The Perception of Selected Eac Stem Students On The Impact of Utilizing Photomath Application To Their Academic Performance

The Perception of Selected EAC STEM Students on the Impact of Utilizing Photomath Application to their Academic Performance
THE PERCEPTION OF SELECTED EAC STEM STUDENTS ON THE IMPACT OF UTILIZING

PHOTOMATH APPLICATION TO THEIR ACADEMIC PERFORMANCE
A Research Presented to the Faculty of
Senior High School
Emilio Aguinaldo College – Cavite
In Partial Fulfillment of the
Requirements for Senior High School 12
AGUSTIN, JAMEEL STEAVIN A.
BULAN, NEIL IVAN B.
DAITAN, GHERO B.
LIM, ZILDJIAN EZRAEL E.
ECHEVARRIA, SHANNIAH MAE M.
LUCION, DANIELLA MAURICE T.
MACARANAS, TRIXIA BELLE J.
TANION, KEZIAH BEZALEEL R.
MAY 2022
APPROVAL SHEET
This thesis hereto entitled:57

Prepared and submitted by JAMEEL STEAVIN A. AGUSTIN, NEIL IVAN B. BULAN, GHERO B.
DAITAN, ZILDJIAN EZRAEL E. LIM, SHANNIAH MAE M. ECHEVARRIA, DANIELLA MAURICE T.
LUCION, TRIXIA BELLE J. MACARANAS, and KEZIAH BEZALEEL R. TANION and has been
reviewed and recommended as partial fulfillment of the requirements for Senior High School Grade 11.
Accepted and approved by the Panel of Examiners following a successful Oral Defense on 10 of June
2022 with a grade of ________.
MS. APRIL ROSE D. ANTONIO, LPT

Research Teacher
MR. MARK JORELL D. CONDE, LPT MS. GELLE-ANN P. ADAN, LPT

Name of Panel Member Name of Panel Member
MR. ERNESTO U. GUILLERMO, JR., LPT, MST

Principal, Senior High School
CERTIFICATE OF ORIGINALITY
We hereby certify that the thesis entitled:

is our work and that, to the best of our knowledge and belief, contains no material previously published or
written by another person nor material to which to a substantial extent has been accepted for award of
any other degree or diploma of a university or other institution of higher learning except where due
acknowledgement made is made in the text.
We also declare that the intellectual content of this thesis is the product of our work even though we may
have received assistance from others on style, presentation, and language expression.
JAMEEL STEAVIN A. AGUSTIN NEIL IVAN B. BULAN

Researcher Researcher
GHERO B.DAITAN ZILDJIAN EZRAEL E. LIM

SHANNIAH MAE M. ECHEVARRIA DANIELLA MAURICE T. LUCION

TRIXIA BELLE J. MACARANAS KEZIAH BEZALEEL R. TANION

ACKNOWLEDGEMENT
With the great support of a lot of people, this research project becomes a reality. As a result, the
researchers are taking advantage of this opportunity to express their profound gratitude to everyone who
assisted them in the preparation and completion of this scientific research, particularly the following:
First of all, To Almighty God for giving them the strength and wisdom they need to overcome the
difficulties they are facing in the rough road they were headed at.
To the learning facilitator of Practical Research, Ms. April Rose D. Antonio, for giving answers to their
clarifications or questions and by being one of the validators for the research questionnaire also for
guiding the researchers on what to do and how to do most of the tasks and research that was provided to
them.
To one of the validators, Mr. Richard Adrian Kenn D. Pargan, for giving the researchers his time to
validate the given research and to also make the researchers know if the research they conducted is
fruitful or not.
To the research interviewees for giving the proper response and taking their time out to give their
answers on the researchers questions and also by providing their own experiences about the research.
To the respondents of the research, who calmly, attentively, and honestly answered the researchers'
survey questions, allowing the researchers to collect the data and information needed to conduct this
research, They are grateful for your cooperation and efforts
Lastly, to the researcher and participant's parents, Thank you for your continued support, patience, and
encouragement while they carry out their research.

Agustin,Jameel Steavin A., Bulan,Neil Ivan B., Daitan,Ghero B., Lim, Zildjian Ezrael E., Echevarria,
Shanniah Mae M., Lucion, Daniella Maurice T., Macaranas,Trixia Belle J., and Tanion, Keziah Bezaleel R.
| Ms. April Rose D. Antonio
Emilio Aguinaldo College – Cavite Senior High School
City of Dasmarinas, Cavite
ABSTRACT
Photomath has become a commonplace digital math application that students use to complete their math
assignments. But whether its use should be considered as academic dishonesty or not is debatable. This
study investigated how and why students use Photomath. The related literature used in this study all
agrees that Photomath has the potential to help students learn and improve the teaching methods of
educators. Through a phenomenological approach and semi-structured individual interviews, three grade
11 STEM students from Emilio Aguinaldo College - Cavite were asked if they think the use of Photomath
is cheating and their reasons for using it. Three themes were developed from the three participants:
Leniency, Morality, and Confidence. Students do not think that the use of Photomath is inherently
cheating, however, they believe there are situations and reasons that make its use dishonest.
Keywords: Photomath, digital math application, math, academic dishonesty, cheating

TABLE OF CONTENTS
Introduction
Background of the Study ………………………………………………………1
Statement of the Problem ……………………………………………………...1
Assumption/Hypothesis of the study…………………………………………..2
Significance of the Study ……………………………………………………….2
Definition of terms ……………………………………………………………….2
Scope and Delimitation …………………………………………………………3
Review of Related Literatures and Studies …………………………………..3
Theoretical Framework …………………………………………………………5
Synthesis ………………………………………………………………………...5
Methodology
Research Method and Design …………………………………………………6
Sampling Technique …………………………………………………………….6
Research Instrument ……………………………………………………………6
Data Gathering Procedure ……………………………………………………..7
Data Analysis ……………………………………………………………………7
Results and Discussions
Results of Data …………………………………………………………………8
Discussion ……………………………………………………………………..14
Conclusions ……………………………………………………………………15
Recommendations …………………………………………………………….15
References………………………………………………………………………………16
Appendices
Appendix A: Written Letters
Informed Consent Forms

Appendix B: Research Instruments
Instrument Validation
Criteria of Participants
Appendix C: Raw Data
Transcription of Data
Observation and Notetaking
Symbolism
Appendix D: Curriculum Vitae


INTRODUCTION
BACKGROUND OF THE STUDY
Due to the surge in technology, students now have more access to applications and websites that
will aid them in completing their assignments. However, its use in math assignments has blurred the
definition of academic dishonesty, making it a subject for debate. To determine if the use of Photomath is
considered cheating, it is critical to know how students view the use of these applications and identify
when and how they use them.
In 2015, Hamadneh and Al-Masaeed conducted a study focusing on the teachers’ perspective.
They found out that educators with a higher degree are more inclined or allow the use of Photomath in
answering math assignments. They concluded that educators can use Photomath to teach math lessons
better. With this, we can deduce that Photomath has the potential to improve the teaching methods and
should not be regarded as academic dishonesty. However, to support this claim, we need to investigate
the perspective of students regarding the use of Photomath.
Ronna Williams (2020) concluded that students use applications like Photomath to complete their
math assignments. This study is vital for our research as it focuses on students' perspectives. They found
different reasons such as checking answers, learning by example, and answering questions. They
investigated the definition of academic dishonesty to students but were unable to determine the impacts
of applications like Photomath. They explicitly said that a younger population might provide a different
result and so encouraged continuing the research with a larger and different population.
Both studies are significant in this research as it has already started investigating academic
dishonesty and the use of Photomath. This study aims to discover the impacts of Photomath on students’
academic performance and investigate whether students view its use as cheating or academic
dishonesty. The researchers believe that Photomath can be used to improve the quality of teaching and
learning in mathematics, however, to support this, the views of EAC-C students must be identified.
STATEMENT OF THE PROBLEM/ OBJECTIVE OF THE STUDY
This study aims to establish and present a solution to the research gap, which is The Perception of
Selected Grade 11 Emilio Aguinaldo College-Cavite STEM Students on the Impact of Utilizing Photomath
Application to their Academic Performance.
General Questions
1. How do the participants perceive the use of photomath in solving questions related to math
courses?
2. What are the reasons why participants are using photomath?
3. What are the impacts of using Photomath to the participants’ academic performance?
Specific Questions
1.1 Why do senior highschool STEM students justify the use of the internet and digital
applications in completing their math assignments and tests?
1.2 What are the advantages and disadvantages of using photomath?
2.1 When and how do students use applications like Photomath?
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2.2 What are the factors influencing STEM students' attitudes toward Photomath Application in
solving mathematical problems using mobile cameras?
3.1 What is the academic performance profile of the students in the specialized subject of senior
high school mathematics taught in the classroom:
a. General Mathematics
b. Statistics and Probability
c. Pre Calculus
d. Basic Calculus
3.2 Why do you think Photomath helps you?
HYPOTHESES/ ASSUMPTIONS OF THE STUDY
Assumption 1: The researchers assume that the students perceive Photomath as an educational tool
when solving mathematical problems instead of a way to cheat.
Assumption 2: The researchers assume that students are using Photomath for the sole purpose of
learning the steps on how to solve a certain mathematical problem in which they will then learn to solve
themselves.
Assumption 3: The researchers assume that Photomath increases the grades of students that are using it
since Photomath states the correct process and answers for a particular mathematical problem.
SIGNIFICANCE OF THE STUDY
This study hopes to establish necessary information on how Photomath has effects among the students
of Emilio Aguinaldo College.
● Senior High School Students. This study aims to show the effects of using Photomath on
students' academic performance. It aims to assist students to effectively utilize Photomath to
achieve better academic performance and increased learning motivation.
● Senior High School Teachers. This study aims to provide teachers information to improve their
teaching methods and the integration of learning applications such as Photomath to their lessons.
● Emilio Aguinaldo College Community. This study aims to show the EAC community how using
certain apps like stated could affect a student's academics. The information they could receive
can also be proven beneficial since they could be able to give information to others that haven't
heard of our research.
● Future researchers. The principles described might be utilized as a springboard for new
research or to confirm the validity of previous discoveries of a similar nature. This research would
also operate as a cross-reference for them. Giving a proper understanding on how to effectively
utilize Photomath.
DEFINITION OF TERMS
● Academic Dishonesty - refers to committing or contributing to dishonest acts by those engaged

in teaching, learning, research, and related academic activities, and it applies not just to students,
but to everyone in the academic environment (Cizek, 2003; Whitley, Jr. & Keith-Spiegel, 2002)
● Academic Performance - the measurement of student achievement across various academic
subjects. (Ballotpedia, n.d.)
● Photomath - a mobile application that can recognize, solve, and show a step-by-step solution to
a mathematical problem using the mobile camera. (What is Photomath?, n.d.)
● Perspective - a mental view or prospect. (Merriam-Webster, n.d.)
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SCOPE AND LIMITATION
This study will focus on the perception of EAC-C STEM students on the impact of using
Photomath application to their academic performance. The selected female and male STEM students in
Emilio Aguinaldo College-Cavite will be the participants of the research. They were chosen to give their
perspective and to provide their own experiences in using the Photomath application. The limit of the
scope of the participants was decided to prevent other schools from participating because there are a lot
of students and to prevent getting the same answers and to make sure that the outcome will not be
influenced by any biased answers.
This research focused on the use of Photomath application in solving mathematical equations
and its impact on the selected STEM students academic performance. Another limitation of this research
was the mode that is used to interview the participants of the research wherein researchers used
messenger, google meet, or zoom to interview and give the participants the questionnaires. In that way
we can avoid physical contacts with the participants and to observe the protocols.
REVIEW/ SURVEY OF RELATED LITERATURE
This chapter provides an overview of previous research on utilizing Photomath application of students to
their academic performance. This will provide the researchers with a better understanding and a wider
perspective on this study. The researchers will look through a number of related literature and articles to
see what factors and variables were considered by other researchers while conducting their own
investigations.
1. Influence on Academic Achievement
According to Zakariashvili, M. (2021) as they interviewed some participants by using a survey,

students demonstrated in their interviews that they are comfortable using the Photomath mobile app and
that the user interface is simple to grasp. Most importantly, the app guided students through the exercise
process step by step and offered detailed feedback on several approaches to solving arithmetic problems.
They could re-scan, edit with both a standard and mathematical keyboard, delete the object at any
moment, and adjust how the computer dealt with mathematical issues. As can be seen, this technique
makes it simpler for pupils to solve and grasp mathematical problems, which is essential for successful
mathematics instruction. They can complete their assignment independently in the following lesson.
Photomath software becomes a frequent friend for them. Their importance in daily life is growing to the
point that practically every current technology is heading in this direction.
2. Photomath and Its Potential to Improve Teaching in Mathematics
As the world continues to revolve, so do technological advancements. There have been several
developments, including the ability for students and teachers to utilize cellphones to solve mathematical
equations. There hasn't been much research done on our issue, but past studies show that utilizing this
mobile app is advantageous to them since it solves their math difficulties, not just for students but also for
teachers. According to the research in Hamadneh and Al-Masaeed, those in charge of establishing
mathematical curricula teach Photomath application from elementary to secondary school.
Iyad M. Hamadneh & Aslan Al - Masaeed (2015), performed a study to determine mathematics
teachers' views regarding utilizing a mobile camera to solve mathematical problems; it also aimed to
identify significant differences in their attitude depending on their stage of teaching, qualifications, and
teaching experience. They also suggested that mathematics education practices should adapt to
changing needs and move away from old thinking. Furthermore, as they cite, the finding is consistent with
Charp’s (2000) findings, which showed that technology aided teachers in broadening their teaching
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techniques, increasing their professional growth and understanding of their specialty, and assisting them
in finding management solutions in their class. Ibanez et al. (2021)
3. Academic Dishonesty
Basic Math, Pre-Algebra, Geometry, Calculus, Statistics, Trigonometry, Pre-Calculus, and

Algebra were all covered in the Photomath application. This program does more than simply solve a
problem; it also teaches how to solve it. It provides a step-by-step explanation that leads you from the
original equation to the answer. Even still, pupils will be attracted to use the app for quick and simple
solutions to problems, as there will be limited opportunity for in-depth study.
Based on a study by Williams (2020), students who use applications similar to Photomath are
unaware that what they are doing might be considered plagiarism. Most of their participants share a basic
lack of expertise in the topic, thus they employ such applications to boost confidence. As a result, when
students receive positive reinforcement after using these mathematical applications, they are more likely
to apply them again without questioning whether or not it is ethically correct. Many of their participants
believe that apps like Photomath may be used both correctly and inappropriately. However, such an idea
is not unique; the true problem is ensuring that students understand how to use the application correctly.
In her research of academic dishonesty, especially plagiarism, Williams (2020) noted that students can
commit plagiarism by completing math tasks using tools and applications accessible on the Internet and
smart devices.These programs give solutions that students can duplicate and submit as their own work
without attribution to the original author Harkins & Kubik (2010).
REVIEW OF RELATED STUDIES
Local: The Effects of Mobile Application in Teaching High School Mathematics
This study of Etcuban & Pantinople (2018) concluded that the effect of mobile application in
teaching mathematics on high school is somehow helpful. The study shows that the use of mobile
applications in teaching mathematics to students helps in enhancing their achievements and study.
Furthermore, the survey revealed that students had poor levels of performance in Mathematics. And that
other learners performed well on rote learning but badly on comprehension and problem-solving topics.
The usage of mobile applications in the classroom benefits all students in public and private high schools.
This might potentially be utilized as a teaching tool to improve the teaching and learning experience for all
types of students while teaching linear equations.
Foreign: A Preliminary Investigation on the Application of Photomath for Lower Secondary

Education
This study of Saundarajan et al. (2020) concluded that the Photomath application has a good or
positive impact on learning algebraic equations. They noticed that after utilizing Photomath for the
post-test, all of the kids' scores improved. According to the pre-test and post-test results, there is an
increase in mean scores from 8.5 to 9.5. It also revealed that practically all of the participants are
relatively open to the usage of Photomath applications in learning in terms of belief and willingness. This
study also suggests that the Photomath application motivates students to study in the twenty-first century
and that it is recommended for students to include Photomath into their classroom learning.
4
THEORETICAL FRAMEWORK
Neutralization Theory
Maruna and Copes (2005) defined Neutralizations as justifications and excuses for deviant
behaviors. Sykes and Martza (1957) proposed five major neutralization techniques: denial of
responsibility, denial of injury, denial of victim, condemnation of condemners, and appeal to higher
loyalties. These justifications and verbalizations allow a person to minimize the conflict between their
behavior and prevailing rules and norms.
When applied in an academic setting, this theory defines neutralizing behavior of students
regarding cheating or academic dishonesty. Understanding how, when, and why students use Photomath
is important to differentiate neutralizing behaviors to acceptable reasons. By doing so, we can identify
whether utilizing Photomath is an act of academic dishonesty or not and if it should be used in teaching
mathematics.
SYNTHESIS OF INTRODUCTION
Students now have greater access to applications and websites that will help them complete their
homework. The use of such applications in math assignments has muddied the definition of academic
dishonesty, making it a point of contention.They came to the conclusion that educators can use
Photomath to improve the teaching of mathematical lessons.This study is critical for our research
because it focuses on student perspectives.The purpose of this research is to discover the effects of
Photomath on students' academic performance and to determine whether students regard its use as
cheating or academic dishonesty. Photomath states the correct technique, which improves the grades of
learners who use it by figuring out how to solve a certain mathematical problem and instead of being used
as a means of cheating, it is used as an instructional technique while solving mathematical problems.
Senior High School Students' goal is to help students use Photomath more effectively in order to improve
academic performance and learning motivation. Senior High School Teachers are encouraged to improve
their teaching methods and incorporate learning applications. To demonstrate to the EAC community how
certain apps, such as those mentioned, might impair a student's academic performance. The knowledge
they may receive could also be valuable since they may be able to pass it on to others who are unaware
of our research. To the future researchers, this research would also serve as a cross-reference. Providing
a thorough understanding of how to use Photomath successfully. Academic Dishonesty refers to
committing or contributing to dishonest acts. Academic Performance is the measurement of student
achievement. Photomath is a mobile application that uses the camera to recognize, solve, and display a
step-by-step solution to a mathematical problem. Perspective is a mental view or prospect. The
researchers study aims to establish and present a solution to the research gap which is our research title.
The researchers scope is to focus on the perception of EAC STEM students on the impact of using
photomath application to their academic performance. The limit of scope is that the participants decided
to prevent other schools from participating since the researchers might get overwhelmed with participants
and it also increases the chances of getting unbiased answers. The articles that researchers chose
provides an overview on how the previous research of Utilizing Photomath Application will provide a
better and wider understanding of the topic. The researchers were also able to investigate much more
thoroughly about the decided topic and therefore, can understand the factors and variables that either
supports or hinders it.The researchers also found out that the study of Etcuban and Pantinople (2018)
concluded that mobile applications such as Photomath have a somewhat helpful effect on students. The
study of Saundarajan et al. (2020) also proves that Photomath has a good effect or positive impact on
learning various algebraic equations. The neutralization theory that Maruna and Copes (2005) stated
defines neutralization as justification and excuses for deviant behaviors. When applied in an the theory
defines neutralization as a behavior of students regarding cheating or academic dishonesty.
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METHODOLOGY
This chapter discusses the numerous approaches used in acquiring and evaluating data that are relevant
to the study.
RESEARCH METHOD AND DESIGN
This study is about The Perception of Selected Grade 11 Emilio Aguinaldo College-Cavite STEM
Students on the Impact of Utilizing Photomath Application to their Academic Performance. This study
aims to establish necessary information on how Photomath affects the students of Emilio Aguinaldo
College-Cavite. The researchers distinguish the research as Qualitative Research because it is a process
of naturalistic inquiry that seeks an in-depth understanding of social phenomena within their natural
setting (Bhandari, 2022). This research focuses more on the “why” rather than the “what” therefore
establishing it to be Qualitative. The research design is phenomenological since the researchers want to
know the personal experience of EAC-C students when it comes to using the Photomath application. This
will also give the researchers a more in depth description on how Photomath is being used in a student’s
day to day life. This research aims to be able to understand the ups and down of using Photomath and
how it affects a student either positively or negatively. Through the use of the design the researchers will
be able to get the most detailed data that they can use in order to answer the lingering questions that
researchers have with the study.
SAMPLING TECHNIQUE
A purposive sample is a non-probability sample that is selected based on the characteristics of a

population and the objective of the study. Purposive sampling is different from convenience sampling and
is also known as judgmental, selective, or subjective sampling (Crossman, 2020). It is commonly used in
qualitative research to identify and choose information-rich instances related to the topic of interest. In
that case, the researchers conducted a study with participants from grade 11 students of Emilio Aguinaldo
College-Cavite who are enrolled in the Science, Technology, Engineering, and Mathematics strand.
Selecting participants who must be between the ages of 16 and 18 who use Photomath applications for
their academic performance. To acknowledge this study, the researchers will seek a sample size of three
participants.
RESEARCH INSTRUMENT
The researchers used semi-structured individual interviews to gather the needed data and
information for The Perception of Selected Grade 11 Emilio Aguinaldo College-Cavite STEM Students on
the Impact of Utilizing Photomath Application to their Academic Performance. The specific questions that
the researchers asked on the interview will help and give them insight about how the Photomath affects
the selected students based on the answers that will be gathered. The researchers provided an Informed
Consent Form (ICF) for the participants that contains the explanations about the process and the details
that will happen to the interview that will be done and to make sure that they are willing to share their
experiences and answer the questions that will be asked by the researchers. All of the data, information,
and details that will be gathered will remain private and kept anonymously. The interview was done online
through messenger, google meet, or zoom. The validation of the study was done by Mr. Richard Adrian
Kenn D. Pargan, LPT, who checked if the words and terms that are used in the questionnaire are
acceptable and appropriate for the study.
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DATA GATHERING PROCEDURE
Many studies of academic dishonesty used a quantitative approach, asking questions such as if
the participant has ever committed acts of academic dishonesty, how often they do it, and other similar
questions. However, most of the studies were not able to define students’ perception of the use of
Photomath in completing mathematical assignments, nor did they identify if it should be considered as
academic dishonesty. In this study, the researchers identified the reasons why students use Photomath
for math assignments, if they think of it as a dishonest act, and identify if their reasons are neutralizing
behavior. The researchers collected the data by using the following procedure:
First, the researchers will gain approval and verification for the research questions. Second, they will
distribute the Informed Consent Form (ICF) to the chosen participants and after that they will create a
schedule for the individual interviews. After doing so they will record each of the interviews conducted on
the participants using Zoom. Lastly, the researchers will analyze the collected data.
Once the questions for the data collection were approved by the teacher and verified by an
expert, the researchers distributed the informed consent form to the participants. This is to ensure that
they were willing to participate in the study and impart information. The researchers must find participants
who are Grade 11 STEM students studying at Emilio Aguinaldo College-Cavite. All the information
gathered in the interview and form was to remain confidential.
The researchers must schedule the interview of all the participants and inform them in advance.
All interviews were conducted and recorded using the Zoom meeting. After the interviews, the
researchers must check the interview answers and e-mail the participants of their transcript to clarify or
verify the information that they have given. Failure to respond means they have approved the transcript.
DATA ANALYSIS
Data analysis is the act of gathering or recreating data in a meaningful, cohesive, and thorough
manner. Depending on the goal of the study, there are several methods and strategies for doing analysis.
In the data analysis technique, we are assessing the participants' responses regarding the impact of
utilizing Photomath application on their academic performances. In order to appropriately identify,
evaluate, and understand the participants' views and information, the researchers used thematic analysis
to decrypt their data. Thematic analysis is a type of qualitative data analysis that is widely used to
characterize a set of texts, such as interview transcripts. The researchers reviewed the transcripts to
ensure accuracy and to fill in any gaps. Following that, each interview transcript was thoroughly reviewed,
with an emphasis on identifying themes and identifying frequently repeated phrases and ideas. This
analytical approach will definitely be used by researchers to study data in order to identify certain patterns
and turn raw data into usable knowledge.
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RESULTS AND DISCUSSION
RESULT OF DATA
This section explains the themes, statements, and sources of the phenomenon.
Table 1. Participant No. 1: Reader
LENIENCE IN- VIVO STATEMENTS SOURCES
“nakatutulong kasi yung

photomath para madouble
check yung sagot. So… minsan
kasi di accurate yung solu.. uh
ASSURANCE pinaka solution pero Pg.2, Lines 30-33
nakatutulong siya kahit papaano
sa ibang question kahit ‘di
minsan nasasagot nung
photomath.”
“For me hindi. Kung ah sa ano

lang naman siya, assignments,
hindi sa exam mismo, hindi siya
considered cheating atsaka
SITUATIONAL Pg. 2, Lines 36-38
kung idodouble check mo lang
din naman yung sagot mo tsaka
may sarili kang solution or..
sariling sagot.. yon.”
MORALITY IN- VIVO STATEMENTS SOURCES
“I guess ano, ginagamit nila ang

photomath kasi minsan ayaw na
nila mag effort or yun nga…
NEGLIGENCE kinatatamaran na rin nilang Pg. 3, Lines 58-60
magsagot, kasi minsan mahirap
talagang magsagot ng mga….
stats or basic calculus.”
“Siguro yung mga situation na

hindi nagamit ng students yung
photomath is every…. *thinking*
exam siguro kasi doon.. uhmm..
FAIRNESS mahirap tsaka.. ano yun.. on the Pg. 4-5, Lines 76-79
spot yung exam kaya hindi rin
pwedeng laging gumamit ng
photomath, pero yung calculator
siguro pwede pa.”
CONFIDENCE IN- VIVO STATEMENTS SOURCES
INDEPENDENCE “I guess wala naman na kasi… Pg.5, Line 115-119

simula pa noon may confusion
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talaga ako sa pagsasagot ng

sarili ko,... so, ginagamit ko lang
din yung photomath for
assurance sa sagot. So minsan
iniisip ko rin yon na kap… paano
pag nag f to f na, kung paano
na, bawal na yung gadgets, yon.
Minsan naiisip ko na baka hindi
rin magbago kasi.. ganon yung
ginagawa ko e,.. naggagawa
ako lagi.”
The summary table shown above was the interview of participant 1 a.k.a Reader. There are three themes
used in the table which are Lenience, Morality, and Confidence.
The first theme is Lenience in which the personalities of the participant were expressed as a person who
is very permissive. Under this theme, there are two sub themes, Assurance and Situational. The
participant becomes lenient and allows the use of Photomath under certain conditions. The participant
allows the use of Photomath as it assures them that their answer is correct, thus the participant becomes
lenient and does not consider the use of Photomath as academic dishonesty. However, the participant
only allows such assurance during certain situations. When in an exam, the participant condemns the use
of Photomath and considers it as cheating, but not in assignments.
The second theme is Morality. This is where the participant distinguishes whether the use of Photomath
in a given context is right or wrong. This defines the justification of students in using Photomath. The
participant agreed that there are right and wrong reasons to use Photomath. Under this theme, there are
two sub themes, Negligence and Fairness. The participant claimed that negligent behavior might be a
reason as to why grade 11 students use Photomath. Their vices might affect their decision-making,
resulting in the use of Photomath during exams. In addition, the participant emphasized that Photomath
can be used correctly or incorrectly depending on the situation. The use of Photomath during exams
seemed unfair for the participant and that is why it must be used in moderation.
The last theme is Confidence. This shows how Photomath affects the participant. “Double checking” is a
term often used by the participant, and this theme determines how much trust the participant has for their
mathematical skills. Under this, there is one subtheme, Independence. The participant claimed that
Photomath boosts their confidence, however, they also feel anxious when they feel like they are relying
too much on Photomath.
Symbolism
FIGURE 1. Symbolism for Participant No. 1 (E***** E*** A**) Book
9
“For me, wala namang mali sa paggamit nung applications like uhh… photomath
basta may limitation lang na…kumbaga hindi laging gagamitin at tsaka hindi rin lagi
mag rerely. Kasi minsan kapag ka dun ka lagi nag rely, hindi ka na rin natuto sa
uhm… like stats or basic calculus, hindi ka na rin natuto, hindi mo na rin kaylangan
makinig sa lessons… parang ganun yung mangyayari dun. So uhm… hindi pa rin
siya academic cheating basta hindi lang laging gagamitin tsaka mag rerely sa
photomath.”
The researchers describe the participant as a book. Similar to a book, the participant has many things to
say, and does so in a smart and ordered manner. At first, they may seem rigid but eventually become
more open and elaborates their points further. It is very noticeable that the speaker already has thoughts
on the matter. Like a book, the participant is straightforward, so it was not hard to extract the information
out of them.
Table 2. Participant No. 2: Lilac
LENIENCE IN- VIVO STATEMENTS SOURCE
Uhm I perceived it as a like a

guide or like a guide for me
when I’m kinda lost with
a—with an equation. Ginagamit
GUIDANCE Pg. 2, Lines 26-28
ko—gagamitin ko siya if—pag
nalilito ako sa ano o kaya
need ko na talagang sagutan
and I had no clue.
Uhm I guess kaya nila

sinasabing hindi cheating yon
[inaudible] tapos jinajustify nila is
kasi… it’s much—it’s much
easier to copy some
CONVENIENCE assignments than do it yourself. Pg. 2-3, Lines 45-47
It saves your time and parang
di—jinajustify nila na para di
daw sila ma-stress. Yon, yeah.
MORALITY IN- VIVO STATEMENTS SOURCE
I know how to answer kaso

nahihirapan ako tapos there’s no
time. So I had to use Photomath
Pg.4 Lines 93-95
DESPERATION for para mak—para hindi ako
malate sa pagpasahan
I think yung mga gumagamit ng

Photomath is sana *smiles*
FAIRNESS
gamitin lang nila sa assignments Pg. 6, Lines 148-152
and stuffs. Wag—wag
si—wag—wag nila—wag silang
10
magcheat sa mga quizzes and

exams since ito yung mga
quizzes and exams—eto
dito nila malalaman talaga
kung—dito nila malalaman kung
may natutunan sila sa
lesson na yun or wala.
CONFIDENCE IN- VIVO STATEMENTS SOURCE
I just follow it para malaman ko

kung paano nila na-construct
SELF-DISCIPLINE yung—paano nila nasagutan. Pg.6, Lines 138-140
Then I would try it on my own
kapag mali yung ginawa ko
The summary table shown above was the interview of participant 2 a.k.a Lilac. There are three themes
is very permissive. Under this theme, there are two sub themes, there are Guidance and Convenience.
The participant becomes lenient with the use of Photomath as it benefits them by serving as a guide.
Similar to participant 1, the use of Photomath gives them assurance, but also teaches them how to solve
mathematical problems. The participant believes that students use Photomath simply because it is
convenient. This shows that students’ lenience in the use of Photomath depends on how convenient it is.
in a given context is right or wrong. This defines the justification of students in using Photomath. Under
this theme, there are two sub themes, Desperation and Fairness. The participant admitted that they
have used Photomath to complete math assignments to meet the deadline. Despite this, a common
occurring subtheme in all of the participants Morality is the principle of fairness. The participant believes
that students must not use Photomath during examinations.
The last theme is Confidence. This shows how Photomath affects the participant. Confidence is the
amount of trust the participant has for theirself. Under this, there is one subtheme, Self-discipline. The
participant is often unsure of their answers in math assignments that is why they use Photomath.
However, the participant tries to understand the lesson by studying the solutions in Photomath.
Symbolism
FIGURE 2. Symbolism for Participant No. 4 (E**** M*****) Lilac
11
“I consider it na hindi siya cheating since parang

ginagamit mo lang yung Photomath para—para malaman mo kung ano yung sagot para
matutuhan mo kasi kung *smiles* kasi ka—diba masasagutan ng Photomath tapos
makikita mo kung paano ginawa ganon. Parang malalaman mo din kung ano yung sagot
then magkaka-idea ka kung paano para sa future equations and stuffs.”
Because lilacs have one of the earliest bloom times, they symbolize spring and renewal. Lilacs also
symbolize confidence. Lilac is how I perfectly symbolize participant number two because the participant
responds promptly, confidently, and completely to the questions, and throughout the interview. The
participant remained composed and personable, and sometimes the participant sways with mighty winds
but no matter how windy it is the participant is able to hold on.
Table 3. Participant No. 3: Owl
LENIENCE IN- VIVO STATEMENTS SOURCE
“I think it's ok to use online

applications like photomath for
completing their math
assignments or worksheets kasi
SYMPATHETIC Pg. 1-2, Lines 18-20
ahh not everyone is like mabilis
mag understand ahh ng mga
lessons specially pag slow learner
siya”
“...since I'm always unsure to my

answers in the activities that is
ASSURANCE given to me I use photomath to Pg. 2, Lines 33-35
double check my answers just to
be sure before passing it.”
MORALITY IN- VIVO STATEMENTS SOURCE
“...when doing tests kasi it will be

considered as cheating and that's
a major offense pero yun nga I
think it's ok when you’re double
FAIRNESS Pg.2, Lines 23-25
checking your answers for ahmm
worksheets or assignments or
kaya pag inaaral mo yung isang
lesson.”
“I think the factors influencing

students attitude towards
photomath application like like sa
student like me is sometimes kasi
I get lazy na makinig sa pag
INDOLENCE nagtuturo yung teacher namin
Pg.3, Lines 54-57
especially pag super unmotivated
ko ahh tapos di ko nagegets yung
turo ng teacher namin”
12
CONFIDENCE IN- VIVO STATEMENTS SOURCE
‘’I think Photomath helps me a lot

kasi all the time ahh not all the
time ahh meron nga akong
motivation to listen to my classes
and unlike other applications na
parang calculator photomath is
like for me photomath is like the
AFFIRMATION best application kasi ahh Pg.4, Line 74-79
nagbibigay siya ng specific steps
kung paano isosolve yung isang
math problem and base on my
experience photomath pa lang
yung may parang ganong feature
yung nagbibigay siya agad ng like
ahmm specific steps.’’
The summary table shown above was the interview of participant 3 a.k.a Owl. There are three themes
is very permissive. Under this theme, there are two sub themes, there are Sympathetic and Assurance.
The participant is lenient with the use of Photomath as they believe there are students who require more
time and assistance to learn. Similar to Participant 2, they believe that Photomath can be used to teach
and learn how to solve mathematical problems. The participants also allow the use of Photomath for the
purpose of assurance.
in a given context is right or wrong. This defines the justification of students in using Photomath. Under
this theme, there are two sub themes, Fairness and Indolence. All of the participants believe that there
are situations where Photomath should not be used, like in exams. The use of the application must be fair
and in accordance with the rules of the situation. The participant believes that students’ lack of motivation
might also be a reason as to why students use Photomath.
The last theme is Confidence. This shows how Photomath affects the participant. Confidence is the
amount of trust the participant has for theirself. Under this, there is one subtheme, Affirmation. The
participant wants to make sure that their answer is correct.
Symbolism
FIGURE 3. Symbolism for participant No. 3 ( E***** A******** A*****) Owl
13
“Yes I think it is trustable kasi re I just recently use the photomath application and yun nga as I said yun
palang yung may ganong yung may ganong feature which is nagbibigay ng step to step and I think it’s
nice and very convenient for students who ano who likes to err double check their answers.”
The researchers symbolized the third participant as an owl because she has independent thinking and
observant thinking, as symbolized by the owl. The participant was very calm when answering the
questions. The speaker is very good because she knows that she will answer the question immediately
and she also shares her experience about the topic. She has the wisdom and knowledge to answer
questions.
DISCUSSION
Table 4. Superordinate Theme
THEMES PARTICIPANT 1 PARTICIPANT 2 PARTICIPANT 3
Pg.1-2, Lines 18-20

LENIENCE Pg.2, Lines 30-33 Pg. 2, Lines 26-28
Pg.2, Lines 33-35
Pg. 2, Lines 36-38 Pg. 2-3, Lines 45-47
Pg. 3, Lines 58-60 Pg.4 Lines 93-95 Pg.2, Lines 23-25
MORALITY
Pg. 4-5, Lines 76-79 Pg. 6, Lines 148-152 Pg.3, Lines 54-57
Pg.4 Lines 93-95

CONFIDENCE Pg.6, Lines 138-140 Pg.4, Lines 74-79
Pg.5, Lines 115-119
This table showed the three superordinate themes that answer the general research questions such as
Lenience, Morality, and Confidence. As mentioned in the general research question no. 1 What are the
modalities concerning the preference of the in-house, How do the participants perceive the use of
photomath in solving questions related to math courses? The participants all agreed that the use of
Photomath can or cannot be considered as academic dishonesty depending on the situation, which
suggests the superordinate theme of LENIENCY. Leniency hypothesis states that students give higher
evaluations to instructors who grade more leniently (Gump, 2007). In a similar way, students who are
more lenient with the use of Photomath are more likely to use it, as it benefits them and gives them
assurance.
The researcher got a superordinate theme of MORALITY to answer the question no. 2, What are the
reasons why participants are using Photomath? The Six Pillars of Character states the ethical values
which are trustworthiness, respect, responsibility, fairness, caring, and citizenship (Character Counts,
2022). Fairness means playing by the rules and following those rules. It is concerned with processes and
consequences that are morally right. (Josephson Institute of Ethics). The participants all believe that there
are right and wrong reasons to use photomath.
And as for the general research question no.3, What are the impacts of using Photomath to the
participants’ academic performance? Based on the answers of the participants, the word
CONFIDENCE is the best word to describe their answers. (Komarraju and Nadler, 2013) states that
students who believe they can succeed in school are more likely to succeed. They also established that
students with high levels of intellectual self-confidence performed better in school. Furthermore, students
with high academic self-confidence embraced challenges and showed a willingness to learn, both of
which have been associated with academic performance. The participants all have a common answer
that they use photomath for double-checking or as a guide, as they are not confident with their answers.
This suggests that a student’s confidence with their answer affects the likelihood that they will use
Photomath.
14
CONCLUSION
Based on the findings of this present research, the researchers were able to determine and identify the
conclusions that answered the general research questions.
1. The students are able to perceive the use of Photomath in a positive way because they are
assured and LENIENT that Photomath is being used mainly as a guide and not a way to cheat.
2. MORALITY plays a role in the reasons students use Photomath since it gives them the reminder
to only use Photomath to solve mathematical problems that they cannot fully understand.
3. Photomath not only improves the student’s academic performance but it also helps boost their
CONFIDENCE.
RECOMMENDATIONS
This study discloses the Perception of Selected EAC STEM Students on the Impact of Utilizing
Photomath Application to their Academic Performance. As a result, the researchers proposed an idea to
improve and smooth the outcome of this study.
One of the important factors that researchers have discovered is the need for a reliable source of
information on the subject. Having a wealth of evidence and conducting thorough research can lead to
good study results.
Senior High School Students. to take part, converse and engage in discussions about the impact of
utilizing Photomath application on their situation as a student, the benefits and drawbacks of Photomath,
and how that application enables them to achieve better academic performance. Also, to make
themselves formulate some actions that enhance their productivity and understanding of what the
Photomath application does to them.
Senior High School Teachers. to help them acknowledge the student's success in their study by
leveraging the findings to pursue a greater academic approach and environment.
Emilio Aguinaldo College Community. this study will be led by the EAC-C, and this is a good
preference to support the future study and success of the institution.
Future Researchers. will conduct a similar study to compare the validity of the present study that
discusses the problem of STEM students in Photomath application, to further expand and seek solutions
to the problem of the study.
15
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dd
17
APPENDICES
APPENDIX A: WRITTEN LETTERS
Informed Consent Form
April 28, 2022
To Participant:
Good day!
We, the selected students from Grade 11 STEM 16 – Matipid, are currently working on our research study
as part of our partial requirements for the subject Practical Research 1. This study entitled “The
Perception of Selected EAC STEM Students on the Impact of Utilizing Photomath Application to their
Academic Performance. The purpose of this study is to focus on the perception of EAC STEM students
on the impact of using photomath application to their academic performance.
We are requesting your participation in the study, which will involve some of your time and effort to
answer our questions honestly as possible. We think this will take 25-30 minutes of your time. Your
participation in this study is voluntary.
If you choose not to participate or to withdraw from the study at any time, there will be no penalty. It is
reasonable to expect benefits from this research. However, we cannot guarantee that you will personally
experience benefits from participating in this study, but others may benefit in the future from the
information we find in this study.
If at any time you discontinue the interview, your results will be discarded. The results of the research
study may be published, but your name will not be known and used. We promise that all the information
that we will get from you will be kept confidential for your safety and privacy.
If you have any questions concerning the research study, you can email
jameelsteavin.agustin.cvt@eac.edu.ph or call number 09393588378.
Your involvement with this research is highly appreciated and valued. Thank you and God bless!
INFORMED CONSENT
(for the Participant)
I, _________________________ (name – optional) grant to participate in the study by answering the
questions to be asked in the interview and hereby assured that any information obtained that can be
identified and use against me will remain confidential. Thus, I agree to answer the questions with all
honesty, integrity, clearly, and credibility as possible.
I have understood the nature of this study and wish to participate.
I do not want to participate in this study.
________________________________________
Signature of Participant
APPENDIX B: RESEARCH INSTRUMENTS
Instrument Validation
STATEMENT OF THE PROBLEM
GENERAL QUESTIONS SPECIFIC QUESTIONS

(Interview Questions)
1. How do the participants perceive the use 1.1. Why do senior highschool STEM students
of Photomath in solving questions related justify the use of the internet and digital
to Math courses? applications in completing their math assignments
and tests?
1.2. What are the advantages and disadvantages
of using Photomath?
2. What are the reasons why participants 2.1. When and how do students use applications
are using Photomath? like Photomath?
2.2. What are the factors influencing STEM
students' attitudes toward Photomath application
in solving Mathematical problems using mobile
cameras?
3. What are the impacts of using Photomath 3.1. What is the academic performance profile of
to the participants’ academic the students in the specialized subject of senior
performance? high school mathematics taught in the classroom:
a. General Mathematics
b. Statistics and Probability
c. Pre Calculus
d. Basic Calculus
3.2. Why do you think Photomath helps you?
Validated by:
MS. APRIL ROSE D. ANTONIO, LPT MR. RICHARD ADRIAN KENN D. PARGAN, LPT
Criteria of Participants
Stated below are the criteria for selecting the participants of this research.
1. The Participants must be an EAC Cavite student
2. The participants must present an identification card (I.D) or any kind of proof that he/she really studies
at EAC Cavite.
3. The participants should show any proof that he/she uses Photomath Application.
Validated by:
MS. APRIL ROSE D. ANTONIO, LPT

Research Adviser
APPENDIX C: RAW DATA
Transcription of Data
Participant No.1
Interviewer: Ghero B. Daitan
Observer/s & Note Taker/s: Trixia Belle J. Macaranas and Zildjian Ezrael E. Lim
Interviewee (Codename): E***** E*** A**
Settings: 10 May 2022 / 4:32 P.M. / House
Type of Interview: Individual Interview via Zoom
1. Alright! Good morning everyone, today is 5/9/2022 and the time is 4:32 PM.
2. This is the interview of participant number 1 regarding the perception of selected
3. EAC STEM students on the impact of utilizing photo math to their academic
4. performance. I am Ghero Daitan as the interviewer, accompanied by my fellow
5. groupmates as the observers. Please introduce yourselves .
6. Uhm hello! My name is Trixia Belle Macaranas, one of the observers and I like to
7. thank you for agreeing to take part in our research.
8. Hello my name is Zildjian Lim, one of the observers as well, nice to meet you.
9. And for our participan, we have E***** A** participant for our study. Please
10. introduce yourself.
11. Hi, my name is E***** A** from STEM3 - Malambing *smiles*
12. Okay, thank you. So I would like to know first what is your preferred languages.
13. Filipino, English or both as long as you’re comfortable.
14. Ah I prefer to use both nalang.
15. Okay. So for our study eto ang study natin. The perception of EAC students on
16. utilizing the photomath applications to their academic performance. So ginagawa
17. namin itong study na ‘to, so that syempre as technology progresses marami na
18. ring mga applications yung nagagamit natin for solving mathematical equations
19. especially sa mga assignments and subjects na kelangan natin for basic calculus,
20. ganon. So gusto namin malaman kung ang students ba, grade 11 STEM students
21. specifically, kung ano ba yung opinyon nila sa paggamit ng photomath or even other
22. similar applications. Itatanong lang namin kung.. ah whether you think the use of
23. photomath and other application similar to photomath are…..or should be
24. considered as academic cheating or academic dishonesty. And ano yung impact
25. nito as a student. So ready na ang lahat magsstart na ako ng questions.
26. How do the participants perceive the use of photomath in solving questions
27. related to math courses? Paano mo raw nakikita o ano yung opinyon mo sa
28. paggamit ng photo math para makompleto o masagutan yung mga questions
29. related sa math?
30. Ahm opinyon ko lang, uhm nakatutulong kasi yung photomath para madouble check
31. yung sagot. So…… minsan kasi di accurate yung solu.. uh pinaka solution pero
32. nakatutulong siya kahit papaano sa ibang question kahit ‘di minsan nasasagot nung
33. photomath.
34. So, when you say na nakatutulong, ah do you think na ang photomath o ang
35. paggamit ba ng photomath ay considered as academic cheating or pandaraya?
36. Uhm *thinking* For me hindi. Kung ah sa ano lang naman siya, assignments, hindi sa
37. exam mismo, hindi siya considered cheating atsaka kung idodouble check mo lang din
38. naman yung sagot mo tsaka may sarili kang solution or.. sariling sagot.. yon.
39. Okay thank you. So for the follow up questions. Why do senior highschool
40. students justify the use of internet and digital applications like photomath in
41. completing their math assignments and test? Bakit daw jinujustify or binibigyang
42. katwiran ng mga STEM students yung paggamit ng photomath and other similar
43. digital applications to complete their math assignments?... For you?
44. Ah For me ano… it helps students to solve the equation with is, pero minsan kasi
45. nagiging katamaran na rin siya sa students kasi.. nagrerely sila sa photomath or any
46. application na walang ka effort effort.
47. So, what are the advantages and disadvantages of the use of photomath?
48. Uhm isa sa advantages, yung.. na.. nadodouble check yung sagot tsaka na namemake
49. sure kung tama yung ginawang formula or solution, tas yung isa sa disadvantages is
50. kapag… nagkaroon ng problema sa photomath, hindi nasasagutan ni photomath, tsaka
51. minsan mali yung naibibigay nsa sagot kaya hindi rin siya magandang gamitin lagi at
52. hindi ka dapat nagrerely sa photomath.
53. Okay thank you. So.. for that question number 2, eto na. What are the reasons why
54. participants are using photomath. Ano yung mga rason, ahh.. bukod sa.. na
55. ginagamit sila for checking the answers, ano sa tingin mo yung mga rason kung
56. bakit karamihan sa mga STEM students or students in general ay gumagamit ng
57. photo math?
58. I guess ano, ginagamit nila ang photomath kasi minsan ayaw na nila mag effort or yun
59. nga… kinatatamaran na rin nilang magsagot, kasi minsan mahirap talagang magsagot ng
60. mga…. stats or basic calculus.
61. Ok so sinabi mo na minsan ayaw na talaga nilang mag effort, so ano sa tingin mo
62. yung mga factors na…. or yung mga dahilan kung bakit nawawalan sila ng gana or
63. di naman kaya nagrerely nalang sila sa photomath? Because obviously ang
64. paggamit nga, or pagrely sa photomath, hindi siya maganda para sa students.
65. Ngayon bakit sa tingin mo nagagawa yun ng mga estudyante, yung pagrerely sa
66. photomath. And do you think na tuwing ginagamit nila yon, as nagrerely na sila, do
67. you think nagiging academic dishonesty na ba yon, or academic cheating?
68. Uhm…. kaya siguro sila tinatamad na, kasi hindi rin nila naintindihan yung lesson or
69. ayaw nilang intindihin yung lesson. Kasi minsan pagka….. hindi natin naintindihan yung
70. lesson minsan nakakatamad na lang din magsagot. Lalo na yung mga activities na
71. binibigay. So for me din, *thinking* hindi parin siya academic cheating, basta hindi
72. masyado magrerely sa.. photomath lagi tas sariling sagot yung gagawin mo.
73. Okay pwede rin. So uh.. by that answer, ibig sabihin ba non na.. sa tingin mo may
74. mga situations na dapat ginagamit at hindi ginagamit ng estudyante yung
75. photomath and kung meron man, ano yung mga situations na yon?
76. Siguro yung mga situation na hindi nagamit ng students yung photomath is every….
77. *thinking* exam siguro kasi doon.. uhmm.. mahirap tsaka.. ano yun.. on the spot yung
78. exam kaya hindi rin pwedeng laging gumamit ng photomath, pero yung calculator siguro
79. pwede pa.
80. So for examples mga assignments, how do you think.. uh how do you think
81. students should use photomath? Paano sa tingin mo dapat nila ginagamit yon for
82. answering assignments?
83. Uh.. dapat sa students ang ginagawa nila for me, uh for doble checking lang talaga.
84. Kasi… ano.. bukod sa makatutulong siya kung ano yung tamang sagot, malalaman mo
85. rin kung ano yung mali mo. Kasi mapapakita dun sa photomath kung paano yung
86. sunod-sunod na ano… solution. *nods*
87. Ok thank you… Okay. Last na part. What are the impacts of using photomath to the
88. participants sa academic performance?
89. Yung impact neto sa academic performance ko is… uhm.. medyo maganda sa.. para
90. sa’kin kasi hindi naman ako masyadong nagrerely sa photomath kaya hindi naman
91. ganon naaapektuhan kasi minsan yung… pag ginagamit ko yung photomath minsan mali
92. yung nandon sa photomath pero tama yung nandon sa sagot ko, tas minsan hindi rin
93. nasasagutan ni photomath… yun.
94. Uh so bukod doon, do you think yung photomath may iba pang mga effects sayo?
95. So for example tuwing gumagamit ka ba ng photomath naboboost ba yung
96. confidence mo, or naa-assure ka ba sa tuwing gumagamit ka non and uh.. tuwing
97. nararamdaman mo yung ganong impact or ganong feeling, uhh. sa tingin mo ba
98. nagiging rason din kung kung bakit ginagamit ng students or STEM students yung
99. photomath para sa kanilang uh.. assignments.
100. Yun din. Nakakaramdam din ako ng confidence everytime na ginagamit ko yung
101. photomath, kasi… yung… yung tipo na minsan hindi ko talaga alam yung sagot, or
102. yung proper sol… proper solution or formula, minsan pagka may uhh… recitation,
103. minsan yun din yung nagagamit ko. *Thinking* Pero sa tingin ko yun din yung
104. nararamdaman ng ibang students, kasi minsan pagka nakakasagot sila, minsan
105. tama, pag ginagamit yung photomath.
106. Alright. Uh etong question na ‘to pwede mo namang isend to mamaya since
107. malamang naman di naka prepare ‘to. So what is the academic performance
108. profile of the students in the specialized subject of senior high school
109. mathematics taught in the classroom. First is general mathematics, number
110. two is statistics and probability, pre-calculus and basic calculus. So yung mga
111. sagot mo rito pwede mo namang imessage nalang sa’min mamaya. Uhh pero sa
112. tingin mo, tuwing gumagamit ka ba photomath or sa tingin mo ba na kapag
113. hindi ka gumamit ng photomath uhm… may magiging change ba sa grades mo
114. or atleast sa performance mo when it comes to mathematics subjects.
115. Uhm… I guess wala naman na kasi… simula pa noon may confusion talaga ako sa
116. pagsasagot ng sarili ko,... so, ginagamit ko lang din yung photomath for assurance sa
117. sagot. So minsan iniisip ko rin yon na kap… paano pag nag f to f na, kung paano na,
118. bawal na yung gadgets, yon. Minsan naiisip ko na baka hindi rin magbago kasi..
119. ganon yung ginagawa ko e,.. naggagawa ako lagi.
120. Okay thank you. And for the final question. Why do you think photomath helps
121. you?
122. *Thinking* I think yung.. yung natutunan ko sa photomath as a student sa’kin. Na..
123. namemake sure yung sagot ko na.. minsan hindi ko alam kung tama ba o mali. yun…
124. yun lang.
125. Okay so… huling huli na, final na talaga. Uhh pinaka summary or yung
126. conclusion nga. Ano yung opinyon mo sa paggamit ng students or sa
127. paggamit mo rin ng photomath para masagutan or magawa yung mga math
128. assignments? Ano rin yung sa tingin mo, yung sa mga studyante na
129. gumagamit din non, uhhm. sa tingin mo ba academic cheating yon or yung
130. mga situations na dapat lang ba gamitin and ganon. Ano yung pinaka opinyon
131. mo sa paggamit ng photomath?
132. For me, wala namang mali sa paggamit nung applications like uhh… photomath
133. basta may limitation lang na…kumbaga hindi laging gagamitin at tsaka hindi rin lagi
134. mag rerely. Kasi minsan kapag ka dun ka lagi nag rely, hindi ka na rin natuto sa
135. uhm… like stats or basic calculus, hindi ka na rin natuto, hindi mo na rin kaylangan
136. makinig sa lessons… parang ganun yung mangyayari dun. So uhm… hindi pa rin
137. siya academic cheating basta hindi lang laging gagamitin tsaka mag rerely sa
138. photomath.
139. Okay, and that there are no more questions left. Thank you for answering the
140. questions. Uh..observers do you have any follow up questions for participant?
141. Wala naman.
142. Ah okay thank you. And again the time is 4:45 P.M, 5/9/2022. I am Ghero Daitan
143. acting as the observer.. ayy no… acting as the interviewer and Macaranas and
144. Zildjian Lim as the observers. Again, this is the interview of E***** A** for
145. participant one, thank you for listening. And E***** thank you for attending.
146. That’s all.
147. Thank you..
148. Thank you din!

Participant No. 2
Interviewer: Ghero B. Daitan
Observer/s and Note Taker/s: Jameel Steavin A. Agustin and Neil Ivan B. Bulan
Interviewee (codename): E****** B***** M******
1. Alright. So, good morning everyone. Uh eto yung interview for our study or our
2. research, “The Perception of Selected EAC Stu—STEM Students on the Impact of
3. Utilizing Photomath Application to their Academic Performance.” So, I’m Ghero
4. Daitan. Ako yung observer ngayon and I’m sure kilala niyo naman na ako. And
5. yung… What? *confused* yung interviewer ngayon. And eto yung mga observers.
6. So, observers magpakilala po muna.
7. Uhm. My name is Neil Ivan B. Bulan. I’m one of the observers.
8. So, good afternoon. My name is Jameel Steavin Agustin and I’m one of the
9. observers for today. And for our participant.
10. Good afternoon. My name is E****** B***** M****** from STEM 11-27 MATIMPIIN. And
11. I’m the participant.
12. Okay. Thank you. So, for our study… It’s about “The Perception of Selected EAC
13. STEM Students on the Impact of Utilizing Photomath Application to their Academic
14. Performance.” So, pinili namin ‘to dahil nga as technology progresses ngayon
15. meron na ring mga iba’t ibang paraan para ma-solve yung uhm mga math
16. problems and sa academics na rin. And syempre STEM students sila yung mga
17. pinaka nangunguna naman para sa mga uh Mathematics na subjects and so dahil
18. don ay ma-u-utilize nila yung kung ano mang kailangan nila para makapasa or para
19. magawa yung mga kailangan nilang gawin. So, dahil don ay yung Photomath is
20. one of the most interesting na topics or yung perception nga ng students sa
21. Photomath yung pinag-aaralan namin. So, tatanungin lang namin sayo kung sa
22. tingin mo ba ay uh madaya ba yung Photomath or yung mga rason or iba pa. Okay.
23. So, mag-sstart na mag-question. Magtanong ka lang kung hindi mo naiintindihan
24. yung tanong. So, for the first question. How do the participants perceive the use of
25. photomath in solving questions related to math courses?
26. Uhm I perceived it as a like a guide or like a guide for me when I’m kinda lost with
27. a—with an equation. Ginagamit ko—gagamitin ko siya if—pag nalilito ako sa ano o kaya
28. need ko na talagang sagutan and I had no clue.
29. Okay. Thank you. So, uh kung sinasabi mo na bilang guide… So, sa tingin mo ba
30. na ang paggamit ng Photomath should be considered na academic dishonesty or
31. cheating or hindi? Parang isa lang siyang paraan magsolve ulit ng mga problems?
32. Uh for me—for me ano… I guess dap—I consider it na hindi siya cheating since parang
33. ginagamit mo lang yung Photomath para—para malaman mo kung ano yung sagot para
34. matutuhan mo kasi kung *smiles* kasi ka—diba masasagutan ng Photomath tapos
35. makikita mo kung paano ginawa ganon. Parang malalaman mo din kung ano yung sagot
36. then magkaka-idea ka kung paano para sa future equations and stuffs. *smiles*
37. Okay. So, as a follow up question. Why do SHS students justify the use of the
38. internet and digital applications in completing their Math assignments and tests?
39. *confused* What? Can you repeat that again for me? *smiles*
40. Uh sa tingin mo ba or bakit sa tingin mo na jinajustify or binibigyang katwiran ng
41. mga estudyante especially STEM students uh the use of the internet and digital
42. applications like Photomath nga sa pag complete nung assignments nila? Bakit sa
43. tingin mo nangangatwiran sila or binibigyan nila ng justice yon para masabi na ano
44. either cheating or hindi siya cheating?
45. Uhm I guess kaya nila sinasabing hindi cheating yon [inaudible] tapos jinajustify nila is
46. kasi… it’s much—it’s much easier to do to copy some assignments than do it yourself. It
47. saves your time and parang di—jinajustify nila na para di daw sila ma-stress. Yon, yeah.
48. *smiles*
49. Okay. So, next ay yung advantages and disadvantages of Photomath.
50. Uhm yung advantages ng Photomath is parang makasa—makakasagot ka agad ng mga
51. equations na gusto mong makuha pero yung disadvantage niya is pwedeng yung
52. iba—pwedeng gamitin na—gamitin yon para suma—kumuha na ng sagot pero hindi
53. matutunan kung paano nakuha yung sagot. Parang yon, we could use it for cheating not
54. for learning.
55. Okay. Then, the next question is what are the reasons why participants are using
56. Photomath?
57. To find the answers kasi if kapag hindi—kapag alam naman nila kung paano sagutin
58. yung isang bagay like wha—kunyare alam kong sagutin yung ano—yung pinapasagutan,
59. yung gagawin ko is I’ll answer it myself since for me it’s more fun to answer it yourself.
60. Pag alam mo na pero pag—pag di ko alam yung ginagawa ko, I will—I will solve to
61. Photomath and parang matu—matu-—matuto dun through that to Photomath yeah.
62. *nods* So, sinasabi mo na ayon nga yung you’re using Photomath in the times na
63. parang nahihirapan ka or parang nagiging desperate ka. So, uh sa tingin mo ba
64. may kinalaman yung situation or yung mga *thinking* oo tama yung mga
65. situations sa pag consider kung cheating ba yung Photomath or hindi? So, certain
66. situations might uh come off as uh paggamit ng Photomath bilang cheating.
67. Samantalang yung ibang situation din naman na ginagamit mo lang yung
68. photomath dahil hindi siya cheating.
69. Hmm I guess pag it’s—it should be considered cheating if ginamit mo siya through
70. quizzes and exams kasi *smiles* yung quiz and exam parang that was supposed to be
71. a-answer-an mo agad hindi ka titingin sa ibang libro and stuff. Pag sa assignments
72. naman, it should be considered as a guide since you’re still learning. There’s no time,
73. parang may designated time ka kung kailan pasahan pero you’re still learning through it
74. kasi assignment lang.
75. Okay. Then, ayon, co—connected din sa question na yon. When and how do
76. students use applications like Photomath? Sayo? Kailan mo ginagamit yung
77. Photomath?
78. Uhm [inaudible] pag ginagamit ko lang photomath if hindi ko nai—hindi ko naintindihan
79. yung lesson or nalito lang ako o kaya pag hindi ko—pag nag-che-check ako ng answers
80. ko sa assignments gagamitan ko ng Photomath. Kung mali ichecheck ko kung paano
81. nakuha then I would—I would try to answer it myself and and kung mali yung sagot ko
82. uulit ulitin ko hanggang makuha ko yung—kung paano nagawa yon. Yes.
83. Okay. So, sunod. What are the factors influ—influencing STEM students’ attitudes
84. toward Photomath applications in solving mathematical problems using mobile
85. cameras?
86. *smiles* Uh can you explain that again?
87. Uh factors mga re—mali *shook his head* ayon… Factors na nakaka influence sa
88. STEM students kung bakit nila ginagamit yung uh Photomath. So, it might be uh
89. ayoko sana magbigay ng examples pero for example uh sa mga kulang ng
90. explanation mga ganon. So what are the factors sa tingin mo lalo na sayo. Ano
91. yung mga factors na nagiging rason para gamitin mo yung Photomath?
92. I guess yung mga isa sa mga naging rason ko throughout the—ginamit ko yung
93. Photomath is… it’s—I’m lazy yung—I know how yung iba—I know how to answer kaso
94. nahihirapan ako tapos there’s no time. So I had to use Photomath for para mak—para
95. hindi ako malate sa pagpasahan, and for learning purposes, for cheat ay hindi pala
96. cheating sa iba pala yon. For learning purposes and hmm ano pa ba? And for guide,
97. yeah. For guide when you have to answer tas… basta if ever nahihirapan ako sa
98. question I would try to Photomath it to learn it para maintindihan ko pa lalo.
99. Uh bukod dun sa reasons nga for answering quickly ganon may mga outside
100. factors ba? Halimbawa uh yung sa ayon nga teachers o di naman kaya maybe
101. sa time ganon.
102. Yeah, time. Yung sa time nga yung pag gagamit ako gagamit ng Photomath pag wala
103. na kong time since I’m lazy yung mangyayari hindi ko sasagutan for like the whole
104. week.
105. Then, mangyayari matataranta ako for—for the last—matataranta ako sa day na yon
106. then parang I would just decide na gagamitin ko Photomath para mas madali na lang
107. para di ko na aabalahin.
108. Oo, *nods* okay. So, number 3. What are the impacts of using Photomath to the
109. participants’ academic performance?
110. I guess it helped me learn Math more. I guess kasi dati nung first—first time ko
111. ginamit yung Photomath is—I was super confused on the question then para nung
112. nagawa ko parang Ph-in-otomath ko yung first question na yon nasagot parang
113. nalaman ko na kung paano gamitin yung equation na yon. Then, yon yung the rest
114. sinagutan ko ng mabilis [inaudible] kaya for me I—‘di siya masyadong nag… yung
115. para sakin kaso—pero tinulungan niya ko ng—tinulungan na *smiles* tinulungan niya
116. ko maano yung math yung sa certain solutions and stuff.
117. Then, do you think mas nag-i-improve ka tuwing gumagamit ka ng Photomath
118. or mas nagiging confident ka ganon ba?
119. Not exactly. I guess sometimes lang pag—pag hindi ko alam yung sagot pero pag
120. pag alam ko yung—kung alam ko yung sagot, I’m confident na tama yung
121. gin—ginawa ko ichecheck ko sa—ichecheck ko pa rin sa Photomath to you know
122. check.Parang nagiging confident ako sa answer ko lalo minsan hindi ko na ginagamit
123. yung photomath kasi alam kong tama na yung sagot ko.
124. Okay. Then, ‘tong question na ‘to I think pwede mo naman i-send nalang since
125. nasa interview and limited nalang yung time natin pero sasabihin ko lang dito.
126. What is the acad—what is the academic performance profile of the students in
127. the specialized subject of senior high school mathematics taught in the
128. classroom? General Mathematics, Statistics and Probability, Pre-Calculus,
129. Basic Calculus. Kung may mga natatandaan ka lang na grade for [inaudible]
130. any of these—uh any of your grades in these subjects then pwede mong
131. sabihin ngayon. So, sa general mathematics natatandaan mo ba grade mo?
132. I-check ko ngayon. Wait, I have it on my phone.

133. No. Actually, mamaya na kasi 5 minutes nalang pala.
134. *smiles* [inaudible]
135. So, sa 3.2. Uh, why do you think Photomath helps you?
136. Uh I think Photomath *smiles* ayan naka-on na pala—Photomath helps me because
137. yung tuwing nagamit ako ng Photomath there—there are steps kung paano nila
138. ginawa yung Photomath. And I just—I just follow it para malaman ko kung paano nila
139. na-construct yung—paano nila nasagutan. Then I would try it on my own kapag mali
140. yung ginawa ko—pag mali yung sagot ko… It’s ei—parang che-check ko ulit para
141. malaman ko kung—kung saan ako nagkamali.
142. Okay, so, in conclusion. Uh kung kaya mong i-summarize—if you can
143. summarize all the points that you have made from all the answers and just uh
144. say what you want about photomath, your perception. And what ab—what do
145. you think of the students that use Photomath then you can say it right now.
146. Uhm in conclusion, I think Photomath—using Photomath in certain situations is not
147. cheating but I consider it cheating if it’s p—if you use it or I use it on exams and
148. quizzes. Uhm I think yung mga gumagamit ng Photomath is sana *smiles* gamitin l
149. ang nila sa assignments and stuffs. Wag—wag si—wag—wag nila—wag silang
150. magcheat sa mga quizzes and exams since ito yung mga quizzes and exams—eto
151. dito nila malalaman talaga kung—dito nila malalaman kung may natutunan sila sa
152. lesson na yun or wala.
153. Ayan. That’s all. And, so… Thank you, E****. Nagtatapos ang [inaudible] the
154. interview right now. So, it’s currently 2:32 pm of 05/06/22. Again, I’m Ghero
155. Daitan as the interviewer. Uh Agustin, Jameel Steavin is the observers and
156. Bulan, Neil Ivan. And, this ends the interview for participant 2, E**** M******.
157. Thank you.

Participant No.3
Interviewer: Daniella Maurice T. Lucion
Observer/s and Note Taker/s: Shanniah Mae M. Echevarria
Interviewee (Codename): E***** A******** A*****
1. Hello po good day, we are the group 4 analysisters from STEM 16 Matipid. I am Daniella
2. Lucion and I will be the one who will interview you today. And I am with, Hi I'm Shanniah
3. Mae M. Echevarria and I’m one of the observer today. Ok first of all we would like to say
4. thank you for spending your free time with us and allowing us to interview you for our
5. research entitled The Perception of Selected EAC STEM Students on the Impact of
6. Utilizing Photomath Application to their Academic Performance. We assure you that all of
7. your information like your name, aims account, and identification card and answers to this
8. interview that we will get from you will be kept confidential for your safety and privacy. You
9. can speak either in English or Tagalog whatever you are comfortable with. Before we start
10. the interview can you introduce yourself to us so that we can know you better. What is
11. your name, how old are you, and what section are you in?
12. Ok so good day everyone! My name is E***** A******** A***** and I am 16 years old and I am
13. from Stem 15 Matiisin.
14. Ok Eunice, for our first question why do senior highschool STEM students justify the use
15. of the internet and digital applications in completing their math assignments and tests?
16. Hmm I think it's reasonable to use the internet and digital applications in completing their math
17. assignments nowadays because given our situation ahh when the pandemic started everything
18. now is online na kaya I think it's ok to use online applications like photomath for completing their
19. math assignments or worksheets kasi ahh not everyone is like mabilis mag understand ahh ng
20. mga lessons specially pag slow learner siya or yung isang student ahh but ayy and ahmm this
21. app will help them to solve a math problem without any problem kasi like 1 click mo lang and it
22. will show agad yung steps and answers but I will disagree on using this app ehh kasi when do
23. ahmm when doing tests kasi it will be considered as cheating and that's a major offense pero yun
24. nga I think it's ok when you’re double checking your answers for ahmm worksheets or
25. assignments or kaya pag inaaral mo yung isang lesson.
26. Hmm ok so you agree on using it in assignments but not on tests kasi it’s consider as
27. cheating nga.
28. Yes.
29. Ok so thank you so much. The next question is what are the advantages and
30. disadvantages of using Photomath?
31. Hmm for me the advantages of using photomath is that I can learn lessons that I didn't
32. understand during our classes like the step ahmm ahh it will give the step to step ahmm of how
33. to solve an equation on our subject that is math related and also since I'm always unsure to my
34. answers in the activities that is given to me I use photomath to double check my answers just to
35. be sure before passing it. For the disadvantages naman ahh I think the disadvantages of
36. photomath is that sometimes nagiging lazy na ako na aralin yung mga lessons because
37. photomath gives the specific step to step equation for a specific problem and kaya paminsan like
38. pag tinatamad na ako aralin specifically mas nag rerely na lang ako sa photomath.
39. Ok so my next question naman is when and how do students use applications like
40. Photomath?
41. I think students use applications like photomath when yun nga when they don't know the answer
42. to a problem or they didn't understand the lesson na tinuro sa kanila kasi as I said earlier nga I
43. use it pag di ko alam kung paano isolve yung isang problem or pag di ko na gets yung tinuro ng
44. teacher namin but I think it will depend sa each student ahmm but base on my experience
45. ganyan yung mga cases kaya sila gumagamit ng photomath.
46. Ok ok next question naman is what are the factors influi influencing STEM students'
47. attitudes toward Photomath application in solving Mathematical problems using mobile
48. cameras?
49. Sorry di ko gets *chuckles* yung question what do you mean by that?
50. Ano ahmm factors na nakaka influence sa mga STEM students like kung bakit nila
51. ginagamit yung photomath ahmm ayaw ko man magbigay ng example pero like pag
52. kulang yung mga binigay na examples sa kanila like why na tingin mo ano yung mga
53. factors kung bakit pinipili nila gumamit ng photomath.
54. Ahh ok ok gets ko na. Ahmm I think the factors influencing students attitude towards photomath
55. application like like sa student like me is sometimes kasi I get lazy na makinig sa pag nagtuturo
56. yung teacher namin especially pag super unmotivated ko ahh tapos di ko nagegets yung turo ng
57. teacher namin or kaya pag like minamadali yung ex like explanation sa isang ano lesson kasi
58. kunyari kulang na yung time ganun so kailangan mabilisan na iexplain ahmm pag parati akong
59. nalulutang dun hindi ko ahmm hindi ko naiintindihan agad and since like madaming information
60. na sinasabi hindi agad agad nacocomprehend ng utak ko yung sinasabi ng teacher ko and also
61. yun nga as I said kanina I’m always answer ayy I’m always unsure sa mga answer ko ahmm kaya
62. I use photomath to double check kung tama ba yung ginagawa ko or not.
63. Hmm ok ok ahmm next naman is what is the academic performance profile of the students
64. in the specialized subject of senior high school mathematics taught in the classroom:
65. General Mathematics, Statistics and Probability, Pre Calculus, and Basic Calculus. So if
66. you remember your grades on this subjects then you can tell it now but if you don't then
67. you can send it later na lang.
68. Ok wait ahmm I’ll check sa phone ko, can I give the ano na lang the like the second grading and
69. third grading grades ko na lang.
70. Yeah sure pwede naman yun.
71. Ok for the first one is General Math diba ahh my grade is 99 next is Statistics and Probability my
72. grade is 94 and for Pre Calculus wait lang it is 97 and for Basic Calculus is 99.
73. Ok thank you so for the last question why do you think Photomath helps you?
74. Ahmm I think Photomath helps me a lot kasi all the time ahh not all the time ahh meron nga
75. akong motivation to listen to my classes and unlike other applications na parang calculator
76. photomath is like for me photomath is like the best application kasi ahh nagbibigay siya ng
77. specific steps kung paano isosolve yung isang math problem and base on my experience
78. photomath pa lang yung may parang ganong feature yung nagbibigay siya agad ng like ahmm
79. specific steps kasi yung iba ahmm may bayad siya bago mo makita or like need mo ipremium
80. yung account mo before mo makita yung steps which a bit which is a bit hassle for me kasi like
81. what if di ko talaga gets and need ko pa ipremium or need ko pa bayaran yung app bago ko
82. makita kung paano isosolve yung isang problem.
83. Ok ahmm follow up question lang do you think that the answers on the Photomath
84. application are trustable naman and that they are right?
85. Yes I think it is trustable kasi re I just recently use the photomath application and yun nga as I
86. said yun palang yung may ganong yung may ganong feature which is nagbibigay ng step to step
87. and I think it’s nice and very convenient for students who ano who likes to err double check their
88. answers.
89. Hmm ok thank you! That is all po, once again we would like to say thank you for
90. participating in our study and we assure you that all of your answers will be kept
91. confidentially. Thank you po and have a good day!
92. Thank you!
93. Thank you! *mumble*

Observation and Note Taking
Participant No. 1
OBSERVATION:
1. The participant listens attentively and is very responsive in answering the questions asked.
2. She is knowledgeable about the topic and further elaborates on her answers.
3. The participant answers the questions quickly and completely.
4. The participant uses a moderate tone of voice when answering the questions.
5. The participant thoroughly expressed her opinions in a proficient way and was clearly focused
during the interview.
6. She participated wholeheartedly and gave honest insights as well as some fact-based answers.
7. The participant remained calm and is very approachable in every part of the interview.
8. When responding to questions, the participant raises her head and makes hand movements to
emphasize her answers.
NOTE TAKING:
The first participant was interviewed via Zoom meeting, but before the interview began, the
participant asked for extra time to prepare. As a result, we started the meeting at exactly 4:32 PM on
Monday, May 9, 2022. Before starting the question and answer session, the researchers greeted the
participant and thanked her for allowing the researchers to conduct an interview. We also asked about
her preferred language. After asking her, the researchers started asking questions and she calmly and
honestly answered all of them. As time passed, she got more at ease and even revealed her candid ideas
and personal experiences with the photomath application. The interview goes easily since the participant
answers the questions thoroughly. She expressed her own thoughts and responses in great detail. Prior
to the end of the interview, the researchers sincerely thanked the respondent and officially ended the
interview at precisely 4:47 in the afternoon.

Participant No. 2
OBSERVATION:
1. The participant pays close attention and responds quickly to the questions being asked.
2. He moves his eyes a lot when speaking or explaining his answers.
3. The participant sometimes ask for the repetition of questions.
4. The person responds promptly, confidently, and completely to the questions.
5. Throughout the interview, the participant remained composed and personable.
6. The participant uses Taglish as a way to express his answer to the given question.
7. The participant uses examples such as situations in which Photomath can be used.
8. The participant takes a bit of time to think through his answer when getting asked a question.
9. The participant tends to move a lot when answering the questions provided.
10. The participant tends to stutter a bit or sometimes make a bit of pause when answering.
11. The participant manages to elaborate his answers in a proper manner.
12. The participant is able to summarize his answer in an organized manner. The participant hopes
that everyone uses Photomath in a way to learn rather than to cheat.
13. The participant gives his experiences when using photomath in solving mathematical problems.
NOTE TAKING:
The second participant is via Zoom. The researchers started the meeting by greeting the
participant and a brief introduction of the participant and the researchers in the meet at 2:18 pm, May 6
2022. The researchers explained the study first before proceeding with the questions for the participant.
The interview went well and the flow of conversation was very smooth and precise. The participant is able
to answer the questions at a steady pace and was able to elaborate his answers in a much better way. As
the interview goes on the participant was able to adapt and was able to ease his nervousness when
answering the questions. After all the questions had been answered, The researchers then proceeded to
thank the participant for his cooperation and attendance and the researchers ended the meeting at 2:32
pm.
Participant No. 3
OBSERVATION:
1. The participant has a clear and audible voice.
2. She honestly shares her own perceptions and opinions.
3. The participant looks up and sometimes closes her eyes whenever she is thinking.
4. She pays close attention to the questions.
5. The participant speaks English fluently when answering the questions.
6. She is very approachable and calm throughout the interview.
7. The participant shared her thoughts, opinions, and answers in a very comprehensive manner.
8. She is knowledgeable about the questions asked to her.
9. She is very beautiful and very friendly.
NOTE TAKING:
The third participant was interviewed via zoom. The interviewers conducted the interview at
exactly 1:30 in the afternoon on Monday, May 9, 2022. The interviewers greeted the participant first and
introduced themselves to the participant before the interview started. The interviewers started the
interview by asking the participant to introduce herself. The interview runs smoothly because the
participant answered very clearly and was able to express her own thoughts on the given questions.
Before the researchers ended the interview, they acknowledged her participation in the research data
gathering. The interviewers also expressed their gratitude for allowing them to perform an interview with
her.
Symbolism
Participant No. 1: Symbolism for the Researchers – Book
The researchers describe the participant as a book. Similar to a book, the participant has many
things to say, and does so in a smart and ordered manner. At first, they may seem rigid but eventually
become more open and elaborates their points further. It is very noticeable that the speaker already has
thoughts on the matter. Like a book, the participant is straightforward, so it was not hard to extract the
information out of them.
A book symbolizes knowledge and learning. Writing a book means the author has stories that
they would like to tell, experiences to share, and ideas that might influence others. Just like a book, the
participant already have thoughts and experiences on the topic and did their best to impart their
knowledge to the researchers.

Participant No. 2: Symbolism for the Researchers – Lilac
Because lilacs have one of the earliest bloom times, they symbolize spring and renewal. Lilacs
also symbolize confidence. Lilac is how I perfectly symbolize participant number two because the
participant responds promptly, confidently, and completely to the questions, and throughout the interview.
The participant remained composed and personable, and sometimes the participant sways with mighty
winds but no matter how windy it is the participant is able to hold on.
Participant No. 3: Symbolism for the Researchers – Owl
The participant is described as an owl by the researchers. They have independent thinking and
observant listening, as symbolized by the owl. The participant was very calm when answering the
questions. The speaker is very good because she knows that she will answer the question immediately
and she also shares her experience about the topic. She has the wisdom and knowledge to answer
questions.
An owl represents wisdom, knowledge, change, transformation and intuitive development and an
owl can show up to help you solve a problem. An owl is a great fit for our participant because she was
observant when listening and she had independent thinking. As a researcher she was intelligent in
answering and was very straightforward in answering questions.

The Perception of Selected Eac Stem Students On The Impact of Utilizing Photomath Application To Their Academic Performance

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The Perception of Selected EAC STEM Students on the Impact of Utilizing Photomath Application to their Academic Performance

THE PERCEPTION OF SELECTED EAC STEM STUDENTS ON THE IMPACT OF UTILIZING

A Research Presented to the Faculty of

Senior High School

Emilio Aguinaldo College – Cavite

In Partial Fulfillment of the

Requirements for Senior High School 12

AGUSTIN, JAMEEL STEAVIN A.

BULAN, NEIL IVAN B.

LIM, ZILDJIAN EZRAEL E.

ECHEVARRIA, SHANNIAH MAE M.

LUCION, DANIELLA MAURICE T.

MACARANAS, TRIXIA BELLE J.

TANION, KEZIAH BEZALEEL R.

This thesis hereto entitled:57

THE PERCEPTION OF SELECTED EAC STEM STUDENTS ON THE IMPACT OF UTILIZING

MS. APRIL ROSE D. ANTONIO, LPT

MR. MARK JORELL D. CONDE, LPT MS. GELLE-ANN P. ADAN, LPT

MR. ERNESTO U. GUILLERMO, JR., LPT, MST

We hereby certify that the thesis entitled:

THE PERCEPTION OF SELECTED EAC STEM STUDENTS ON THE IMPACT OF UTILIZING

JAMEEL STEAVIN A. AGUSTIN NEIL IVAN B. BULAN

GHERO B.DAITAN ZILDJIAN EZRAEL E. LIM

SHANNIAH MAE M. ECHEVARRIA DANIELLA MAURICE T. LUCION

TRIXIA BELLE J. MACARANAS KEZIAH BEZALEEL R. TANION

THE PERCEPTION OF SELECTED EAC STEM STUDENTS ON THE IMPACT OF UTILIZING

Emilio Aguinaldo College – Cavite Senior High School

City of Dasmarinas, Cavite

Keywords: Photomath, digital math application, math, academic dishonesty, cheating

Background of the Study ………………………………………………………1

Statement of the Problem ……………………………………………………...1

Assumption/Hypothesis of the study…………………………………………..2

Significance of the Study ……………………………………………………….2

Definition of terms ……………………………………………………………….2

Scope and Delimitation …………………………………………………………3

Review of Related Literatures and Studies …………………………………..3

Theoretical Framework …………………………………………………………5

Research Method and Design …………………………………………………6

Sampling Technique …………………………………………………………….6

Research Instrument ……………………………………………………………6

Data Gathering Procedure ……………………………………………………..7

Data Analysis ……………………………………………………………………7

Results and Discussions

Results of Data …………………………………………………………………8

Appendix A: Written Letters

Informed Consent Forms

Appendix B: Research Instruments

Appendix C: Raw Data

Observation and Notetaking

Appendix D: Curriculum Vitae

THE PERCEPTION OF SELECTED EAC STEM STUDENTS ON THE IMPACT OF UTILIZING

BACKGROUND OF THE STUDY

STATEMENT OF THE PROBLEM/ OBJECTIVE OF THE STUDY

HYPOTHESES/ ASSUMPTIONS OF THE STUDY

SIGNIFICANCE OF THE STUDY

● Academic Dishonesty - refers to committing or contributing to dishonest acts by those engaged

SCOPE AND LIMITATION

REVIEW/ SURVEY OF RELATED LITERATURE

1. Influence on Academic Achievement

According to Zakariashvili, M. (2021) as they interviewed some participants by using a survey,

2. Photomath and Its Potential to Improve Teaching in Mathematics

Basic Math, Pre-Algebra, Geometry, Calculus, Statistics, Trigonometry, Pre-Calculus, and

REVIEW OF RELATED STUDIES

FIGURE 1. Symbolism for Participant No. 1 (E*** E* A**) Book

FIGURE 2. Symbolism for Participant No. 4 (E M*) Lilac

FIGURE 3. Symbolism for participant No. 3 ( E* A A*) Owl

Interviewee (Codename): E*** E* A**

11. Hi, my name is E*** A from STEM3 - Malambing smiles