THE USE OF EDUCATIONAL

APPS TOWARDS HOMEWORK

ASSISTANCE AS PERCEIVED
BY GRADE 11 STUDENTS
ON ASIAN INSTITUTE OF
COMPUTER STUDIES
—TANAY SCHOOL YEAR 2022-
2023
 Ju l ia n o from
D a n i e la C.
Hi! I a m a n d. I a m a
a d e m i c St r
Genera l Ac
l o r e s e a rc her.
so
 Contents of this presentation
The researcher will delve into the following aspects of the research.

INTRODUCTION CONCEPTUAL FRAMEWORK

STATEMENT OF THE PROBLEM THE RESEARCH DESIGN

SIGNIFICANCE OF THE STUDY SAMPE

ASSUMPTIONS INSTRUMENT

HYPOTHESIS PRESENTATION AND ANALYSIS OF DATA

SCOPE AND DELIMITATIONS OF THE STUDY CONCLUSIONS AND RECOMMENDATIONS

INTRODUCTION
Introduction
As technology continues to advance,
educational institutions have embraced various
technological tools to enhance their learning
systems. Among these tools, educational apps
have gained popularity among students for
accessing learning materials and improving
academic performance. These apps offer
potential benefits in assisting students with their
homework, a crucial aspect of their learning
process.
While homework plays a vital role in
reinforcing classroom learning and fostering
independent study habits, students often face
challenges in completing assignments outside
of school. These challenges range from
limited access to learning resources to
difficulty understanding the subject matter. To
address these issues, students have turned to
homework help platforms, websites, and apps
that provide instant answers, tutoring, and
support from online communities.
Despite the benefits, some researchers raise
concerns about the potential negative impact
of homework help platforms on the learning
experience. They worry that students may
become overly dependent on these platforms
and may not develop critical thinking and
problem-solving skills necessary for
academic success. However, it is crucial to
consider the perspectives of the primary users
of these platforms: the students themselves.
STATEMENT OF THE PROBLEM
 STATEMENT OF THE PROBLEM
1. What are the educational apps
used by Grade 11 students for
homework assistance?
2. How do Grade 11 students
perceive the usefulness of
educational apps in assisting
them with their homework?
3. What are the advantages and
disadvantages of using
educational apps for homework
assistance as perceived by Grade
11 students?
4. How do Grade 11 students
compare the effectiveness
of using educational apps
for homework assistance
to traditional methods of
homework completion?
5. What are the factors that
influence the decision of
Grade 11 students to use
or not to use educational
apps for homework
assistance?
SIGNIFICANCE OF THE STUDY
 SIGNIFICANCE OF THE STUDY
This research study will
contribute to the understanding
of the use of educational apps
for homework assistance
among Grade 11 students. It
will provide insights into the
types of educational apps
commonly used, the perceived
benefits and challenges
associated with using these
apps for homework assistance
The study will inform
educational institutions and
app developers about the
attitudes and preferences of
Grade 11 students regarding
the use of educational apps
for homework assistance.
This information will aid in
the development of more
effective educational apps
that cater to the needs of
students and enhance their
overall learning experience.
The findings of this research
study will shed light on the
role of educational apps in
supporting homework
completion among Grade 11
students. This knowledge will
contribute to the improvement
of educational practices and
the advancement of
educational technology to
better assist students in their
academic pursuits.
ASSUMPTIONS
and
HYPOTHESIS
 ASSUMPTIONS
Grade 11 students in Asian Grade 11 students in Asian Institute of
Institute of Computer Studies- Computer Studies-Tanay are able to
Tanay do not regularly use accurately describe their perceptions of the
educational apps for homework usefulness, advantages, and disadvantages
assistance. of using educational apps for homework
assistance.

Grade 11 students in Asian

Institute of Computer Studies-
Tanay have a basic level of
technological literacy and are able
to use the educational apps
effectively.
Grade 11 students in Asian Institute of
Computer Studies-Tanay have a range of
personal attitudes and beliefs about the
use of educational apps for homework
assistance.
 HYPOTHESES
The use of educational apps for homework
assistance is not a prevalent practice among
Grade 11 students in Asian Institute of
Computer Studies-Tanay during the school year
2022-2023.
Grade 11 students in Asian Institute
of Computer Studies-Tanay do not
perceive educational apps to be
useful tools for homework assistance
during the school year 2022-2023.
Grade 11 students in Asian Grade 11 students in Asian Institute of
Institute of Computer Studies- Computer Studies-Tanay do not perceive the
Tanay perceive that the use of effectiveness of using educational apps for
educational apps is academic homework assistance to be comparable to or
dishonesty better than traditional methods of homework
completion during the school year 2022- 2023
Factors such as access to technology, personal
preferences, and peer recommendations influence
the decision of Grade 11 students in Asian
Institute of Computer Studies-Tanay to use
educational apps for homework assistance during
the school year 2022-2023.use educational apps
for homework assistance during the school year
2022-2023.
SCOPE AND DELIMITATIONS
OF THE STUDY
SCOPE
The study focuses on the apps used,
effectiveness compared to traditional
these apps. The selected apps for
Gauthmath, Mathway, and Socratic
gathered data.
their perceived usefulness, advantages and disadvantages,
methods, and factors influencing students' decision to use
data collection are Brainly, Chegg Study, Photomath,
by Google. Additional apps may be included based on

DELIMITATIONS
This research study is limited to 25 Grade 11 students of AICS-Tanay during the school year
2022- 2023. The study will only focus on the perceptions of students regarding the use of
educational apps for homework assistance and will not investigate the perspectives of teachers or
other stakeholders. This study will not compare the academic performance of students who use
educational apps for homework assistance to those who do not. Lastly, the study will not
investigate the long-term impact of using educational apps for homework assistance on students'
academic achievement and their ability to transfer knowledge and skills to another context.
CONCEPTUAL FRAMEWORK
RESEARCH DESIGN
 RESEARCH DESIGN
The research design employed in this study was Phenomenology. According to Statistics Solutions (2023),
Phenomenological studies are conducted to explore the participants' perceptions and experiences from their own
perspective. The objective of this research design is to gain an understanding of the participants' world through their
subjective viewpoints. Thus, Phenomenology is deemed the most appropriate research design for this particular study.

Sampling Technique: In this study, the purposive sampling technique was employed. Purposive sampling is a non-
probability sampling method where the researcher exercises judgment in selecting sample elements. Researchers often
rely on their sound judgment to obtain a representative sample, which saves time and resources (Black, 2010). The
participants were selected based on their availability, willingness to participate, and relevance to the study. The target
sample consisted of 25 students out of a total population of 75 Grade 11 students at Asian Institute of Computer
Studies-Tanay for the school year 2022-2023.

Data Collection Method: The primary data collection method used in this study is through answering printed
interview questionnaire. The interview was conducted inside the classrooms during vacant time of the respondents.
The answered questionnaires were collected and organized for data analysis.

Data Analysis: Thematic analysis was used to analyze the data collected from the interviews. The collected data was
coded, categorized, and analyzed to identify themes and patterns related to the research question.
SAMPLE AND INSTRUMENTS
SAMPLE
The participants of this study consisted of 25 Grade 11 students from Asian Institute of Computer
Studies-Tanay, selected from a total population of 75 Grade 11 students. The sample included
both male and female students.

INSTRUMENTS
Interview questionnaires: Administering interview questionnaire to the Grade 11 students that
collect qualitative data on their usage of educational apps for homework assistance, their level of
satisfaction with the apps, their perceived impact on their learning experience, their approval or
disapproval of using homework help apps, and the reasons of their choices.
PRESENTATION AND ANALYSIS OF
DATA
PROFILE OF THE INFORMANTS RESULT
Here is the breakdown of the profile of the informants:

Total number of informants: 25

GENDER
Gender: MALE FEMALE

Male: 10 (40%) 40%

Female: 15 (60%)

Strand: 60%

ICT: 6 (24%) STRAND

ABM: 10 (40%)
GAS: 9 (36%)
ICT ABM GAS
36% 24%
40%
Informant’s Educational Apps Usage, Types of Educational Apps
and Educational Apps used before
Person 2, 4, 5, 10, 12, 18, 23 use educational apps frequently. This indicates that 15 out of 25 respondents (60%) stated that they
use educational apps for homework “sometimes”

Person 1, 6, 7, 8, 9, 13, 14, 15, 16, 17, 19, 20, 21, 24, 25 use them occasionally. This indicates that 7 out of 25 respondents (28%)
stated that they use educational apps for homework “often”.

Person 3, 11, 22 use educational apps always. This indicates that 3 out of 25 respondents (12%) stated that they use educational
apps for homework “always”.

Person 21 uses educational apps rarely. This indicates that 1 out of 25 respondents (4%) stated that they use educational apps for
homework “rarely”

These findings indicate varying levels of frequency in using educational apps for homework among the respondents.

The majority of respondents fall into the "sometimes" category, suggesting that they utilize educational apps occasionally as a
resource for their homework.

A significant portion of respondents use educational apps more frequently, either "often" or "always", indicating a greater reliance on
these apps for completing their homework.

However, a small percentage of respondents stated that they rarely use educational apps for homework, suggesting a lesser
dependency on such apps for their homework tasks.
Informant’s Educational Apps Usage, Types of Educational Apps
and Educational Apps used before

INFORMANT’S EDUCATIONAL APPS USAGE

Sometimes Often
Always Rarely

12% 1%

28% 59%
Educational Apps used before
The "Brainly" app is mentioned by 19 individuals: Person 1, 3, 4, 5, 6, 7, 8, 9, 11, 14, 15, 16, 17, 18, 19, 20, 21, 24, and 25.
This accounts for approximately 76% (19/25) of the respondents.

The "Photomath" app is mentioned by 6 individuals: Person 12, 13, 17, 18, 20, and 25.
This accounts for approximately 24% (6/25) of the respondents..

The "Socratic by Google" app is mentioned by 2 individuals: Person 9 and 22.

This accounts for approximately 8% (2/25) of the respondents.

The "Gaunthmath" app is mentioned by 2 individuals: Person 9 and 10.

This accounts for approximately 8% (2/25) of the respondents.

The "AI Chat" app is mentioned by 1 individual: Person 23.

This accounts for approximately 4% (1/25) of the respondents

The "ChatGPT" app is mentioned by 1 individual: Person 2.

This accounts for approximately 4% (1/25) of the respondents

The “Chegg Study” app is not mentioned by any of the respondents.

Educational Apps used before
Brainly Photomath Socratic
AI Chat ChatGPT

3% 3%

7%

20%

66%
Educational Apps used before
Regarding the specific apps mentioned in the study, Brainly emerged as the most popular choice among the participants. This
indicates a strong inclination towards seeking help from fellow students, as Brainly allows users to find answers or information
shared by their peers. The wide range of subjects covered by Brainly likely contributed to its popularity among the students.

Photomath, on the other hand, was primarily used for math homework assistance, with almost 1/4 of the participants reporting
its usage. The app's ability to provide instant answers and offer step-by-step solutions resonated with students who valued quick
solutions and sought assistance in understanding the underlying concepts of their math assignments.

Mathway, which feature professionals answering uploaded questions, had lower usage rates. The waiting time and limited
likelihood of receiving answers from experts may have deterred students from extensively utilizing these platforms.
The Socratic app is a free app by Google had the same number of users from the respondents as Mathway. Socratic by Google
is an app that allows users to ask questions about school work at a high school or university level and get high-quality learning
resources from trusted websites in the form of curated search results, detailed explanations, and links to videos. However, due to
that this app only operates on older versions of android, it is not available on every smartphones which explains why only few
respondents have use this before.

Interestingly, none of the participants reported using Chegg Study, which offer paid tutorials and access to homework help. This
suggests that students in the study preferred free alternatives or did not find the paid features of these apps necessary for their
academic needs.

The inclusion of additional apps like ChatGPT and other AI-powered applications mentioned by 4% of the participants highlights
the growing reliance on Artificial Intelligence for academic support. Students seek assistance from AI tools to answer their
homework questions and generate content on various subjects. This finding demonstrates the increasing integration of technology
and AI in students' educational journey.
TYPE OF EDUCATIONAL APP: ONLINE OR OFFLINE

Most individuals utilize online educational apps (Person 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16,
17, 19, 20, 21, 22, 23, 25). 22 out of 25 individuals (88%) utilize online educational apps.

Few individuals utilize offline educational apps (Person 3, 4, 24). 3 out of 25 individuals (12%) utilize
offline educational apps.

This information highlights a clear preference among the surveyed individuals for online educational
apps over offline alternatives. The majority of individuals find online apps to be more beneficial and
suitable for their educational needs, possibly due to the convenience, accessibility, and range of
features offered by online platforms. Meanwhile, a smaller percentage of individuals still prefer offline
apps, which may be due to various factors such as personal preferences or limited access to internet
connectivity. This finding underscores the significance of internet access in enabling effective and
efficient learning experiences for students.
TYPE OF APP: ONLINE OR OFFLINE

Online Apps Offline

4%

96%
Benefits or Advantages of Educational Apps towards Homework Assistance
Based on the responses, we can count the number of individuals who agreed and disagreed with using educational apps for
homework, as well as calculate the percentages out of the total of 25 respondents:

Agreed:

Person 1, Person 2, Person 3, Person 4, Person 7, Person 8, Person 11, Person 12, Person 13, Person 14, Person 15, Person
16, Person 17, Person 18, Person 19, Person 20,Person 21, Person 22, Person 23, Person 25
Total: 20 individuals (80%)

Disagreed:

Person 5, Person 6, Person 9, Person 10, Person 24

Total: 5 individuals (20%)

Therefore, out of the 25 respondents:

20 individuals (80%) agreed with using educational apps for homework.

5 individuals (20%) disagreed with using educational apps for homework.

These findings indicate that the majority of respondents are in favor of using educational apps for their homework, with a
significant percentage supporting the idea. However, there is also a notable minority who express reservations or concerns
about relying solely on educational apps for their studies.
Benefits or Advantages of Educational Apps towards Homework Assistance
Based on the provided statements, the following themes can be identified through thematic
analysis:

Based on the statements of respondents who agreed and provided reasons:

• Convenience and Efficiency:

Statements highlight how educational apps make tasks easier, speed up answering questions,
and help in completing assignments quickly.

• Aid in Learning and Knowledge Enhancement:

Statements emphasize how educational apps help in acquiring knowledge, increasing

understanding of lessons, generating ideas for assignments, and improving grades.
Benefits or Advantages of Educational Apps towards Homework Assistance
Based on the statements of respondents who disagreed and provided reasons:

• Balancing Assistance and Personal Effort:

Statements highlight the importance of using educational apps as a tool for studying, not just
for copying answers, and combining app usage with personal effort and understanding.

• Lack of Benefits or Overreliance:

Statements express skepticism about the benefits gained from using educational apps or
caution against solely relying on them and neglecting proper studying. Statements caution
against over-reliance on apps, as it may hinder personal growth, challenge oneself, or develop
critical thinking skills.

These findings indicate a range of perspectives on the use of educational apps for
homework. While the majority of the respondents appreciate the convenience, efficiency, and
learning benefits offered by these apps, some express concerns about overreliance and the
potential limitations in terms of personal effort and skill development..
Challenges encountered while using educational apps in answering homework
Based on the provided statements, the similar comments regarding the problems encountered while using
educational apps for answering homework can be identified. Here is the count:

Internet Connection: Person 1, Person 2, Person 3, Person 4, Person 7, Person 8, Person 11, Person 12,
Person 13, Person 14, Person 17, Person 20, Person 22, Person 23, Person 24, Person 25

Total: 16 out of 25 respondents (64%)

Accuracy/Relevance of Answers: Person 5, Person 6, Person 7, Person 9, Person 10, Person 13,
Person 15, Person 16, Person 17, Person 18, Person 19, Person 21, Person 22, Person 24

Total: 14 out of 25 respondents (56%)

Payment Requirement: Person 3, Person 4, Person 12

Total: 3 out 25 respondents (12%)

Private Content: Person 2

Total: 1 out 25 respondents (4%)

Challenges encountered while using educational apps in answering homework
Based on the thematic analysis of the provided information, the following findings can be identified:

• Internet Connection: This theme emerges as the most prominent problem encountered by respondents while using
educational apps for answering homework. A total of 16 out of 25 respondents (64%) mentioned issues related to internet
connectivity. This suggests that a significant portion of students face challenges due to unstable or insufficient internet
connections when relying on educational apps for their homework.

The reliance on online educational apps for homework indicates that these apps are commonly used and considered valuable
resources by students. The high percentage of respondents mentioning internet connection issues implies that a stable and
reliable internet connection is crucial for effectively utilizing educational apps.

• Accuracy/Relevance of Answers: The theme of accuracy and relevance of answers highlights the concerns raised by
respondents regarding the reliability and quality of information provided by educational apps. A total of 14 out of 25
respondents (56%) expressed doubts or encountered instances where the answers obtained from educational apps were
considered inaccurate or irrelevant. This indicates that students value the correctness and relevance of the information
provided by these apps.

Students recognize that the accuracy and relevance of answers obtained from educational apps are essential for their
learning and academic success. The significant number of respondents mentioning this theme suggests that there may be a
need for improvements in the quality assurance mechanisms or content curation processes of educational apps.
Challenges encountered while using educational apps in answering homework
• Payment Requirement: The theme of payment requirement was mentioned by 3 out of 25
respondents (12%). This indicates that a small percentage of students encountered difficulties
accessing certain educational apps due to the need for payment. These respondents may have
faced limitations in utilizing apps that require a subscription or have premium features.

The presence of payment requirements for some educational apps may hinder equal access to
educational resources for all students. The percentage of respondents mentioning payment
requirements suggests that affordability and accessibility might be factors influencing the usage of
educational apps.

• Private Content: Only 1 out of 25 respondents (4%) mentioned the issue of private content.
This indicates that a very small proportion of students encountered situations where the content
within educational apps was restricted or inaccessible due to privacy settings or limitations.

The low percentage of respondents mentioning private content suggests that the majority of
educational apps used by students provide open and accessible content without significant
restrictions or privacy-related challenges.
Informants’ perception about considering the use of educational apps for
homework as an act of academic dishonesty
Based on the provided opinions, the count and percentage of individuals with similar opinions
regarding considering the use of educational apps for homework as an act of academic
dishonesty are as follows:

• Yes/Agree: Person 2, Person 3, Person 4, Person 5, Person 6, Person 8, Person 10, Person
11, Person 13, Person 14, Person 16, Person 19, Person 20, Person 21, Person 22

15 out of 25 respondents (60%)

• No/Disagree: Person 1, Person 9, Person 15, Person 17, Person 18, Person 23, Person 25
7 out of 25 respondents (28%)

• Neutral/Undecided: Person 7, Person 12, and Person 24

3 out of 25 respondents (12%)
Informants’ perception about considering the use of educational apps for
homework as an act of academic dishonesty
Based on the thematic analysis of informants' perceptions regarding the use of educational apps for
homework as an act of academic dishonesty, the following summary of findings and assumptions can be
made:

• Consensus on Academic Dishonesty: A significant number of informants (15 out of 25) expressed
a belief that using educational apps for homework is considered an act of academic dishonesty. They
perceive it as copying answers without truly understanding or engaging in the learning process.

The informants who consider the use of educational apps as academic dishonesty emphasize the
importance of independent learning and understanding of the homework. They believe that relying solely on
apps undermines students' learning potential and hampers their academic growth.

• Concerns about Fraud and Cheating: Several informants (6 out of 25) explicitly mentioned that
copying answers from educational apps is fraudulent and constitutes cheating. They emphasize the
negative consequences of relying on apps instead of developing one's own knowledge and skills.

Informants who view the use of educational apps as academic dishonesty associate it with plagiarism,
suggesting that using pre-existing answers from apps is equivalent to taking someone else's work without
proper attribution.
Informants’ perception about considering the use of educational apps for
homework as an act of academic dishonesty
• Recognition of Learning Potential: Some informants (2 out of 25) acknowledged that
educational apps can be used as a tool for getting ideas and guidance, enabling students to
study and understand the homework better. They distinguish between solely copying answers
and using apps to support learning.

Informants who recognize the learning potential of educational apps suggest that they can be
beneficial if used as supplementary resources to enhance understanding. They imply that
combining app usage with personal study and application of acquired knowledge can mitigate
concerns about dishonesty.

• Mixed Views and Neutrality: A few informants (3 out of 25) expressed mixed views or
neutrality towards considering the use of educational apps for homework as academic
dishonesty. They either use the apps themselves or believe that using them is not inherently
dishonest if followed by independent study or understanding of the homework.
Informants’ perception about considering educational apps as better assistance
for answering homework than traditional Methods
Based on the provided statements, the count of people who agreed and disagreed regarding
the use of educational apps and their percentage out of 25 are as follows:

Agreed (prefer educational apps over traditional methods):

Person 1, Person 2, Person 6, Person 8, Person 12, Person 16, Person 17, Person 18, Person
19, Person 20, Person 22, Person 24, Person 25

Total: 13 out of 25 respondents (52%)

Disagreed (prefer traditional methods over educational apps):

Person 3, Person 4, Person 5, Person 7, Person 9, Person 10, Person 11, Person 13, Person
14, Person 15, Person 21, Person 23,

Total: 12 out of 25 respondents (48%)

Informants’ perception about considering educational apps as better assistance
for answering homework than traditional Methods
Based on the thematic analysis of the provided opinions about educational apps versus traditional methods in
homework, the following similar opinions can be identified:

Preference for Convenience and Speed: 52% of respondents Favor of Educational Apps, they expressed positive
views about educational apps, highlighting their convenience, ease of access information, faster completion of
homework, and the availability of extensive resources online.

The respondents who expressed positive opinions about educational apps highlighted the benefits of convenience,
easy access to information, and faster completion of homework. This assumption suggests that some individuals
prioritize efficiency and quick solutions.

Emphasis on Accuracy and Reliability: 48% of respondents favored traditional learning methods, such as using
books or reading, emphasizing the accuracy and reliability of information, the importance of focused attention, and
concrete answers found in books. They raised concerns about cheating, lack of learning, uncertainty about the
accuracy of information from educational apps, and the potential limitations or advantages of traditional methods.

Respondents favoring traditional methods emphasized the importance of accuracy and reliability, indicating a
preference for trusted sources of information, such as books. This assumption reflects a belief in the credibility of
established educational resources
 CONCLUSION AND
RECOMMENDATIONS
CONCLUSION
Based on the literature review and interview
questionnaires, the researcher drew several conclusions
regarding Grade 11 students' perception at Asian Institute
of Computer Studies—Tanay during the 2022-2023 school
year regarding the use of educational apps for homework
assistance. The primary conclusions are as follows:

Many students consider educational apps beneficial and

convenient for completing homework tasks. These apps
provide advantages such as easy access to information,
faster completion of homework, and a wide range of online
resources. These benefits align with the needs and
preferences of students in the digital age, where efficiency
and quick solutions are valued.
However, there are identified disadvantages mentioned by
the respondents. Concerns include the accuracy and
reliability of information provided by educational apps,
potential issues of academic dishonesty, and a lack of in-
depth understanding when relying solely on these apps.
Some students also expressed a preference for traditional
learning methods, such as using books, due to the
perceived credibility and concrete answers found in such
resources.

These disadvantages serve as important considerations for

educators and app developers. Quality assurance
mechanisms are needed to ensure the accuracy and
relevance of information within educational apps.
Addressing issues of academic integrity and promoting a
balanced approach that combines app usage with personal
effort and understanding is crucial.
RECOMMENDATIONS
For future researchers:

Expand the sample size to include a larger and more diverse group of participants to obtain a broader range of
insights and perspectives.

Conduct comparative analysis between different schools or educational institutions to explore variations in
students' perceptions and app usage patterns.

Conduct in-depth interviews with a subset of participants to delve deeper into students' experiences, motivations,
and challenges related to using educational apps.

Include the perspectives of parents or guardians to gain a holistic understanding of the impact and involvement of
educational apps in students' homework tasks.

Investigate the impact of user interface and design features of educational apps on students' engagement, usability,
and overall experience.
For students’ guardians, educators, and app developers:

Promote awareness and provide guidance to students regarding the availability and benefits of educational apps.

Address challenges related to internet connectivity by enhancing connectivity in schools and providing support to
students facing internet-related issues at home.

Foster collaboration between app developers and educators to strengthen quality assurance mechanisms and
content curation processes.

Emphasize the importance of a balanced approach, encouraging students to use educational apps as tools for
learning and problem-solving rather than relying solely on them for answers.

Explore partnerships or subsidies to make paid educational apps more affordable and ensure equal access to
devices and internet connectivity for all students.
Thanks!
Do you have any questions?