but informal setting (Hromek & Roffey, 2009). This
suggests that learning takes place through social relationships, within a cultural milieu and by
connecting prior knowledge to the new context (Bonk & King, 2012). (Barab and Plucker,
2002) argue that learning is situated and embedded within activity, context, and culture. It is
also usually unintentional rather than deliberate. (Zhao and Kuh, 2004) enunciated that
students are more inclined to learn by actively participating in the learning experience. For
learners, the mobile app is beneficial to learn from essential to advanced topics of any topics
(Mouza & Barrett-Greenly, 2015). According to (Ally, 2009) that the use of the mobile app for
teaching and learning reduces paper usage. Thus, it is cost effective as well.
(Franklin and Peng, 2008) directed an instance of concentrate in which iPod Touch
was utilized to help centre school understudies find out about mathematical conditions and,
precisely, the idea of slant, supreme esteem, and disposal. The improvement of math motion
pictures for use on the iPod Touch gave understudies free methods for casual math learning
past the long stretches of the classroom. While the investigation investigated the utilization of
cell phones in an eighth-grade math classroom, the exercises learned are priceless to those
looking to actualize portable innovations to help to instruct and learning with standard
programming, for example, iMovie, PowerPoint, and iTunes.
Educators who endeavour to utilize request based, understudy focused instructional
errands confront challenges that go past distinguishing all around composed undertakings
and setting them up suitably in the classroom (Stein et al., 2008). They likewise included that
educators must not just endeavour to see how understudies comprehend the errand yet also
start to adjust understudies’ different thoughts and ways to deal with accepted understandings
about the idea of arithmetic.

A variety of media can perform most instructional functions. Teachers, printed

materials, films, mobile phone, and even computers may do equally well at explaining,
illustrating or testing student’s knowledge of a phenomenon, a concept or a rule (Rosen,
2010). Electronic media has become not merely tools, but the building blocks to a more
efficient and exciting environment (Prahalad & Ramaswamy, 2003).
Johnson et al. (2016) found out that learning program that use web-based teaching
offer, students, more adaptability to learn at their own pace and at convenient times, reduced
travel time and additional opportunities for reviewing course materials.( Barak and Rafaeli
2004) say that students perceived web-based learning a tool that provides them with an
opportunity for improvement of self-analysis and critical thinking as well as for sharing
information with peers. The prominence of shrewd cell phones is developing quick (Iansiti &
Richards, 2006). These computerized gadgets speak to another age of innovative
apparatuses that offer striking access to content, and open doors for imaginative utilize even
by youthful kids (West, 2013)
Cell phones and tablets are among of the six new rising advances that may
significantly affect instructing, learning, and research in necessary training (Chan, 2006).
Particularly in the subject matter of mathematics, (Ruthven and Hennessy, 2002) made a
comparison between the learning outcomes of computer-based teaching and mathematical
thematic teaching. Compared to the traditional thematic teaching method, results showed that
computer-assisted learning might significantly improve the advancement of scientific aptitudes
and the development of a more profound perceptual ability for the pupils (Jonassen &
Grabowski, 2012; Jimoyiannis & Komis, 2007).
Consequently, according to (Bennett and Maton, 2010), youthful youngsters can be
depicted as advanced locals since they are experiencing childhood in the computerized world.
The viability of an online intuitive mixed media learning apparatus versus message, content
pictures, and sight and sound learning clarifications on math accomplishment, math self-
adequacy, and understudy fulfilment (Means et al., 2009; Roschelle et al., 2000).
Intuitive sight and sound gathering understudies were happier with the strategy for
learning revealed the method to be pleasant and additionally energizing and gave fair
criticism. Online interactive multimedia learning is a realistic and creative method of teaching
(Caplan & Graham, 2004; Zhang et al., 2004). It is claimed that the use of manipulative not
only increase students’ conceptual understanding and problem-solving skills but also
promotes their positive attitudes towards mathematics (Drent & Meelissen, 2008); Feiman-
Nemser, 2001). (Pollara and Broussard, 2011) conducted several studies to evaluate the
mobile learning application and found it to be positive and indicated several benefits of using
mobile devices for learning including an increase in achievement, productivity, engagement,
and motivation.
 Versatile advancements are assuming an inexorably critical part in understudies’
scholastic lives. Gadgets, for example, cell phones, tablets, and digital book peruses
associate clients with the world in a split second, increasing access to data and empowering
intuitiveness with others. Applications that keep running on these gadgets let clients devour
as well as find and deliver content. Accordingly, they keep on transforming how understudies
learn and also impact their learning inclinations, both inside and outside the classroom.
With the above theories and literature, the use of mobile application was conceived to
be appropriate for students to be utilized in teaching mathematics, as this would help students
to become motivated learners and self-directed individuals.

3.2. Conceptual Framework

Figure 1 shows the relationship of the independent variable (IMathematics) to the

dependent variable (Students’ Performance in Mathematics)

Independent Variable Dependent Variable

IMathematics Performance in
(Module) Mathematics

Figure 1.Conceptual Framework of the study

 4. MATERIALS AND METHODS

4.1. Research design

The study used the true experimental research design, the randomize pretest-
posttest control group design. Two sections will use, wherein one group will be exposed
to Mobile application (IMathematics) as a learning strategy and the other group with
lecture method. Random assignment will be used to form the groupings. The performance of
the students is measured through giving of pretest and posttest before and after
implementation of the study. A diagram of this design follows.

Experimental group R O1 X O2

Control group R O3 O4

where:

R is refers to the random assignment of the group

O1 is refers to the observation on the pretest scores of the experimental group
O2 is refers to the observation on the posttest scores of the experimental group
O3 is refers to the observation on the pretest scores of the control group
O4 is refers to the observation on the posttest scores of the control group
X is refers to the variable used in the experiment

4.2. Subject of the study

The subject of the study is the Grade 7 sections Affection and Ambition of
Naawan National High School enrolled in the S.Y. 2020-2021. The two sections is compose of
sixty eight (68) students. The School is located at Linangkayan, Naawan, Misamis Oriental.
(figure
2).
Figure 2. Map showing the location of Naawan National High School. Linangkayan, Naawan,
Misamis Oriental
4.3. Data gathering procedure
A letter of approval from the school principal will be obtained upon entering their school
premises. Then, the permission letter will be secured from the Mathematics teacher to
conduct the study. The study will be employed to grade 7 sections Affection and
Ambition students. The grade 7 section Affection will randomly assign as the experimental
group and section ambition as the control group. The conduct of the pretest to the two groups
will be followed through online or module. Then the determination of their pretest
scores, in the implementation of the study, the experimental group will be exposed into
IMathematics. The content is algebra. Inside this group, students will try to understand the
concept of getting the answer through the mobile application. Some of the instructions will be
written in their module. While the control group will be under the usual module or online
lecture. After which, the conduct of posttest. Then, determine the posttest scores. Data will
be analyzed and organized through percentage, t-test and Paired t- test. (figure 3)
 Selection of Naawan National High School

Grade 7 students
N = 68
Grade 7 Section Grade 7 Section
Affection Ambition Online/Modular
IMathematics as a Method (Control Group)
learning tool N=34
(Experimental Group)
N = 34
Conduct of pretest

Determine the pretest scores

Implementation of the study

Conduct of posttest

Determine the posttest scores

Organization of data

Data analysis

 Percentage
 T-test
 Paired t-test

Concept development

Figure 3. Flow chart of the methods used in the study

4.4. Instrument used in the study

There will be approximately two hundred (200) lesson plans use in the study, one

hundred (100) lesson plans use for the experimental group and one hundred (100) for

the control group. The study utilizes two (2) test questionnaires taken from grade 8

Mathematics learner’s module of the Department of Education. The tests will consist of sixty

(60) multiple choice items with table of specifications. The students’ performance in

Mathematics will interpret using the table below.

Table 1: Scoring assessment and its descriptor

Score Descriptor
Outstanding
55-60
Very satisfying
49-54
Satisfying
43-48
37-42 Fairly Satisfying

36 and below Did not meet the expectations

4.5. Data analysis

The following statistical tools will be used to interpret the data in the study.

1. Percentage

Percentage will used to present the pretest score and posttest score in Mathematics of

the students.

where:
th
fi is the frequency of i response
n is the total number of response
2. T-test

T-test will be used to test the significant difference between the pretest and posttest

score in the control and experimental group.

where:
is the first mean sample

is the second mean sample

is the first sample variance

is the second sample variance

n1 is the first sample size

n2 is the second sample size

3. Paired t-test

Paired T-test will be used to test the significant difference on the pretest and posttest

score of the students.

where:
d is the mean difference
2
s is the sample size
n is the sample size
t is a student’s quantile with n-1 degree of freedom
Appendix 1. Letter of request to the principal of Naawan National High School to
conduct the study
Mindanao State University at Naawan
College of Education and Social Sciences
DEPARTMENT OF SECONDARY AND ELEMENTARY EDUCATION
9023 Naawan, Misamis Oriental

August 2022

Nanette M. Tedlos
Principal II
Naawan National High School
Linangkayan, Naawan ,Misamis Oriental

Dear Ma’am:

Greetings of peace!

I am a MSE Mathematics student of MSU at Naawan and will be conducting

a study entitled “IMathematics: Mobile Phone Application as a Tool For
Mathematical Learning Performance of Grade 7 Students in Naawan
National High School” in partial fulfillment of the subject Educ 206 (Graduate Thesis).

In connection with this, I would like to ask permission from your good office to let
me conduct the said study in your school wherein the participants will be the Grade 7
Affection and Ambition students.

I hope this request meets your favorable consideration and approval.

Thank you and more power!

Respectfully yours,

MARLON NAZARETA

Noted by:

Adviser

Approved by:
Appendix 2. Letter of request to the Mathematics Teacher of Grade 7 Affection and
Ambition of Manticao National High School to conduct the study
Mindanao State University at Naawan
College of Education and Social Sciences
DEPARTMENT OF SECONDARY AND ELEMENTARY EDUCATION
9023 Naawan, Misamis Oriental

August 2022

Cheryl Pasco Mathematics 7

Teacher Naawan National
High School
Linangkayan, Naawan ,Misamis Oriental

Dear Ma’am:

Greetings of peace!

I am a MSE Mathematics student of MSU at Naawan and will be conducting

a study entitled “IMathematics: Mobile Phone Application as a Tool For
Mathematical Learning Performance of Grade 7 Students in Naawan
National High School” in partial fulfillment of the subject Educ 206 (Graduate Thesis).

In connection with this, I would like to ask permission to conduct my study in your
Mathematics class. Your students in Section Affection and Ambition will be the
participants of my study.

I hope this request meets your favorable consideration and approval.

Thank you and more power!

Respectfully yours,

MARLON NAZARETA

Noted by:

Adviser

Approved by:
Appendix 4. Pretest questionnaire

I. MULTIPLE CHOICES
Direction: Choose the letter of the correct answer. Write your answer on the space
provided.
2 2
1. What 2is the sum of x – 5x – 7 and 7x – 4x + 10?
a. 8x – 9x + 3
2
b. 8x + 9x – 3
2
c. 8x – 9x – 3
2
d. 8x + 9x + 3
2 2
2. Subtract 5x + 6x – 4 from x – 7x – 2.
2
a. -6x2 – 13x + 2
b. 6x – x – 6
2
c. -4x – 13x + 2
2
d. 4x – 13x + 2

3. Which of the following statement is true?

2 2 2
a. (3a + 2a – 2) – (a – 3a + 7) = -2a + 5a – 9
2 2 2
b. (3a + 2a – 2) – (a – 3a + 7) = 2a + 5a – 9
2 2 2
c. (3a + 2a – 2) – (a – 3a + 7) = 2a – 5a – 9
d. none of the above

4. The product of 2x + 7 and x + 1 is

2
a. 2x + 9x + 7
2
b. 2x – 9x + 7
2
c. 2x + 9x – 7
2
d. 2x – 9x – 7
2
5. What is the quotient of x + 7x + 6 divided by x + 1?
a. x + 6
2
b. x + 6
c. x – 6
2
d. x – 6

6.What is the product of (x + 3) and (x – 4)?

2
a. x + x + 12
2
b. x – x + 12
2
c. x – x – 12
2
d. x + x – 12

7. If 5 is the number needed to be multiplied by 9 to get 45, what polynomial is needed to

2
be multiplied to x + 3 to get 2x + 3x – 9?
a. 2x + 3
b. 2x – 3
c. 2x – 6
d. 2x + 6

8. If Lea bought (3x + 5) chocolates which cost (2x – 1) pesos each, how much will Lea
pay for it?
2
a. 6x + 13x + 5
2
b. 6x + 7x + 5
2
c. 6x – 13x – 5
2
d. 6x + 7x – 5
Appendix 4. Pretest questionnaire (continued)
2 2
9.The sum of (2x – 3x + 5) + (x + 5x – 7) is
2
a. 3x + 2x – 2
2
b. 3x + 8x – 12
2
c. 3x – 2x + 2
2
d. 3x – 8x + 12
2
10. The quotient of (x + x - 6) ÷ (x + 3) is
a. x + 2
b. x + 3
c. x – 3
d. x – 2

11. Which of the following is NOT true?

2
a. (3x + 6x) ÷ 3x = x + 2
2
b. (x – 6x + 8) ÷ (x – 4) = x – 2
2
c. (z + 6z + 9) ÷ (z + 3) = z + 3
2
d. (6y + 5y + 1) ÷ (2y + 1) = 3y – 1
2 2
12. The difference of 5x + 2x – 1 and x – x + 4 is
2
a. 4x + x + 3
2
b. 4x – 3x + 5
2
c. 4x – x + 3
2
d. 4x + 3x – 5
2 2
13. The sum of 2x – 5x + 2 and 3x + 2x is
2
a. 5x – 3x + 2
2
b. 5x + 3x + 2
2
c. 5x – 3x – 2
2
d. 5x + 3x – 2
2
14. w + 7w + 12 divided by w + 3 is equal to
a. w + 9
b. w – 4
c. w + 4
d. w - 9
2 2
15. What is the difference of (4a + 2a + 14) – (3a +6a + 11)?
2
a. 7a + 8a + 3
2
b. a – 4a + 3
2
c. 7a + 8a + 25
2
d. a + 4a – 3
2
16. What polynomial should be multiplied to z – 3 to get 6z – 20z + 6?
a. 6z – 3
b. 6z – 2
c. 6z + 3
d. 6z 2+ 2 2
17. When (-m – 6m –1) and (4m +12m+10) are added, which of the following is the sum?
2
a. -4m – 6m – 10
2
b. -3m – 6m – 9
2
c. 3m +6m + 9
2
d. 4m + 6m + 10
18. Which of the following statements is true?
2
a. (x + 4x) ÷ (x + 4) = x
2
b. (2x + 5x) ÷ x = 2x + 5
2
c. (x + 6x + 8) ÷ (x + 2) = x + 4
d. all of the above
2 2
19. The polynomial (2y – 3y + 7) when added to (6y – 8y – 9) results
2
a. 8y – 11y – 2
2
b. 8y + 11y + 2
2
c. 8y – 11y + 2
2
d. 8y + 11y – 2

20. Which of the following is true?

2 2 2
a. (3y + 5y – 8) – (7y + 4y – 4) has a difference of 10y + y + 12.
2
b. (z +22)(2z– 3) results 2z + z – 6
c. (2m2 + m – 6) ÷ (m +2 2) has a quotient of 2m 2+ 3
b. (5x + 10x – 2) + (2x – 3x + 1) is equal to 7x + 7x + 1

21. (x – 3) (6x – 2) yields an answer of

2
a. 6x2 – 20x + 6
b. 6x – 20x – 6
2
c. 6x + 11x – 6
2
d. 6x – 11x + 6
2 2
22. If (8x – 4x + 3) is added to (2x – 6x + 8), which of the following is the sum?
2
a. 10x + 10x + 11
2
b. 6x + 11x + 3
2
c. 10x – 10x + 11
2
d. 6x – 11x + 3
2 2
23. When (-3x2 – 4x – 1) is subtracted from (x – 2x + 1), what is the difference?
a. -4x – 2x – 2
2
b. 4x +2x +2
2
c. -4x + 2x + 2
2
d. 4x – 2x – 2
2
24. The quotient of (3x + 13x + 12) ÷ (x + 3) is
a. 3x + 4
b. 3x + 1
c. 3x – 4
d. 3x – 1

25. If (2x + 3) is multiplied by (3x + 1), which of the following is the product?
2
a. 6x + 11x + 3
2
b. 6x – 11x – 3
2
c. 6x + 11x + 6
2
d. 6x – 11x – 6
2
26. Which of the following is the quotient of (3x + 4x + 1) ÷ (x + 1)?
a. 3x + 4
b. 3x + 1
c. 3x – 4
d. 3x – 1
27. What is the product of (3 – x) and (x + 2)?
2
a. –x – x – 6
2
b. –x + x + 6
2
c. x + 3x – 1
2
d. x – 3x – 1
2 2
28. What is the sum of (5x + 3x + 4) and (6x – 5)?
2
a.11x + 3x – 1
2
b.11x – 3x – 1
2
c.11x + 3x + 3
2
d.11x – 3x + 1
2
29. What is the quotient of the polynomial (2x + 7x + 6) when divided to (x + 2)?
a. 2x – 3
b. 2x + 3
c. x – 2
d. x + 2
2
30. Which of the following is the difference of (3x + 4x – 3) – (2x – 3)?
2
a. 3x + 2x – 6
2
b.3x + 2x + 6
2
c. 3x – 2x
2
d. 3x + 2x
Appendix 6. Posttest questionnaire

I. MULTIPLE CHOICES
Direction: Choose the letter of the correct answer. Write your answer on the space
provided.

1.If Lea bought (3x + 5) chocolates which cost (2x – 1) pesos each, how much will Lea
pay for it?
2
a. 6x + 13x + 5
2
b. 6x + 7x + 5
2
c. 6x – 13x – 5
2
d. 6x + 7x – 5
2
2.The quotient of (x + x - 6) ÷ (x + 3) is
a. x + 2
b. x + 3
c. x – 3
d. x – 2
2 2
3. If (8x – 4x + 3) is added to (2x – 6x + 8), which of the following is the sum?
2
a. 10x + 10x + 11
2
b. 6x + 11x + 3
2
c. 10x – 10x + 11
2
d. 6x – 11x + 3
2
4.What polynomial should be multiplied to z – 3 to get 6z – 20z + 6?
a. 6z – 3
b. 6z – 2
c. 6z + 3
d. 6z + 2
2 2
5.The difference of 5x + 2x – 1 and x – x + 4 is
2
a. 4x + x + 3
2
b. 4x – 3x + 5
2
c. 4x – x + 3
2
d. 4x + 3x – 5
2 2
6.What is the sum of x – 5x – 7 and 7x – 4x + 10?
2
a. 8x – 9x + 3
2
b. 8x + 9x – 3
2
c. 8x – 9x – 3
2
d. 8x + 9x + 3

7. What is the product of (3 – x) and (x + 2)?

2
a. –x – x – 6
2
b. –x + x – 6
2
c. x + 3x – 1
2
d. x – 3x – 1

8.Which of the following is NOT true?

2
a. (3x + 6x) ÷ 3x = x + 2
2
b. (x – 6x + 8) ÷ (x – 4) = x – 2
2
c. (z + 6z + 9) ÷ (z + 3) = z + 3
2
d. (6y + 5y + 1) ÷ (2y + 1) = 3y – 1
Appendix 6. Posttest questionnaire (continued)
2
9.What is the quotient of x + 7x + 6 divided by x + 1?
a. x + 6
2
b. x + 6
c. x – 6
2
d. x – 6

10.Which of the following statement is true?

2 2 2
a. (3a + 2a – 2) – (a – 3a + 7) = -2a + 5a – 9
2 2 2
b. (3a + 2a – 2) – (a – 3a + 7) = 2a + 5a – 9
2 2 2
c. (3a + 2a – 2) – (a – 3a + 7) = 2a – 5a – 9
d. none of the above
2
11. Which of the following is the difference of (3x + 4x – 3) – (2x – 3)?
2
a. 3x + 2x – 6
2
b.3x + 2x + 6
2
c. 3x – 2x
2
d. 3x + 2x
2 2 2
12.The polynomial (2y – 3y + 7) when added to (6y – 8y – 9) results 8y – 11y – 2.
2
a. 8y2 – 11y – 2
b. 8y + 11y + 2
2
c. 8y – 11y + 2
2
d. 8y + 11y – 2

13. What is the product of (x + 3) and (x – 4)?

2
a. x + x + 12
2
b. x – x + 12
2
c. x – x – 12
2
d. x + x – 12

14. (x – 3) (6x – 2) yields an answer of

2
a. 6x2 – 20x + 6
b. 6x – 20x – 6
2
c. 6x + 11x – 6
2
d. 6x – 11x + 6
2 2
15.Subtract 5x + 6x – 4 from x – 7x – 2.
2
a. -6x2 – 13x + 2
b. 6x – x – 6
2
c. -4x – 13x + 2
2
d. 4x – 13x + 2
2 2
16. What2 is the sum of (5x + 3x + 4) and (6x – 5)?
a.11x + 3x – 1
2
b.11x – 3x – 1
2
c.11x + 3x + 3
2
d.11x – 3x + 1
2 2
17.The sum of 2x – 5x + 2 and 3x + 2x is
2
a. 5x – 3x + 2
2
b. 5x + 3x + 2
2
c. 5x – 3x – 2
2
d. 5x + 3x – 2
 18. If (2x + 3) is multiplied by (3x + 1), which of the following is the product?
2
a. 6x + 11x + 3
2
b. 6x – 11x – 3
2
c. 6x + 11x + 6
2
d. 6x – 11x – 6
2 2
19. When (-m – 6m –1) and (4m +12m+10) are added, which of the following is the
sum?
2
a. -4m – 6m – 10
2
b. -3m – 6m – 9
2
c. 3m +6m + 9
2
d. 4m + 6m + 10

20.The product of 2x + 7 and x + 1 is

2
a. 2x2 + 9x + 7
b. 2x – 9x + 7
2
c. 2x + 9x – 7
2
d. 2x – 9x – 7
2
21. w + 7w + 12 divided by w + 3 is equal to
a. w + 9
b. w – 4
c. w + 4
d. w – 9
2
22. What is the quotient of the polynomial (2x + 7x + 6) when divided to (x + 2)?
a. 2x – 3
b. 2x + 3
c. x – 2
d. x + 2
2
23. Which of the following is the quotient of (3x + 4x + 1) ÷ (x + 1)?
a. 3x + 4
b. 3x + 1
c. 3x – 4
d. 3x – 1

24. Which of the following is true?

2 2 2
a. (3y + 5y – 8) – (7y + 4y – 4) has a difference of 10y + y + 12.
2
b. (z + 2)(2z– 3) results 2z + z – 6
2
c. (2m2 + m – 6) ÷ (m +2 2) has a quotient of 2m 2+ 3
b. (5x + 10x – 2) + (2x – 3x + 1) is equal to 7x + 7x + 1
2 2
25.Subtract 5x + 6x – 4 from x – 7x – 2.
2
a. -6x – 13x + 2
2
b. 6x – x – 6
2
c. -4x – 13x + 2
2
d. 4x – 13x + 2
 2 2
26. When2 (-3x – 4x – 1) is subtracted from (x – 2x + 1), what is the difference?
a. -4x – 2x – 2
2
b. 4x 2 +2x +2
c. -4x + 2x + 2
2
d. 4x – 2x – 2

27.If 5 is the number needed to be multiplied by 9 to get 45, what polynomial is needed
2
to be multiplied to x + 3 to get 2x + 3x – 9?
a. 2x + 3
b. 2x – 3
c. 2x – 6
d. 2x + 6
2
28. The quotient of (3x + 13x + 12) ÷ (x + 3) is
a. 3x + 4
b. 3x + 1
c. 3x – 4
d. 3x – 1

29.Which of the following statements is true?

2
a. (x + 4x) ÷ (x + 4) = x
2
b. (2x + 5x) ÷ x = 2x + 5
2
c. (x + 6x + 8) ÷ (x + 2) = x + 4
d. all of the above
2 2
30. The sum of (2x – 3x + 5) + (x + 5x – 7) is
2
a. 3x + 2x – 2
2
b. 3x + 8x – 12
2
c. 3x – 2x + 2
2
d. 3x – 8x + 12
Appendix 7. Answer key
Pretest Posttest
Multiple Choice
Multiple Choice

1. a 1. d
2. c 2. b
3. b 3. c
4. a 4. b
5. a 5. d
6. b 6. a
7. b 7. b
8. d 8. d
9. a 9. a
10. b 10. b
11. d 11. d
12. d 12. a
13. a 13. b
14. c 14. a
15. b 15. c
16. b 16. a
17. c 17. a
18. d 18. a
19. a 19. c
20. b 20. a
21. a 21. c
22. c 22. b
23. b 23. b
24. a 24. b
25. a 25. b
26. b 26. b
27. b 27. b
28. a 28. a
29. b 29. d
30. d 30. a