Title

A Research Paper presented to

The Administrators and Faculty of
Francisco Osorio Integrated Senior High School

In Partial Fulfilment
of the Requirements for
Practical Research I

Submitted to
Chrislyn Hisarza

Submitted by
Member 1
Member 2
Member 3
Member 4
Member 5

Month Year

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 APPROVAL SHEET

This study title “Title”, prepared and submitted by member 1, member 2, member 3,

member 4 and member 5 has been examined and is recommended for oral

examination.

Approved by:

Chrislyn Hisarza
Research Adviser
Approved by the Committee on Oral Examination:

Panelist 1 Panelist 2

Date of Oral Examination:

Panelist 3

Accepted and approved in partial fulfillment of the requirements for Practical Research I.

Rosalia B. Anacay
Principal III

ACKNOWLEDGEMENT

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 The researchers would like to extend their deepest gratitude to the following

people who helped them in achieving this academic endeavor.

To the Content Validators, for their knowledge and expertise in the validation of

the content of the mobile learning management system, CalTech;

To the evaluators: Calculus Professors, IT Experts and Students, for

evaluating CalTech in terms of its content quality, organizational quality, graphics quality

and respondents’ satisfaction that greatly helped the researchers and your participation

are very much appreciated;

To the parents and friends of the researchers for their unconditional love and

unwavering support, without them, the researchers will lack strength and guidance in

finishing this paper;

To their research adviser, Dr. Gladys C. Nivera, for guiding the researchers in

every way that they took in order to meet the ends of this paper and for providing the

researchers the wisdom and strength that they needed in the accomplishment of this

paper.

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 DEDICATION

This research is dedicated to:

God Almighty our creator, for giving us inspiration, wisdom, knowledge and

understanding. He has been the source of our strength throughout this research;

Administrative Research and Development Center who gave us this opportunity to

conduct this research;

Francisco Osorio Integrated Senior High School;

Families and Friends for the inspiration and motivation to finish and never give up in

conducting this research.

To all of the people involved in this research we dedicate this to you.

The researchers

*Reminder: This is optional but it is also nice to dedicate your research to someone or group of
people worthy of your research to be offered.

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 ABSTRACT
Technology plays a vital role in education as it facilitates communication, provides easy
access to information and makes online learning possible. When on-campus learning is
not possible, students and teachers depend on technology for both synchronous and
asynchronous communication. Due to the prohibitive cost of a laptop or desktop, most
students rely on their mobile phones to participate in their online classes and to comply
with their requirements. Thus, the development of a mobile learning management
system that teachers and students can use for a challenging course such as the
Calculus is most welcome, particularly during this pandemic.
This descriptive-developmental study aimed to develop and evaluate CalTech, a mobile
learning management system to facilitate the teaching and learning of Calculus. It
contains (a) reviewers containing links of prerequisite topics needed in learning calculus
such as rules in Trigonometry, Logarithmic and Trigonometric Identities, Algebra etc.;
(b) ready-made worksheets with answers on Calculus (adapted from The Calculus 7 by
Louis Leithold, 1996) to enhance the mathematical skills of the learners, which they can
answer and countercheck on their own time and pace; (c) handouts which contain of
online links to provide information about Calculus. Three (3) calculus professors
evaluated the content of the mobile LMS. Afterwards, two (2) calculus professors and
fifteen (15) students evaluated the game in terms of its content quality, organizational
quality, graphics quality and respondents’ satisfaction. Further, four (4) IT experts
evaluated the mobile LMS’s graphics quality. The results showed that the calculus
professors found CalTech to be very acceptable as a mobile learning management
system for the teaching of Calculus. The students found the mobile LMS to be highly
acceptable for learning the course. The IT experts found CalTech’s graphics quality very
acceptable as well. The study concluded that CalTech is a mobile learning management
system that is very acceptable in facilitating the teaching and learning of calculus.
Keywords: CalTech, Mobile Learning Management System, Calculus

*Reminders:
 Length-150-200 words (maximum: 250
 Include at least 3 keywords of your study

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 TABLE OF CONTENTS
TITLE PAGE 1
APPROVAL SHEET 2
ACKNOWLEDGEMENT 3
DEDICATION 4
ABSTRACT 5
TABLE OF CONTENTS 6
LIST OF TABLES 8
LIST OF FIGURES 9
Chapter I: THE PROBLEM AND ITS BACKGROUND
Background of the Study 10
Conceptual Framework 21
Statement of the Purpose 26
Significance of the Study 26
Scope and Limitations 27
Definition of Terms 29
Chapter II: REVIEW OF RELATED LITERATURE………………………………25
Chapter III: METHODOLOGY
Research Design 31
Sampling and Participants 32
Research Instrumentation 33
Procedure 35
Statistical Analysis 37
Chapter 3: RESULTS AND DISCUSSIONS
Development and Validation of CalTech 39
Evaluation of CalTech 41
Revision of CalTech51
Chapter 4: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 52
Conclusions 54

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 Recommendations 55

REFERENCES 56
APPENDICES
A: Content Validation Form 62
B: Calculus Professors’ Evaluation Form 65
C: Tally of Responses: Calculus Professors’ Evaluation on CalTech 67
D: IT Experts’ Evaluation Form 69
E: Tally of Responses: IT Experts’ Evaluation on CalTech 71
F: Students’ Evaluation Form 73
G: Tally of Responses: Students’ Evaluation on CalTech 75
H: Letter to Validator 77
I: Letter to Evaluator 78
J: Participant’s Consent Form 79
K: Screenshots of CalTech 80
L: Curriculum Vitae 90

*Reminder: Arrange the appendices according to order of appearances based on the

research stages.

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 LIST OF TABLES
Table 1: Qualitative Interpretation of Mean for Validation Form ………………………38
Table 2: Qualitative Interpretation of Mean for Evaluation Form ………………………38
Table 3: Content Validation of CalTech ………………………………………………...40
Table 4: Calculus Professors’ Evaluation results on the Content Quality of CalTech .....41
Table 5: Calculus Professors’ Evaluation results on the Organizational Quality of
CalTech ………………………………………………………………………...42
Table 6: Calculus Professors’ Evaluation results on the Graphics Quality of CalTech ...43
Table 7: Calculus Professors’ Level of Satisfaction on CalTech ……………………….43
Table 8: Summary of the Evaluation results of the Calculus Professors on CalTech …..44
Table 9: IT Experts’ results on the Graphics Quality of CalTech ………………………45
Table 10: Students’ Evaluation results on the Content Quality of CalTech …………….47
Table 11: Students’ Evaluation results on the Organizational Quality of CalTech ……..48
Table 12: Students’ Evaluation results on the Graphics Quality of CalTech …………...48
Table 13: Students’ Level of Satisfaction on CalTech ………………………………….50
Table 14: Summary of the Evaluation results of the Students on CalTech ……………..50

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 LIST OF FIGURES
Figure 1: The Framework of the Study

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 CHAPTER I

INTRODUCTION

1.1 Background of the Study

In the 21st century, learning has been intensely changed due to the arrival of

technologies. Teaching and learning processes have become more interactive,

engaging and fun through technology-assisted instruction. With the help of technology

in the classroom, teachers started to develop learning materials that are innovative,

task-oriented as well as learner-centered (Mendezabal & Tindowen, 2018).

In the past decade there has been an immense growth in the use of learning

management systems (LMS) especially in the higher education (Weaver et al., 2008).

Learning management system is a web-based application that is accessible with a web

browser through an internet connection and is designed to support teaching and

learning activities in the classroom (De Smet, et.al., 2012). It consists of various

features that enable teachers to share learning materials as well as providing interaction

with their students both synchronously and asynchronously (Mtebe, 2015). Some

learning management systems are conceptualized because one of the subjects’

students have difficulty in studying is mathematics despite the availability of review

materials provided by the teachers (Angeles, Fajardo & Tanguilig, 2015).

According to Tang Howe Eng and company (2012), calculus is one of the ‘high-

failure rate’ courses besides physics and statistics. However, Calculus is not just part of

mathematics, it is also the core curriculum in engineering, science and some social

science departments (Sevimli, 2016). Calculus is used to improve the architecture not

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only of buildings but also of important infrastructures such as bridges and many others

(Smith, 2006). It introduces to students a set of elementary functions, their properties,

various forms of analysis, and fundamental concepts (SMU, 2018) that are very much

useful in real life application.

A study conducted in the Philippines used learning management system to

supplement the mathematics review of engineers in a National Licensure Board

Examination. This LMS was designed to easily assess the students’ mathematical

ability. The creators of the LMS paid more attention to the sufficiency and richness of

the content in order to attain effective learning. The study showed that the LMS they

developed successfully met the objectives (Angeles, et. al., 2014).

For the present study, the researchers developed a mobile learning management

system specifically for teachers who are teaching calculus to help them better facilitate

their class. CalTech allows mathematics teachers to create handouts, worksheets and

assignments conveniently. It supports a paperless classroom where the teacher and the

learners effectively communicate and share files. It has repository reviewers for pre-

calculus subjects, hand-outs for the basic concepts, worksheets that can be used by the

teacher as examples in teaching or help students practice their mathematical skills.

Since various studies supported that there is a positive correlation between LMS

usage and students’ performance in courses offered via LMS (Mtebe, 2015), the

researchers’ developed a mobile learning management system (CalTech) specifically

designed for calculus teachers and learners. Technology-assisted calculus classroom

(CalTech) is an android-application that can be downloaded in play store. It is

developed to help mathematics teachers in facilitating the teaching of calculus as well

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as to avoid the use of printers and utilize a paperless classroom. Also, it aids them with

ready-made worksheets and online links of materials which help save time, effort and

money and can engage their students in a game-like way of learning. In addition,

teachers can also create or upload their own handouts and worksheets for their

students.

Moreover, learners can easily access worksheets to help them practice their

mathematical skills through answering and countercheck using the solutions given in

the worksheets; and handouts to help them recall the basic concepts in calculus. There

are repository worksheets, handouts and reviewers available in the mobile LMS that can

be accessed by both the teachers and the learners.

Informal interview with calculus teachers and learners revealed that insufficient

competencies in algebra and trigonometry lead to difficulties in calculus. Students’ lack

of prerequisite skills makes it difficult for the professors to teach calculus and for

students to cope with the lessons. In such cases, teachers are forced to review basic

concepts of algebra and trigonometry which are vital components in learning calculus

concepts. However, reviewing past lessons or concepts takes a chunk of their time in

class that should have been spent on discussion of the concepts in calculus.

Hence, teachers must think of ways to help their students study calculus as well

as review past lessons or concepts by providing them handouts and worksheets.

Moreover, this helps the students study their previous lessons and could also do some

advance reading. Since, teachers must provide handouts and worksheets for the

students, it takes a lot of printing and papers and although worksheets and hand-outs

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are very beneficial in studying, students tend to misplace these, making this method

inefficient.

During the environmental scanning, the researchers asked some of the

professors in PNU on what are the struggles in teaching Calculus and the answer that

caught the attention of the researchers is that the instructional material in teaching the

subject is limited especially when it comes to technology integration. They stated that

they solely based their teaching on textbooks, and if given a chance to integrate

technology in teaching calculus, they would gladly take it.

There are very limited software applications for Calculus and most of the present

ones are not accessible for everyone. Some of those applications have very limited

scope and very few activities regarding word problems like related rates area and

volume which are essential topics in calculus. Aside from the fact that most teachers,

especially the ones who have been in the field for a good number of years do not know

how to work with technology (Wills, 2010), it is by choice that some of the teachers do

not integrate technology in their class, some of them prefer traditional teaching

especially when it comes to basic computations. With that, the researchers then

designed CalTech to build a dynamic teaching and learning experiences that are

tailored to developing and transforming the educators and learners in the digital world

(Garcia, 2017).

*Reminders:
 In this part, you have to introduce your idea to the readers and establish its importance
and potential significance.
 It should be inductive. You start with bigger ideas  specific ideas until you come up
with your study.

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1.2 Conceptual Framework

Calculus is derived from Latin root meaning “pebble” that was used to keep track

of livestock and grain reserves (Coolman, 2015). Since calculus is the language of

engineers, scientists, and economists (Munet, 2016), it is expected that concepts in

calculus are difficult in the learning and teaching process (Bressoud, et. al, 2016). The

mathematics professors should teach the basic concepts and theories of mathematics

in a way where the learners could build a deep understanding of the basic concepts of

the subject for it would serve as their stepping stone in learning calculus.

The students’ lack of mastery of the prerequisite subjects leads them to

difficulties in understanding the subject. In addition, the calculus classes are mostly

teacher-centered where teachers are the authoritative expert and the main source of

knowledge while the learners are the passive recipient of all the information passed by

their teachers (Zhang, 2003). With the advent of technology, teacher-centered approach

or the traditional teaching shifted to learner-centered approach (Patel, 2013).

Although the use of technology in the classroom has increased significantly

during the last few years, there are still educators who are struggling with it, who feel left

behind, and who do not know how to include it in their instruction (Toderascu, 2016).

The worst part is that there are some educators who actually completely refuse to use

any educational technology maybe because they find it hard to integrate technology in

the classroom. Also, they have to consider a lot of things in using technology in teaching

like the objectives of the course and the characteristics of the target audience (Sevimli,

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2016). In the past few years, the use of learning management system has become

increasingly appealing (easyLMS, 2020).

Learning management system also known as LMS is a software application or

web-based technology used to plan, implement and assess a specific learning process

and is operated by instructors, students and administrators (Rouse & Bush, 2019). The

contents of the LMS support an efficient learning and important for organizational

purposes and the provision of learning materials (Back, et. al., 2016). Few years ago,

one had to use the computer in order to access internet, check and read emails but in

the present time all these activities are available everywhere through mobile phones

(Oza, 2017). Studies shows that 50 percent of teenagers aged twelve to seventeen use

their mobile devices as their primary internet access device while undergraduate

learners expect mobile compatibility not only on websites but web applications as well

(Clement, 2013).

Mobile learning (m-learning) is education via internet or network to obtain

learning materials using mobile devices (Beal, 2019). It is the ability to use mobile

devices to support teaching and learning (Mehdipour & Zerehkafi, 2013). Aubusson, et.

al., (2012) presented a pedagogical perspective of mobile learning which highlighted the

three central features of mobile learning including authenticity, collaboration and

personalization, embedded in the unique time space contexts of mobile learning. It has

totally revolutionized the education sector as there are a lot of new approaches and

technologies have come into existence to reduce students’ as well as teachers’ burden

(Sagar, 2019). Hence, the combination of learning management system and mobile

learning can offer more efficient learning.

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 Mobile learning management system (m-LMS) facilitates learning with its

mobility, flexibility, just-in-time learning, retention, tracking and reporting, and

continuous learning experience (Gautam, 2017). Also, the use of m-LMS positively

affects the academic performances of online learners (Han & Shin, 2016).

Considering the abovementioned concepts, the researchers come up with the

application called CalTech which will try to pave way to have technology integration in

teaching and learning Calculus through a mobile learning management system.

The main purpose of the study is to develop and evaluate Technology-assisted

Calculus Classroom (CalTech) to help mathematics teachers and learners in learning

and teaching Calculus better. The researchers made a framework which will assist them

throughout their study.

This study used Input-Process-Output (IPO) model in the development and

evaluation of Technology-assisted Calculus Classroom, a mobile learning management

system designed to help mathematics teachers and learners in facilitating Calculus

discussion. The IPO model is a functional graph that identifies the required processing

tasks to transform inputs into outputs (Schembri, 2012).

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 Input Output
Process
-Review of related
Stage 1: Development
literature and studies
on Stage 2: Validation
 Learning Stage 3: Evaluation
Management
System Stage 4: Revision  Handouts
 Mobile Learning  Reviewers
 Mobile LMS  Worksheets

Figure 1: The Framework of the Study

Figure 1 shows the conceptual framework of the study which will serve as an

outline that will assist the researchers throughout the study. In order to make a product

—CalTech, there are three phases to undergo in the study.

The Input box is the first phase where researchers review the concepts about

learning management system, mobile learning and mobile learning management

system (m-LMS).

The second phase is the process box which is the major phase in the

development and evaluation of the mobile application—CalTech. This phase includes

four stages: the validation stage, development stage, evaluation stage and revision

stage which function differently from each other.

The Developmental stage of the study is where the researchers hired

programmers who would make the mobile learning management system—CalTech,

while the researchers designed the application features and would ensure that the

content of the application achieves the researchers’ aims and main purpose.

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 In the Validation stage, the content of the LMS was assessed by Calculus

professors/teachers. This stage is very important for it determines whether the content

that the researchers provided in the application will comply with the requirements and

perform the functions for which it is intended.

For the Evaluation stage, the application made in the first two stages will be used

by professors in Philippine Normal University to their class for evaluation purposes. It is

where the respondents will evaluate the mobile application in terms of content quality,

organizational quality, graphics quality and respondents’ satisfaction quality.

Lastly, improvements were made depending on the result of the evaluation

stage. The researchers will make adjustments and will address the difficulties face by

the respondents upon using the application depending on their recommendations.

The Output box, the last phase of the study finalizes the mobile LMS—CalTech

which is designed to help mathematics teachers and learners in facilitating Calculus

discussion.

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1.3 Statement of the Problem

The study aimed to develop and evaluate the Technology-Assisted Calculus

Classroom (CalTech), a mobile learning management system for teaching and learning

calculus.

Specifically, it sought to answer the following questions:

1. Question 1?

2. Question 2?

3. Question 3?

1.4 Assumptions

1.

2.

3.

*Reminder: You should align this to your statement of the problem (SOP).

1.5 Significance of the Study

The main purpose of the study is to develop and evaluate a mobile learning

management system—CalTech to help mathematics teachers and learners in facilitating

the teaching and learning of calculus.

This study is significant to the following:

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Calculus Teachers. The mobile LMS was designed to aid teachers with ready-made

hand-outs of the lessons and worksheets which help them save time, effort and money.

It also helps them avoid the use of printers and too much papers and is very

economical. In addition, it helps teachers to engage their students in a game-like way of

teaching and testing to measure students’ mastery and knowledge of a certain topic in

Calculus. Facilitators or teachers can also create hand-outs, worksheets and

assignments easily unlike any other software application and websites.

Calculus Learners. The study is also significant to the mathematics learners since

based on the environmental scanning that the researchers conducted, the main problem

that the students encountered in learning calculus is their lack of knowledge and

mastery of the prerequisite topics like trigonometry and algebra. From that finding, the

researchers then included in the application the copy of review materials of the

prerequisite topics that students must master before taking calculus class for them to

repeatedly review and worksheets that are easily accessible that the students may

answer and can be discussed with their teacher in the classroom. In addition, the

application caters a fun way of learning in which according to an article, will make the

attention span of the students longer (Staff T. , 2019).

Furthermore, this study will be significant for the improvement of the teaching

and learning process in mathematics specifically calculus.

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1.6 Scope and Delimitations

The focus of this study was to design a mobile learning management system

called CalTech that will help mathematics teachers and learners in facilitating Calculus

discussion.

Aside from developing a mobile learning management system—CalTech, the

aimed of the researchers were to evaluate the quality in terms of its content,

organization, graphics and the respondents’ satisfaction, and to revise and finalize the

prototype based on the given recommendations. This study was conducted by the

researchers so that there would be an accessible, easier, and paperless tool of learning

and teaching Calculus.

The challenges that the researchers sought to address based on the responses

of the students from the environmental scanning were lack of mastery/good foundation

on prerequisite topics in Calculus (e.g., Trigonometry, Logarithmic and Trigonometric

Identities, Algebra, etc.), producing lots of papers for printed hand-outs and worksheets

and lastly, the limited software and programs about Calculus.

In line with this, CalTech employs an efficient and effective way of sharing files. It

consists of a game that will engage the learners in a fun way. It has links of online

reviewers containing prerequisite topics needed in learning calculus, ready-made

worksheets to enhance the mathematical skills of the learners. Also, this mobile learning

management system can create hand-outs, worksheets and assignments conveniently

(anytime and anywhere), and it promotes a paperless classroom that is budget-wise

(economical). The application will include reviewers about the prerequisite topics that

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students must master to learn calculus easier and provide static worksheets and hand-

outs about integration, derivatives, limits and other word problems.

The LMS was evaluated by four (4) IT experts, two (2) calculus teachers and

fifteen (15) students who took calculus course or currently taking calculus.

Due to time constraints, developing the application’s graphing calculator is not

feasible and calculus keyboard has limited characters. Also, the developed mobile LMS

is not available in IOS devices. Hence, it is included in the application and the

researchers made a video about the purpose of CalTech and how to use it for IOS user-

evaluators.

1.7 Definition of Terms

For clarity and better understanding, the following terms are defined according to

the meanings and purposes for which they are used in the study:

Calculus. It is a branch of mathematics that involves the study of rates of change (Deb,

2019). In this study, Calculus is the course subject that the researchers sought to

address in developing the application. Both integral and differential calculus are

included in the program.

CalTech. It is an acronym for Technology-assisted Calculus Classroom. It is a mobile

learning management system designed to facilitate blended learning calculus classroom

for mathematics teachers and learners.

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Content Quality. It characterizes the information quality of a website (Hasan &

Abuelrub, 2011). In this study, it refers to the relevance, clearness and acceptability of

the content.

Development. It is defined as the systematic study of designing, developing, and

evaluating instructional programs, processes, and products that must meet criteria of

internal consistency and effectiveness (Richey, 1994). In this study, it refers to the

process of creating a mobile LMS named Technology-based Calculus Classroom

(CalTech).

Evaluation. It is the systematic acquisition and assessment of research to provide

useful feedback. The generic goal of evaluations is to provide relevant feedback of

progress and performance (Toom, 2018). In this study, it refers to the assessment of the

mobile LMS—CalTech, in terms of its Content Quality, Organization Quality, Graphics

Quality and Respondents’ Satisfaction.

Graphics Quality. It is an image or visual representation of an object (Christensson,

2009). In the study, it characterizes the visual characteristics of the mobile LMS.

Mobile Learning. It is an education via internet or network to obtain learning materials

using mobile devices (Beal, 2019). In this study, it is the ability to use mobile phones for

convenience.

Mobile Learning Management System (m-LMS). It is a dedicated system that uses

smartphone technology to deliver learning strategies that provide better results than

desktop eLearning (Winterford, 2018). In this study, it is a system that consists of

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various features that enable teachers and learners to efficiently and effectively share

files through android devices.

Organizational Quality. It focuses on the logical grouping, categorization of website’s

elements (Hasan & Abuelrub, 2011). In the study, it focuses on the logical flow of the

texts, content and other elements in the mobile LMS.

*Reminder: Arrange this part in alphabetical order.

REFERENCES

*Reminder: Follow APA format here.

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