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EFFECTIVENESS OF GEOGEBRA IN LEARNING LINEAR FUNCTIONS

A Research Paper Presented to

The Faculty of the Graduate School and Continuing Education
La Consolacion College – Bacolod
Bacolod City

In Partial Fulfillment
Of the Requirements for the Subject
Educational Research

RINA JANE H. FLORO

CHRISTIAN E. SOLIGAN

June, 2021
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TABLE OF CONTENTS

Page
TITLE PAGE i
TABLE OF CONTENTS ii
LIST OF TABLES iv
LIST OF FIGURES v
ABSTRACT vi
INTRODUCTION 1
Background of the Study 1
Statement of the Problem 3
Hypotheses 3
Theoretical Framework 4
Conceptual Framework 8
Significance of the Study 9
Scope and Limitations 10
Definition of Terms 10
METHODOLOGY 12
Research Design 12
Research Locale 13
Respondents of the Study 13
Sampling Technique 14
Research Instrument 14
Validity and Reliability 15
Data Gathering Procedure 16
Statistical Treatment 17
Ethical Considerations 19
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RESULTS AND DISCUSSION 21

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 29
REFERENCES 32
APPENDICES 36
Appendix A: Letter to the Gate Keeper 36
Appendix B: Letter to the Validators 37
Appendix C: Validation of Test Instrument 40
Appendix D: Summary of Validation 41
Appendix E: Table of Specification 42
Appendix F: Research Instrument 43
Appendix G: Reliability Result 50
Appendix H: Linear Functions 51
Appendix I: Test Results 58
Appendix J: JASP Results 60
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LIST OF TABLES
Table Page

1. Distribution of Respondents 14

2. Learning Competencies in Linear Functions 15

3. Test Item Decision 16

4. Score Range Used in Interpreting the Achievement Scores of the

Students for the 40-item Test 19

5. Achievement Scores of Students Exposed to GeoGebra when Taken

as a Whole 22

6. Achievement Scores of Students Not Exposed to GeoGebra when Taken

as a Whole 23

7. Wilcoxon Signed-Rank Test Results for the Difference in the Achievement

Scores of the Students Exposed to GeoGebra Before and After the

Intervention 23

8. Wilcoxon Signed-Rank Test Results for the Difference in the Achievement

Scores of the Students Not Exposed to GeoGebra Before and After the

Intervention 25

9. Mann-Whitney U Test Results for the Difference in the Achievement

Scores of the Students Exposed to GeoGebra and Not Exposed to GeoGebra 26

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LIST OF FIGURES

Figure

1. Schematic diagram showing the relationship among variables 9

2. Boxplot on the achievement scores of the students under the

experimental group 24

3. Boxplot on the achievement scores of the students under the

control group 25

4. Boxplot on the achievement scores of the students under experimental

group and control group 27
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ABSTRACT

This study aimed to determine the effectiveness of GeoGebra in learning linear functions to the
achievement scores of the students. The study adopted the quantitative research using quasi-
experimental non-equivalent group design. The study was administered through a series of
interventions made by the researchers. Two groups were identified, namely, experimental group
and control group. The experimental group was exposed to GeoGebra while learning linear
functions and the control group was not exposed to GeoGebra while learning linear functions.
Result shows that the achievement scores of the students under the experimental group were very
high, suggesting that their scores significantly increased. Similarly, the achievement scores of the
students under the control group also increases after the given intervention. There was a
significant difference in the scores of the experimental group before and after the intervention.
At the same time, there was also a significant difference in the scores of the control group before
and after the intervention. Overall, there was a significant difference in the achievement scores of
the experimental and control group. It signified that the use of GeoGebra in learning linear
functions was effective. Findings of this research will be valuable for both learners and
mathematics educators by enlightening them the significant role of GeoGebra in teaching and
learning process in mathematics.

Keywords: GeoGebra, Linear Funcitons, Mathematics, Quasi-experimental Research, Non-

equivalent Group Design, Constructivism