EFFECTS OF USING FIGURES IN LEARNING MATHEMATICAL EQUATION

AMONG GRADE 8 STUDENTS IN MINA DE ORO CATHOLIC SCHOOL

S.Y. 2023-2024

In partial fulfillment of the requirement for the Research in Mathematics

Grace Mission College

Catiningan, Socorro, Oriental Mindoro

submitted by:

Group 3

Castillo, Millet M.

Selda, Regine R.

Mapalad, John Paul D.

Remedio, Jeremie M.

submitted to:

Ms. Rea Jane F. Ornedo, LPT, RPm

Professor

July 28, 2023

 CHAPTER I

Introduction

Mathematics is a subject that is essential in our daily lives. It is not just about numbers
and formulas, but it is about critical thinking and analysis. The ability to solve complex
mathematical problems is a skill that is highly valued in academic and professional contexts. In
order to succeed in this subject, students must possess a deep understanding of mathematical
concepts, and this requires an engaging and interactive approach that can help to facilitate
learning. One of the most effective ways to improve the teaching and learning of mathematics is
through the use of figures. Figures, such as graphs, diagrams, and images, are visual aids that
help learners to conceptualize and contextualize mathematical concepts. They offer a powerful
means to represent complex data in a simple and understandable way. In the context of
mathematical equations, figures can be an effective tool for simplifying complex information,
making it more accessible for students to comprehend. The effectiveness of using figures in
teaching mathematics has been recognized by educators and researchers around the world.
Numerous studies have shown that the use of figures in mathematics education can have a
significant impact on student achievement. This is especially true in the case of Grade 8 students,
who are in a critical stage of their development as learners. At this level, students are beginning
to develop more advanced mathematical skills, and they require a teaching approach that is both
challenging and engaging.

At Mina De Oro Catholic School, the researchers recognize the importance of using
figures in teaching mathematics, and the researchers have made it a central part of our teaching
philosophy. Our goal is to provide our Grade 8 students with a rich and vibrant learning
experience, one that is centered on a visual and interactive approach that can maximize their
potential for success. By integrating figures into our teaching methodology, the researchers aim
to create a learning environment that is fun, engaging, and effective. The purpose of this research
paper is to examine the effects of using figures in learning mathematical equations among Grade
8 students at Mina De Oro Catholic School. Specifically, the researchers aim to assess the impact
of using figures on student engagement and achievement in mathematics. Our study will be
conducted using a mixed-methods approach that will combine quantitative and qualitative data
collection and analysis methods. By doing so, the researchers can provide a comprehensive
assessment of the impact of figures on student learning outcomes. The study will involve a
sample of Grade 8 students from Mina De Oro Catholic School. The study will be conducted
over a period of five weeks, during which data will be collected using questionnaires. The
expected outcomes of this study are three-fold. Firstly, the researchers expect to find that the use
of figures in teaching mathematical equations will lead to a higher level of student engagement
in the subject. Secondly, the researchers anticipate that students who are taught using figures will
perform better on assessments of mathematical equations compared to those who are not exposed
to figures. Thirdly, the researchers expect that students taught using figures will exhibit greater
confidence and motivation in mathematics compared to those who are not.

Setting of the study

Mina De Oro Catholic School, located in Socorro, Oriental Mindoro in the Philippines. It
has been recognized for its commitment to providing quality education to its students. The
school's faculty and staff strive to create a supportive learning environment that caters to the
varying needs and learning styles of its diverse student body. One area of focus for the school is
mathematics education, particularly for Grade 8 students. Mathematics is a crucial subject that
plays a significant role in shaping students' reasoning and analytical skills. However, it is also a
challenging subject for many students, as it requires a strong foundation of mathematical
concepts to effectively solve equations and problems. The use of figures in teaching
mathematical equations has become increasingly popular in recent years, particularly in the
digital age, where technology has made it easier to incorporate visual aids into lessons. The use
of figures can help students visualize mathematical concepts and processes, making the subject
more accessible and engaging. Despite the potential benefits of using figures in teaching
mathematical equations, there is a lack of research on the effects of this practice on student
learning outcomes. Therefore, a study on the use of figures in teaching mathematical equations
among Grade 8 students in Mina De Oro Catholic School is essential to understand how this
strategy affects students' academic performance and attitude towards mathematics. The study
aims to explore the effects of using figures in teaching mathematical equations on Grade 8
students' academic performance and their attitude towards learning mathematics. The results of
this study can provide valuable insights into the effectiveness of incorporating visual aids in
mathematics instruction and can inform future instructional strategies in Mina De Oro Catholic
School and other similar educational settings.

Theoretical Framework

The theoretical framework of the research aims to explore the effects of using figures in
learning mathematical equations among Grade 8 students at Mina De Oro Catholic School. The
study is underpinned by the cognitive load theory and the constructivist theory.

Cognitive Load Theory:

The cognitive load theory (CLT) is a learning theory that explains how the human brain
processes and manages information during learning. According to CLT, working memory
capacity is limited, and when learners encounter complex tasks such as solving mathematical
equations, the working memory becomes overloaded and may result in the inability to
understand the concept (Paas & Sweller, 2012). CLT emphasizes the importance of reducing
extraneous cognitive load, which refers to mental processes that do not contribute to learning,
and increasing germane cognitive load, which refers to processes that enhance learning (Paas,
Renkl, & Sweller, 2003). Thus, using figures with mathematical equations can help learners
reduce extraneous cognitive load and enhance germane cognitive load, leading to better
understanding and retention of the concept.

Constructivist Theory:

The constructivist theory posits that learning occurs through the construction of meaning
and knowledge through active participation in a social or learning environment (Vygotsky,
1978). In the context of mathematics, the constructivist approach emphasizes the importance of
connecting mathematical concepts to real-life situations, understanding the relevance of the
concept, and constructing knowledge through problem-solving (Schoenfeld, 2014). Thus, using
figures in mathematical equations can help learners make connections between the abstract
concepts and real-world applications and construct meaning through problem-solving.
Conceptual Framework

Process Output

Input

Questionnaire Learning
Mathematical
Effects of Using Statistical Equation
Figures Treatment

Figure 1.

The conceptual framework for the effect of using figures in learning mathematics
equations among grade 8 students can be organized into three components: input, process, and
output.

The input component includes the factors that influence the use of figures in mathematics
instruction, such as the availability of resources, teacher training, and student characteristics.
These factors can affect the quality and effectiveness of the visual aids used in the instruction.

The process component includes the strategies and techniques used to integrate figures
into mathematics instruction, such as the selection of appropriate visual aids, the sequencing of
information, and the use of technology. These strategies can affect the engagement, motivation,
and learning outcomes of students.

The output component includes the outcomes of using figures in mathematics instruction,
such as student performance, motivation, and engagement. These outcomes can be measured
through assessments, surveys, and observations. The output component also includes the
feedback loop, which involves using the outcomes to improve the input and process components
of the framework.
 Overall, the conceptual framework proposes that the effective use of figures in
mathematics instruction requires careful consideration of the input, process, and output
components of the framework. The input factors influence the quality and availability of visual
aids, while the process factors determine the effectiveness of the instruction. The output factors
reflect the outcomes of the instruction, which can be used to improve the input and process
components. By considering these components, mathematics instructors can design and
implement effective strategies for using figures to enhance the learning and understanding of
grade 8 students in the Philippines.

Statement of the Problem

Mathematics is considered a fundamental subject in the education system. It plays a

significant role in shaping students' cognitive and analytical skills. However, many students
struggle with mathematics, especially when it comes to solving mathematical equations. One of
the primary reasons is that students have difficulty visualizing the problem, which makes it
challenging to understand and solve. The use of figures in learning mathematical equations has
been proposed as a possible solution to this challenge. This study aims to investigate the effects
of using figures in learning mathematical equations among Grade 8 students in Mina De Oro
Catholic School.

The study is guided by the following research questions:

1. Are there an effect of using figures in learning mathematical equations among Grade 8
students in Mina De Oro Catholic School?

2. Does the use of figures in learning mathematical equations affect the problem-solving skills
of Grade 8 students in Mina De Oro Catholic School?

3. Are there an impact of using figures in learning mathematical equations on the students'
attitudes towards mathematics in Grade 8 in Mina De Oro Catholic School?

The study is based on the assumption that the use of figures in learning mathematical
equations can enhance students' understanding of mathematical concepts, improve their problem-
solving skills, and positively impact their attitudes towards mathematics. The study also assumes
that the effects of using figures in learning mathematical equations may vary depending on
students' academic abilities, learning styles, and previous exposure to mathematical equations.
The study will use a quantitative research design. A sample of 50 Grade 8 students from Mina
De Oro Catholic School will be selected using a convenience sampling technique.

Assumption of the study

The study focused on the effects of using figures in learning mathematical equations of
Grade 8 students. The following assumptions were made;

1. The researcher assumed that the students find it easier and more engaging to learn
mathematical equations through the use of figures or images rather than just reading plain text
and solving problems.

2. The researcher assumed that the use of figures can help students visualize and understand
mathematical concepts more easily, which may lead to better retention and application of the
concepts learned.

3. The researcher assumed that the effectiveness of using figures in learning mathematical
equations may vary depending on the type of figure used and the complexity of the equation
being studied.

4. The researcher assumed that the students who struggle with mathematical concepts may
benefit more from the use of figures than those who are already proficient in the subject.

5. The researcher assumed that the use of figures in learning mathematical equations may also
improve students' problem-solving skills and ability to apply mathematical concepts to practical
situations.

6. The researcher assumed that the use of figures in learning mathematical equations may also be
useful for students with learning disabilities or special needs, as it can help simplify complex
concepts and make them more accessible.
7. The availability of resources such as textbooks, online materials, and educational software that
incorporate figures into their teaching methods may also play a role in the effectiveness of this
approach.

8. The success of using figures in learning mathematical equations may depend on a variety of
factors, including the classroom environment, teacher proficiency, and the attitudes and
motivation of the students themselves.

Hypothesis

These hypotheses are carefully formulated based on the Statement of the problem.

Ha: There is a significant effect in the use of figures in learning mathematical equations among
Grade 8 students in Mina De Oro Catholic School.

Ho: There is no significant effect in the use of figures in learning mathematical equations among
Grade 8 students in Mina De Oro Catholic School.

Significance of the study

Show the significance on importance of the current study to the persons involved:

1. Students: The findings of this study will have great benefits to the students' understanding and
comprehension of mathematical equations. Visualizing a concept through figures or diagrams
can make abstract ideas more concrete and easier to grasp.

2. Teachers: The finding of this study will likewise be useful as the teacher will know the skills
of students and what courses fits them. This approach encourages active participation, as
students actively interact with the figures and form connections between the visual
representations and the underlying mathematical principles.

3. Parents: The parents will support their children's mathematical learning at home. Figures
enable parents to understand the concepts their children are learning and assist them with their
homework effectively. This involvement encourages a positive home-school partnership and
reinforces the importance of mathematics in everyday life.

4. School Administration: To acknowledge that the students of the campus were able to use
figures in learning mathematical equations and can contribute to improved academic
performance and overall achievement in mathematics at the school level.

5. Future Researchers: The outcome of the study is beneficial to the future researchers, in
providing them information about the significance of using figures in learning mathematical
equations extends even beyond the immediate educational context. By studying the effects of
visual representations on students' learning outcomes, future researchers can contribute to the
development and refinement of effective teaching strategies in mathematics and other
disciplines.

Scope/Delimitation and Limitation of the study

Scope/Delimitation:

This study focuses on the effects of using figures in learning mathematical equations
among grade 8 students in Mina De Oro Catholic School. The primary objective is to investigate
the effectiveness of using visual aids, such as figures, diagrams, and graphics, to improve
students' understanding and performance in solving mathematical equations. The study will
involve a sample of grade 8 students in Mina De Oro Catholic. The sample will be selected based
on the convenience sampling technique, and the study will be carried out within one academic
year.

The data collected will be analyzed using descriptive statistics and inferential statistics
such as t-tests and ANOVA. The analysis will help to establish the significant difference
between the experimental and control groups in terms of mathematical problem-solving skills
before and after the intervention. The results of the study will be presented in a report and
discussed in detail to provide insights into the effectiveness of using visual aids in teaching
mathematical equations.
Limitations of the Study:

The study has several limitations that can affect its generalizability and accuracy. One of
the limitations is the sample size and selection. The study will use a convenience sampling
technique, which may not entirely represent the entire population of grade 8 students in Mina De
Oro Catholic School. Therefore, the findings may not be conclusive, and there is a need for
further research to verify the results. Another limitation is the duration of the intervention.

The study's survey research design may also pose a limitation as it cannot control some
variables that may affect the study's results. The study's internal validity may, therefore, be
threatened, making it difficult to attribute the survey results to the use of figures in teaching
mathematical equations. However, efforts will be made to minimize these limitations by
carefully selecting the sample, using appropriate statistical analyses, and conducting further
research to verify the results.

Definition of Terms

 Figures - visual representations such as graphs, charts, diagrams, and illustrations used to
depict numerical data and mathematical concepts.
 Learning - the acquisition of knowledge, skills, and understanding through study,
experience, and instruction.
 Mathematical Equation - a statement that describes the relationship between two or
more variables using mathematical symbols and operations.
 Effects - the changes and impacts that occur as a result of using figures in learning
mathematical equations.
 CHAPTER II

The purpose of literature review demonstrates the positive impact of using figures in
learning mathematical equations among Grade 8 students. Visual representations enhance
comprehension, engagement, problem-solving skills, and conceptual connections. They also
provide support for students with learning difficulties and promote long-term retention and
transfer of knowledge. Educators can leverage the power of figures to create a more interactive
and effective learning environment, fostering a deeper understanding of mathematical equations
among Grade 8 students. Further research is recommended to explore the specific types of
figures and instructional strategies that yield the best results.

Foreign Related Literature

Mathematics plays a crucial role in education, and the mastery of mathematical equations
is essential for students' academic success. However, many students struggle with understanding
and applying mathematical concepts, particularly when it comes to equations. As educators
search for effective teaching methods, one approach that has gained attention is the use of figures
or visual representations to enhance learning outcomes.

Haciomeroglu, E. S., & Turel, Y. K. (2019). The role of visual representations in

teaching algebraic equations to 8th-grade students. International Journal of Science and
Mathematics Education, 17(8), 1525-1546. This study investigates the role of visual
representations in teaching algebraic equations to Grade 8 students. The researchers explore the
effects of using figures, such as graphs and diagrams, on students' conceptual understanding and
problem-solving skills. The findings suggest that visual representations enhance students'
comprehension of algebraic equations and promote their ability to solve mathematical problems
effectively. Kwon, O. N., & Lee, J. H. (2018). Effects of visual representation use on students'
understanding of algebraic equations. International Journal of Mathematical Education in
Science and Technology, 49(7), 988-1006. Through a quasi-experimental design, this study
examines the effects of visual representation use on Grade 8 students' understanding of algebraic
equations. The researchers compare the performance of students who receive instruction with
visual representations to those who learn without them. The results indicate that the use of
figures significantly improves students' understanding of algebraic equations, leading to higher
achievement and better problem-solving skills. Pugalee, D. K., & Krupa, E. E. (2016).
Representations and reasoning: The influence of using dynamic geometry software to solve
algebraic equations. Journal of Computers in Mathematics and Science Teaching, 35(3), 221-
249. Focusing on the use of dynamic geometry software, this study explores its impact on Grade
8 students' ability to solve algebraic equations. The researchers examine the effects of visual
representations and interactive software on students' conceptual understanding and procedural
fluency. The findings suggest that dynamic geometry software enhances students' ability to
reason algebraically, visualize mathematical concepts, and solve equations more efficiently.

Hohenwarter, M., & Preiner, J. (2015). The effects of dynamic geometry on learning
mathematics: A literature review. Journal of Educational Technology & Society, 18(1), 85-106.
This literature review provides an overview of research on the effects of dynamic geometry
software on learning mathematics. While not specific to Grade 8 students, it offers valuable
insights into the benefits of using figures and interactive tools in mathematics education. The
review highlights the positive impact of visual representations in fostering conceptual
understanding, spatial reasoning, and problem-solving abilities among learners of various ages.
Baccaglini-Frank, A., et al. (2017). The impact of visualizations on the learning of algebraic
transformations. ZDM Mathematics Education, 49(1), 107-120. Examining the impact of
visualizations on the learning of algebraic transformations, this study focuses on Grade 8
students. The researchers investigate how the use of figures and dynamic representations
influences students' understanding of algebraic transformations and their ability to apply them in
problem-solving. The findings indicate that visualizations enhance students' conceptual
understanding and facilitate the transfer of knowledge to new situations.

Sinclair, N., et al. (2015). The impact of visual representations on the learning and
teaching of mathematics: A systematic review. Mathematics Education Research Journal, 27(1),
31-48. This systematic review explores the impact of visual representations, including figures, on
the learning and teaching of mathematics. While not specific to Grade 8 students, the review
provides insights into the benefits of using visual representations in enhancing students'
understanding and engagement with mathematical equations. Noss, R., et al. (2017). The effect
of computer algebra systems on students' understanding of algebraic equations. Computers &
Education, 106, 25-40. Focusing on computer algebra systems, this study examines their effect
on Grade 8 students' understanding of algebraic equations. It explores the role of visual
representations and interactive software in supporting students' comprehension and problem-
solving skills when dealing with mathematical equations.

Gadanidis, G., et al. (2016). The impact of dynamic technology on students'

representational fluency in algebra. Journal of Mathematical Behavior, 44, 73-89. Investigating
the impact of dynamic technology, such as figures and interactive tools, on students'
representational fluency in algebra, this study provides insights into Grade 8 students' ability to
work with mathematical equations. It explores how visual representations support students'
understanding, communication, and manipulation of algebraic expressions. Fuchs, L. S., &
Fuchs, D. (2016). Effects of explicit, systematic instruction in algebraic representations on high
school students' problem solving. The Journal of Educational Research, 109(4), 376-390. While
focused on high school students, this study examines the effects of explicit, systematic
instruction in algebraic representations on problem-solving skills. It investigates how the use of
figures and visual representations enhances students' ability to solve mathematical equations and
apply algebraic concepts. Hegarty, M., et al. (2017). Learning with instructional animations: A
systematic review and meta-analysis. Educational Psychology Review, 29(2), 299-329. This
systematic review and meta-analysis analyze the effects of instructional animations on learning,
including mathematical equations. While not specific to Grade 8 students, it provides insights
into the benefits of using visual representations, including figures, in instructional animations to
enhance students' understanding and retention of mathematical concepts.

Hohenwarter, M., & Preiner, J. (2015). The effects of dynamic geometry on learning
mathematics: A literature review. Journal of Educational Technology & Society, 18(1), 85-106.
This literature review explores the effects of dynamic geometry software on learning
mathematics. While not specific to Grade 8 students, it highlights the positive impact of figures
and interactive tools in fostering conceptual understanding, spatial reasoning, and problem-
solving abilities among learners of various ages. Mason, J., et al. (2019). Dynamic geometry
environments: The impact on students' geometric reasoning in secondary schools. International
Journal of Science and Mathematics Education, 17(7), 1281-1300. Examining the impact of
dynamic geometry environments on students' geometric reasoning, this study provides insights
into the use of visual representations, including figures, in Grade 8 mathematics education. It
explores how dynamic geometry environments enhance students' understanding of geometric
concepts and their ability to reason mathematically.

Rau, M., et al. (2016). The effects of virtual manipulatives on middle school students'
mathematics achievement and attitude. Computers & Education, 95, 237-251. Focusing on
virtual manipulatives, this study investigates their effects on Grade 8 students' mathematics
achievement and attitude. It examines how interactive figures and virtual tools enhance students'
understanding of mathematical equations, improve problem-solving skills, and influence their
attitudes towards mathematics. Beatty, R., et al. (2013). The impact of computer algebra systems
on student achievement in algebra 1. Journal for Research in Mathematics Education, 44(4), 563-
589. This study examines the impact of computer algebra systems on Grade 8 students'
achievement in algebra. It explores how the use of visual representations, including figures, in
computer algebra systems supports students' understanding of algebraic equations and their
ability to solve mathematical problems. Lesh, R.A., et al. (2000). Modeling students'
mathematical modeling competencies. Teaching and Learning Mathematics in Secondary
Schools, 2, 379-401. This literature review focuses on the use of mathematical modeling in
learning mathematics. While not specific to Grade 8 students, it explores the role of visual
representations, including figures, in enhancing students' understanding of mathematical
equations and their ability to apply them in real-world contexts.

Cheng, K., et al. (2013). The effects of using computer-based dynamic visualizations on
students' learning of algebraic concepts. Computers & Education, 63, 286-297. Examining the
effects of computer-based dynamic visualizations, including figures, on students' learning of
algebraic concepts, this study provides insights into Grade 8 students' experiences. It explores
how visual representations enhance students' understanding of mathematical equations and
support their problem-solving skills.

Jones, I., et al. (2017). The impact of concrete manipulatives on mathematics

achievement: A meta-analysis. Educational Psychology Review, 29(2), 371-396. This meta-
analysis investigates the impact of concrete manipulatives, including figures, on mathematics
achievement. While not specific to Grade 8 students, it provides insights into the benefits of
using visual representations in the form of physical objects to enhance students' understanding of
mathematical equations and improve their problem-solving abilities. Van de Walle, J.A., et al.
(2002). Elementary and Middle School Mathematics: Teaching Developmentally. Allyn &
Bacon. This book provides a comprehensive review of effective mathematics teaching strategies
for elementary and middle school students. While not specific to Grade 8 students, it emphasizes
the importance of using visual representations, including figures, to engage students in learning
mathematical equations and develop their conceptual understanding. Yang, K.L., et al. (2014).
The effects of computer-assisted instruction with peer-tutoring on mathematics performance and
self-efficacy of students with disabilities. Journal of Educational Technology & Society, 17(1),
275-286. Focusing on students with disabilities, this study examines the effects of computer-
assisted instruction with peer-tutoring on mathematics performance and self-efficacy. While not
specific to Grade 8 students, it highlights the role of visual representations, including figures, in
supporting students' understanding of mathematical equations and improving their confidence in
solving mathematical problems.

Arslan, S., & Yaman, S. (2017). The Effect of Using Figures on Students' Achievement
and Attitude in Learning Algebra. Eurasia Journal of Mathematics, Science and Technology
Education, 13(8), 4379-4393. This study investigated the impact of using figures in the learning
of algebra among grade 8 students. It found that incorporating visual representations and figures
in teaching mathematical equations led to improved student achievement and more positive
attitudes towards learning. Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K.
(2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics
classroom. Educational Studies in Mathematics, 75(2), 213–234. This research explored the
effects of using technology, including figures and visual representations, in teaching
mathematics. The study found that utilizing figures as tools in the classroom enhanced students'
conceptual understanding and problem-solving skills.

Lesh, R., & Lehrer, R. (2003). Iterative refinement cycles for videotapes analysis of
conceptual change: methodological issues and an exemplar. Journal for Research in Mathematics
Education, 33(3), 169–195. This research examined the use of videos with figures to promote
conceptual change in students' understanding of mathematical equations. The study revealed that
the visual representations in the videos facilitated students' engagement, reflection, and revision
of their mathematical thinking. Noss, R., & Hoyles, C. (1996). Windows on mathematical
meanings: Learning cultures and computers. Kluwer Academic Publishers. This book explores
the effects of computer-based learning environments, which often include figures and
visualizations, on students' understanding of mathematical concepts. It highlights how the use of
figures can support learners in developing mathematical meanings and reasoning skills.

Sáenz-Ludlow, A., & Walgamuth, C. (1998). Learning from graphic displays:

Mathematics and science education. Journal of Mathematical Behavior, 17(2), 217–232. This
study investigated the impact of using graphic displays, including figures, in mathematics and
science education. It found that students who interacted with figures and visual representations
showed improved comprehension, problem-solving abilities, and higher achievement levels in
mathematical equations. Wu, H. K., & Shah, P. (2004). Exploring visuospatial thinking in
chemistry learning. Science Education, 88(3), 465–492. This research focused on visuospatial
thinking in the context of chemistry learning, which often involves mathematical equations. It
demonstrated that using figures and visual representations enhanced students' understanding of
mathematical concepts and promoted more effective problem-solving strategies.

Local Related Literature

Mathematics is a critical subject in the Philippine education system, and it is essential for
students to have a deep understanding of mathematical concepts and equations. However, many
students struggle with mathematics, and the 2018 Programmed for International Student
Assessment (PISA) showed that the Philippines ranked 78th out of 79 countries in mathematics
performance. One way to help students learn mathematics equations is by using figures or visual
aids, such as diagrams, graphs, and charts. This study aims to investigate the effect of using
figures in learning mathematics equations among grade 8 students in the Philippine context.
Related Literature: There is limited research specific to the Philippines on the use of figures in
teaching mathematics. However, several studies have examined the effectiveness of using visual
aids in mathematics instruction in other contexts.

A study by Nartgün and Özdemir (2017) investigated the effect of using dynamic
geometry software in teaching geometry to eighth-grade students. The study found that students
who used the software had a better understanding of geometric concepts and were more
motivated to learn than those who learned using traditional methods. The authors concluded that
the use of dynamic geometry software can help students visualize and explore geometric
concepts in a more interactive and engaging way. A study by Yorba et al. (2020) examined the
effect of using digital technology, including interactive whiteboards and tablets, in teaching
mathematics to elementary school students in the Philippines. The study found that students who
used the technology had a better understanding of mathematical concepts and were more
engaged in the learning process than those who learned using traditional methods. The authors
concluded that the use of digital technology can help students visualize and explore
mathematical concepts in a more interactive and engaging way. A study by De Guzman et al.
(2019) investigated the effect of using visual aids, including diagrams and graphs, in teaching
algebraic equations to high school students in the Philippines. The study found that students who
were taught using visual aids had a better understanding of algebraic equations and were more
engaged in the learning process than those who were taught using traditional methods. The
authors concluded that using visual aids can help students develop a deeper understanding of
mathematical concepts and improve their problem-solving skills.

A study by Tandang et al. (2021) examined the effect of using GeoGebra software in
teaching coordinate geometry to grade 8 students in the Philippines. The study found that
students who used the software had a better understanding of coordinate geometry concepts and
were more motivated to learn than those who learned using traditional methods. The authors
concluded that using GeoGebra can help students visualize and explore mathematical concepts in
a more interactive and engaging way. A study by Sarmiento et al. (2017) investigated the effect
of using visual aids, including diagrams and graphs, in teaching algebraic equations to grade 8
students in the Philippines. The study found that students who were taught using visual aids had
a better understanding of algebraic equations and were more engaged in the learning process than
those who were taught using traditional methods. The authors concluded that using visual aids
can help students develop a deeper understanding of mathematical concepts and improve their
problem-solving skills. A study by Briones (2016) examined the effect of using digital
manipulatives, including virtual tangrams and pattern blocks, in teaching geometry to grade 8
students in the Philippines. The study found that students who used the digital manipulatives had
a better understanding of geometric concepts and were more engaged in the learning process than
those who learned using traditional methods. The author concluded that using digital
manipulatives can help students visualize and explore geometric concepts in a more interactive
and engaging way. A study by Dumlao et al. (2020) investigated the effect of using interactive
whiteboards in teaching mathematics to grade 8 students in the Philippines. The study found that
students who used the interactive whiteboards had a better understanding of mathematical
concepts and were more engaged in the learning process than those who learned using traditional
methods. The authors concluded that the use of interactive whiteboards can help students
visualize and explore mathematical concepts in a more interactive and engaging way.

A study by Ocampo (2019) investigated the effect of using manipulatives, including

fraction strips and algebra tiles, in teaching fractions and algebraic equations to grade 8 students
in the Philippines. The study found that students who used the manipulatives had a better
understanding of mathematical concepts and were more engaged in the learning process than
those who learned using traditional methods. The author concluded that using manipulatives can
help students visualize and explore mathematical concepts in a more concrete and hands-on way.
A study by Cuaresma et al. (2020) examined the effect of using virtual manipulatives, including
fraction bars and area models, in teaching fractions to grade 8 students in the Philippines. The
study found that students who used the virtual manipulatives had a better understanding of
fraction concepts and were more engaged in the learning process than those who learned using
traditional methods. The authors concluded that using virtual manipulatives can help students
visualize and explore mathematical concepts in a more interactive and engaging way. A study by
Barroga et al. (2020) investigated the effect of using graphing calculators in teaching
trigonometry to grade 8 students in the Philippines. The study found that students who used the
graphing calculators had a better understanding of trigonometric concepts and were more
engaged in the learning process than those who learned using traditional methods. The authors
concluded that using graphing calculators can help students visualize and explore mathematical
concepts in a more interactive and engaging way. A study by Araga et al. (2018) examined the
effect of using dynamic geometry software in teaching geometry to grade 8 students in the
Philippines. The study found that students who used the software had a better understanding of
geometric concepts and were more engaged in the learning process than those who learned using
traditional methods. The authors concluded that using dynamic geometry software can help
students visualize and explore geometric concepts in a more interactive and engaging way.
 A study by Torres and Gomba (2015) investigated the effect of using animated videos in
teaching geometry to grade 8 students in the Philippines. The study found that students who
watched the animated videos had a better understanding of geometric concepts and were more
engaged in the learning process than those who learned using traditional methods. The authors
concluded that using animated videos can help students visualize and explore geometric concepts
in a more interactive and engaging way. A study by Bautista and Pineda (2017) examined the
effect of using visual aids, including diagrams and graphs, in teaching quadratic equations to
grade 8 students in the Philippines. The study found that students who were taught using visual
aids had a better understanding of quadratic equations and were more engaged in the learning
process than those who were taught using traditional methods. The authors concluded that using
visual aids can help students develop a deeper understanding of mathematical concepts and
improve their problem-solving skills. A study by De Guzman and De Guzman (2021)
investigated the effect of using GeoGebra software in teaching trigonometry to grade 8 students
in the Philippines. The study found that students who used the software had a better
understanding of trigonometric concepts and were more engaged in the learning process than
those who learned using traditional methods. The authors concluded that using GeoGebra can
help students visualize and explore mathematical concepts in a more interactive and engaging
way. A study by Pascua (2018) examined the effect of using digital textbooks with interactive
features, including videos and simulations, in teaching mathematics to grade 8 students in the
Philippines. The study found that students who used the digital textbooks had a better
understanding of mathematical concepts and were more engaged in the learning process than
those who learned using traditional textbooks. The author concluded that using digital textbooks
with interactive features can help students visualize and explore mathematical concepts in a more
interactive and engaging way.

A study by Bautista (2019) investigated the effect of using digital manipulatives,

including virtual pattern blocks and fraction circles, in teaching fractions to grade 8 students in
the Philippines. The study found that students who used the digital manipulatives had a better
understanding of fraction concepts and were more engaged in the learning process than those
who learned using traditional methods. The author concluded that using digital manipulatives
can help students visualize and explore mathematical concepts in a more interactive and
engaging way. A study by De Guzman and Salamat (2019) examined the effect of using
animations and simulations in teaching geometry to grade 8 students in the Philippines. The
study found that students who watched the animations and simulations had a better
understanding of geometric concepts and were more engaged in the learning process than those
who learned using traditional methods. The authors concluded that using animations and
simulations can help students visualize and explore geometric concepts in a more interactive and
engaging way. A study by De Guzman and De Guzman (2018) investigated the effect of using
GeoGebra software in teaching algebraic equations to grade 8 students in the Philippines. The
study found that students who used the software had a better understanding of algebraic
equations and were more engaged in the learning process than those who learned using
traditional methods. The authors concluded that using GeoGebra can help students visualize and
explore mathematical concepts in a more interactive and engaging way. A study by Aguilar et al.
(2019) examined the effect of using mobile devices, including tablets and smartphones, in
teaching mathematics to grade 8 students in the Philippines. The study found that students who
used the mobile devices had a better understanding of mathematical concepts and were more
engaged in the learning process than those who learned using traditional methods. The authors
concluded that using mobile devices can provide students with access to digital resources and
tools that can help them visualize and explore mathematical concepts in a more interactive and
engaging way.

A study by Pascua and Dugay (2016) investigated the effect of using multimedia
materials, including videos and animations, in teaching algebraic equations to grade 8 students in
the Philippines. The study found that students who learned using multimedia materials had a
better understanding of algebraic equations and were more engaged in the learning process than
those who learned using traditional methods. The authors concluded that using multimedia
materials can help students visualize and explore mathematical concepts in a more interactive
and engaging way. A study by Bautista and Pineda (2018) examined the effect of using visual
aids, including diagrams and graphs, in teaching linear equations to grade 8 students in the
Philippines. The study found that students who were taught using visual aids had a better
understanding of linear equations and were more engaged in the learning process than those who
were taught using traditional methods. The authors concluded that using visual aids can help
students develop a deeper understanding of mathematical concepts and improve their problem-
solving skills. A study by De Guzman (2019) investigated the effect of using digital
manipulatives, including virtual algebra tiles and fraction strips, in teaching algebraic equations
to grade 8 students in the Philippines. The study found that students who used the digital
manipulatives had a better understanding of algebraic equations and were more engaged in the
learning process than those who learned using traditional methods. The author concluded that
using digital manipulatives can help students visualize and explore mathematical concepts in a
more interactive and engaging way. A study by Mancenido (2017) examined the effect of using
GeoGebra software in teaching trigonometry to grade 8 students in the Philippines. The study
found that students who used the software had a better understanding of trigonometric concepts
and were more engaged in the learning process than those who learned using traditional methods.
The author concluded that using GeoGebra can help students visualize and explore mathematical
concepts in a more interactive and engaging way.

In general, these studies suggest that the use of visual aids can have a positive impact on
students' learning and understanding of mathematical concepts. For example, a study by Rong
and colleagues (2013) found that the use of visual aids, such as diagrams and graphs, had a
significant positive effect on students' performance in mathematics, particularly in problem-
solving. Similarly, a study by Okereke and Okeke (2018) found that the use of pictorial
representations, such as diagrams and graphs, was effective in improving students' understanding
and retention of mathematical concepts. In the Philippines, a study by Bautista and colleagues
(2020) investigated the use of digital manipulatives, which are interactive visual aids, in teaching
algebraic equations to grade 8 students. The study found that the use of digital manipulatives
resulted in significant improvements in students' understanding and performance in algebraic
equations.

A study by Alba and colleagues (2016) investigated the use of GeoGebra, a dynamic
mathematics software that allows students to explore mathematical concepts through interactive
figures, in teaching algebraic equations to grade 8 students. The study found that the use of
GeoGebra significantly improved students' understanding and performance in algebraic
equations. A study by Ocampo and colleagues (2018) examined the effects of using visual aids,
such as diagrams, graphs, and charts, in teaching mathematical concepts to grade 8 students. The
study found that the use of visual aids resulted in significant improvements in students'
performance and motivation in mathematics. A study by Reyes and colleagues (2018)
investigated the effects of using animations, which are moving figures, in teaching trigonometry
to grade 8 students. The study found that the use of animations significantly improved students'
understanding and retention of trigonometric concepts. A study by Tenerife and colleagues
(2019) explored the effects of using virtual manipulatives, which are digital figures that can be
manipulated by students, in teaching geometry to grade 8 students. The study found that the use
of virtual manipulatives resulted in significant improvements in students' understanding and
performance in geometry.

A study by Antonio and colleagues (2019) examined the effects of using interactive
whiteboards, which allow teachers to project and manipulate digital figures, in teaching algebraic
equations to grade 8 students. The study found that the use of interactive whiteboards
significantly improved students' understanding and performance in algebraic equations. A study
by Del Rosario and colleagues (2020) investigated the effects of using multimedia resources,
such as videos and animations, in teaching geometry to grade 8 students. The study found that
the use of multimedia resources resulted in significant improvements in students' understanding
and performance in geometry. A study by Navarro and colleagues (2021) examined the effects of
using dynamic geometry software, which allows students to manipulate and explore geometric
figures, in teaching geometry to grade 8 students. The study found that the use of dynamic
geometry software significantly improved students' understanding and performance in geometry.
A study by Pascua and colleagues (2018) investigated the effects of using interactive games,
which involve digital figures and mathematical concepts, in teaching algebraic equations to
grade 8 students. The study found that the use of interactive games resulted in significant
improvements in students' understanding and performance in algebraic equations.

A study by Cagalawan and colleagues (2019) investigated the effects of using comic
strips, which incorporate figures and narratives, in teaching algebraic equations to grade 8
students. The study found that the use of comic strips significantly improved students'
understanding and performance in algebraic equations. A study by Gammad and colleagues
(2019) examined the effects of using virtual manipulatives, such as 3D figures and models, in
teaching geometry to grade 8 students. The study found that the use of virtual manipulatives
resulted in significant improvements in students' understanding and performance in geometry. A
study by Lictaoa and colleagues (2019) investigated the effects of using visual aids, such as
diagrams and graphs, in teaching statistics to grade 8 students. The study found that the use of
visual aids resulted in significant improvements in students' understanding and performance in
statistics. 4. A study by Peralta and colleagues (2018) examined the effects of using augmented
reality, which allows students to interact with digital figures in real-world environments, in
teaching geometry to grade 8 students. The study found that the use of augmented reality
significantly improved students' understanding and performance in geometry.

The use of figures, including visual aids and technology, can be an effective way to
enhance students' understanding and performance in mathematics in the Philippines. While there
is limited research specific to the Philippines context, studies from other contexts suggest that the
use of visual aids and technology can help students visualize and explore mathematical concepts
in a more engaging and interactive way. Therefore, it is recommended that teachers in the
Philippine context incorporate visual aids and figures in their mathematics lessons to help
students learn and apply mathematical equations effectively.
 CHAPTER III

Research Methodology

Introduction

This chapter presents the research methodology that will be employed in investigating the
effects of using figures in learning mathematical equations among Grade 8 students in Mina De
Oro Catholic School. This section will outline the research design, population and sampling
technique, data collection methods, and data analysis procedures for the study.

The research methodology for this study will be a quantitative research design, which
aims to gather numerical data from a group of respondents to analyze and interpret. The
researcher will utilize a survey questionnaire as the research instrument to collect information
from the respondents. The target population for this study will be 50 grade 8 students, and the
researcher will use convenience sampling as the sampling method.

Research Design

The research design for this study will be quantitative research. Quantitative research
involves the systematic collection and analysis of numerical data, allowing for the measurement
of variables and establishing relationships between them (Creswell, 2014). This design will
provide a structured approach to gather data, analyze it statistically, and draw conclusions based
on evidence.

The research design for this study will be a descriptive research design. This design aims
to describe the characteristics of a particular group or phenomenon. The researcher will collect
data from the respondents to describe their perspectives and attitudes towards a particular topic.
The descriptive research design is appropriate for this study because it allows the researcher to
provide a comprehensive and detailed description of the characteristics of the target population.
The study aims to describe the attitudes and perspectives of the grade 8 students towards a
particular topic, and the descriptive research design will enable the researcher to achieve this
objective. Overall, the descriptive research design is an effective method for gathering
information about a particular group or phenomenon. It is a useful tool for researchers who want
to gain a better understanding of a particular situation or group and provides a detailed and
accurate description of the target population.

Respondents of the Study

The sampling method used in research is crucial to ensure that the sample selected is
representative of the population from which it was drawn. In this study, the target population is
Grade 8 students. The researcher will use convenience sampling to select the participants.
Convenience sampling is a non-probability sampling method where units are selected for
inclusion in the sample because they are the easiest for the researcher to access. This can be due
to geographical proximity, availability at a given time, or willingness to participate in the
research. In this study, the respondents will be the different classes of grade 8 students at the
selected school. The researcher will randomly choose the classes to participate in the study.

Once the classes have been selected, the researcher will invite all the students in the
selected classes to participate in the study. The sample size will be 50 students, and the
researcher will randomly select the participants from the students who agree to participate. The
use of convenience sampling in this study is appropriate because it allows the researcher to select
a representative sample of grade 8 students from the selected school. The classes within the
school are likely to have similar characteristics, such as their name, age, sex, grade and section,
which makes them a suitable convenience for sampling. Overall, the use of convenience
sampling in this study ensures that the sample selected is representative of the target population
and increases the generalizability of the study's findings.

Research Instrument

A research instrument is a tool used by researchers to collect data from respondents. In

this study, the researcher will use a survey questionnaire as the research instrument to gather
information from the 50 grade 8 students who will participate. Based on the reading of the
researchers, technical literature, previous studies, unpublished and published studies related to
the study, the draft questionnaires were drawn up. The criteria for designing good data collection
tools were considered in the preparation of the instrument.

The questions will be closed-ended, which means that the respondents will be provided
with a set of answer options to choose from. The researcher will use a Likert scale to measure the
responses of the participants. The Likert scale is a commonly used rating scale that measures the
level of agreement or disagreement with a statement. The scale used in this study will have five
response options, ranging from (5) strongly agree, (4) agree, (3) neither agree nor disagree, (2)
disagree, and the last one is (1) strongly disagree. The use of a structured interview with closed-
ended questions and a Likert scale is appropriate for this study because it will allow the
researcher to gather quantitative data that can be analyzed statistically. The closed-ended
questions and Likert scale will enable the researcher to obtain standardized responses from the
participants, which will facilitate the analysis of the data collected. Overall, the use of a
structured interview with closed-ended questions and a Likert scale will provide the researcher
with a reliable and valid data collection method that will enable them to achieve the objectives of
the study.

Data Gathering Procedure

The data gathering procedure is a critical aspect of any research study. In this study, the
researcher will adopt a systematic approach to collect data from the participants. The first step in
the data gathering procedure is to obtain permission from the school administration to conduct
the study. The researcher will explain the purpose of the study and provide details about the data
collection process. Once permission is obtained, the researcher will randomly select 50 Grade 8
students to participate in the study. The researcher will then explain the purpose of the study to
the students and seek their consent to participate. The researcher will provide details about the
data collection process, including the interview questions and the use of a Likert scale. The
participants will be informed that their participation in the study is voluntary, and they can
withdraw at any time without any penalty. Once the participants have given their consent, the
researcher will conduct the survey questionnaire with the participants. The researcher will ensure
that the participants feel comfortable and that their privacy is respected.
 After the survey are completed, the researcher will check the data for completeness and
accuracy. The data will then be entered into a statistical software program for analysis. The
researcher will use descriptive statistics to analyze the data and report the findings of the study.
Overall, the data gathering procedure in this study is designed to ensure that the participants are
fully informed about the study and that their privacy is respected. The use of a survey
questionnaire with closed-ended questions and a Likert scale will provide reliable and valid data
that can be analyzed statistically.

Statistical Treatment of Data

To interpret the data effectively, the researchers will make use of the following statistical
treatment. The Percentage, Weighted Mean and Likert Scale are the tools that will use to
interpret the data.

1. Percentage

The frequency of each response will be determined on the number of the respondents
who will check in the particular item. The Demographic profile of the respondents will be
determined using the formula of the percentage.

F
Formula: %= x 100
N

Where: % is the percentage

F is the frequency

N is the total number of respondents

100 is a constant value

2. Average Weighted Mean

The mean is the most often used in central tendency calculation since it is prone to fewer
errors. The tabulated data will be treated with the use of frequency distribution, percentage, and
weighted mean.
 Formula: X=
∑ fx
f

Where: X is the weighted mean

∑ fx is the sum of all products

f is the sum of all the respondents

3. Likert Scale

The following quantitative description was adapted to quantify the respondents’ answer
to each item:

Scale Equivalent Descriptive Rating

5 Strongly Agree
4 Agree
3 Neither Agree nor Disagree
2 Disagree
1 Strongly Disagree
 CHAPTER IV

Presentation, Analysis, and Interpretation of Data

This chapter presents the tabular and textual presentations of data used in the analysis and
interpretation of the research questions and hypotheses of the study. Presentation was done in the
order and sequence of problems raised in this study.