IMURUNG NATIONAL HIGH SCHOOL

Imurung, Baggao, Cagayan

Using technology Devices to Enhance the Learning

Experience in Mathematics Subject among Grade 11 Students

In Partial Fulfillment to the requirement

In Practical II

Angelie Rose A. Garingan

Jeremiah Alfonso
Ericson Palad
Anjanette Agarpao

Grade 12-ABM
Researchers:

Imurung National High School

SY 2018-2019

Faithful P. Peña
Adviser

SENIOR HIGH SCHOOL DEPARTMENT

 IMURUNG NATIONAL HIGH SCHOOL

Approval Sheet
This paper attached here to entitled “Using technology
Devices to Enhance the Learning Experience in Mathematics
Subject among Grade 11 Students” of IMURUNG NATIONAL HIGH
SCHOOL presented and submitted by Angelie Rose Garingan,
Jeremiah Alfonso, Ericson Palad and Anjanette Agarpao in
partial fulfillment of the requirements for the Practical
Research 2 of the K to 12 Curriculum, is here by endorsed
for approval.

Faithful P. Peña
Adviser

June 24,2019
Date

Accepted and approved in partial fulfillment of the

requirements for the work immersion program of the K-12
Curriculum.

EVELYN M. AGRON

Officer-In-Charge

SENIOR HIGH SCHOOL DEPARTMENT i

 IMURUNG NATIONAL HIGH SCHOOL

Dedication

This study is respectfully dedicated to our Almighty

God who gives us strength, courage, and enough

intelligence to continue conducting this research despite
of the challenges we have gone through while doing this
study.

This work is also dedicated to our parents who are

always there for us and whose good examples have taught
us to work hard for the things that we aspire to achieve.

SENIOR HIGH SCHOOL DEPARTMENT ii

 IMURUNG NATIONAL HIGH SCHOOL

Acknowledgement
The authors wish to express their sincere
appreciation. First, to our Almighty God for granting us
the wisdom, health and strength to undertake this
research task and enable us to its completion. For being
silently always been there and to ensure the completion
the research.

Second, we thank our families for their love and

support throughout our lives. Thank you for the
encouragement and motivation you gave to inspire us to
continue chasing our dreams. To our relatives, they
also deserved our sincere gratitude of thanks.

To our Practical Research teacher, Ma’am Lovely

Faithful Peña for her patiently guidance, support and
trust that we can make this research successfully.

SENIOR HIGH SCHOOL DEPARTMENT iii

 IMURUNG NATIONAL HIGH SCHOOL

Abstract

This brief paper reports on research carried out as

a part of Grade 11 students of IMURUNG NATIONAL HIGH

SCHOOL. Entitled “ Using technology devices to enhance the
learning experience in mathematics subject.The findings of
this research to know the effect of using devices to widen
their knowledge.

In this study, the researchers want to conduct a

simple survey to the grade 11 students. Using a random

technique, the researchers can determine if technology

devices can enhance a learning capability in Mathematics

subject in terms of their behavior, knowledge and skills.

This data can help to the future researchers what are the

things to reconsider to help the students cope up in

Mathematics.

SENIOR HIGH SCHOOL DEPARTMENT iv

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TABLE OF CONTENTS

Approval Sheet______________________________________ i
Dedication__________________________________________ ii
Acknowledgement ____________________________________ iii
Abstract____________________________________________ iv
Table of Contents __________________________________ v

Chapter I Introduction: The Problem and

Its Background ___________________________ 1

Statement of the Problem__________________ 3

Conceptual Framework______________________ 4

Significant of the study__________________ 6

Scope and Delimitation ___________________ 8

Definition of terms ______________________ 8

CHAPTER II Review of Related Literature _____________ 10

CHAPTER III Methodology _____________________________ 17

Research design___________________________ 17

Locale of the study_______________________ 18

Data gathering Procedure__________________ 18

CHAPTER IV Presentation, Interpretation,

and Analysis of Data________________________19

CHAPTER V Summary and Findings________________________ 32

Conclusion_________________________________ 33

Recommendation ____________________________ 33

CHAPTER VI Appendices, Curriculum Vitae

and References

Appendices ___________________________

Curriculum Vitae___________________________ 34

References_________________________________ 36

SENIOR HIGH SCHOOL DEPARTMENT v

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Using technology Devices to Enhance the Learning

Experience in Math Subject among Grade 11 Student

CHAPTER 1

INTRODUCTION

The Problem and Its Background

Today is much different from the old generation.

From the daily people use, the knowledge, skills and even

the behavior are changing. Many continues to explore and

develop new things for easier way of living.

Students, teachers, and children, are engaged to use

different kinds of gadgets these days. Cellphone is one of

the well-known gadgets always used. Some of them used

Google to search; calculator application is used to

calculate numbers and many more.

The mathematics subject is one of the most difficult

subjects met by the students at school, because there are

lots of complicated equations and techniques to learn.

Like many other schools, the students in INHS,both

the juniors and seniors are hardly analyzing the math

emotical equations.But with the help of technological

devices, they can easily better understand the lessons.

Teachers can also easily teach the topic.

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Nowadays there are many things to reconsider for

easier way in solving mathematical problems.

Our world is becoming more and more technology

oriented. Many classrooms are embracing new technology and

using it in their academic performance. In an information

Age, we can easily solve mathematical equations with the

use of calculator instead of solving it manually, we can

use computers to research almost everything,although there

are many advantages of using technology devices there are

also some risks that the the student may encounter. Abusive

use of cellphones, computers,laptops and other technology

devices may waste too much time because instead of studying

they might just play games, chat,browse the web that is not

related to their study.

Technology is a versatile and valuable tool for

teaching and learning and becoming a way of life. The most

important thing is that teachers need to be prepared to use

these technologies effectively. Schools can use technology

devices effectively.

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STATEMENT OF THE PROBLEM

Generally, this study is conducted to determine the

performance of the Grade 11 students using Technology
devices to enhance the learning experience in Math subject.

1. What is the profile of the Grade 11 students in

terms of:
A.Age
B.Sex
C.Civil Status

2. What are the effects of using technology devices

to enhance the learning capability in Math subject in
terms of the following:

a. Attitudes
b. Knowledge
c. Skills

3. How do technological devices enhance students in

their academic performance?

4. What are the commonly used gadgets used by the

students?

CONCEPTUAL FRAMEWORK

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The paradigm below is presented as concrete basis for

the direction of the study.

Input Process Output

Problems met by Data gathering Effects of using

Grade 11 through the use of ICT to the grade
students in questionnaire 11 students
mathematics
(specially the
ABM Students)

Purpose of the Study

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The purpose of this study generally is to examine the

influence of technology devices on the Academic
Performance of students in IMURUNG NATIONAL HIGH SCHOOL
specifically in dealing with Mathematics subject.
Specifically, the study seeks:
1. To examine the level of student addictiveness to

gadgets and the influence on their academic

performance.

2. To determine students who are more exposed on gadgets

and the influence on their academic performance.

3. To ascertain how the use of technology devices

influence the academic performance of the students in

IMURUNG NATIONAL HIGH SCHOOL.

4. To ascertain the difference of students’ usage of

technology devices by gender.

5. To ascertain how age has influence on students’ usage

of technology devices.

SIGNIFICANCE OF THE STUDY

This study should be of great importance to the following:

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Students. It is very useful to those students who use

technology devices.

Teachers. They can easily give the information to the

students about their lessons.

Administrators. The policy implementer and school

principal of IMURUNG NATIONAL HIGH SCHOOL helping them to
appreciate the usefulness of technology devices in
learning.

Future Researchers.This paper can serve as their future

reference.

The study may be useful to future researcher within

interest in examining the effects of technology devices
on students learning.

Research Hypotheses

The following hypotheses are generated by the researcher

and was tested in this study:

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1. Students’ addictiveness of using technology devices has

a significant influence on their academic performance.

2. Student’s exposure to technology devices has a

significant influence on students’ academic performance.

There is no significant difference between the

students who use technology devices and to those who
don’t.

SCOPE AND DELIMITATION

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This study mainly focused on using technological

devices to enhance the learning capability in math subject
of Imurung National High School for the SY. 2019 – 2020.
Matters and factors not relevant or information not
closely related to the topic were not discussed.

Definition of Terms:

Abusive: engaging in or characterized by habitual

violence and cruelty.

Versatile: able to adopt or be adopted to many

different functions or activities.

Valuable: worth a great deal of money.

A thing that is of great worth,
especially a small item of personal property.

Generation: all of the people born and living at

about the same time regarded collectively.

IMPORTANCE OF THE STUDY

The importance of this study is to know the effects

of using technology devices a

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In the study of students especially in mathematics

subject. If it is good thing to use, and if it is
effective nor can give more information to the
students. Also,this will help the next researchers
for them to easily get information.

CHAPTER II

LOCAL LITERATURE

Sinasabi natin na ang agham at teknolohiya ay mga

kasangkapan para sa pag-unlad.Ngunit magagamit lamang ang
mga kasangkapang ito sa pamamagitan ng kaalaman sa
matematika.Nakalulungkot isipin na sa kasalukuyang
panahon,isa ang Pilipinas sa may pinakamababang kaalaman
sa paksang ito. Ngayon ay kinakatakutan at kinayayamutan
ng karamihan sa mga estudyanteng Filipino ang naturang
subject.Ito ay hindi magandang pangitain sapagkat ang
matematika ay lubhang napakahalaga para sa ating araw-
araw na pamumuhay. ( Ni Ernee Lawagan)

Ang Technology integration ayon sa isa pang artikulo

ng Edutopia (2008) ay nangangahulugang paggamit ng ibat-
ibang resorses na panteknolohiya gaya ng Kompyuter,
mobile devices (Smartphones), tablet, digital camera,
software application, internet at marami pang iba sa
araw-araw na praktis sa silid- aralan nagiging matagumpay
ang integrasyon ng teknolohiya kung ito ay nagiging
routine (palagian) na , nariyan at madaling maakses para
sa isang tiyak na gawain at sumopsoporta sa mga tunguhin
ng kurikulum at tumulong sa mga mag-aaral upang mabisa
nilang matamo ang kanilang mga layunin.

FOREIGN LITERATURE

Education is no longer about memorizing facts and

pictures, but rather, it is about learning where to find
this information, and more importantly, it is about how
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and where the information which has been acquired can be

used. Learners must actively construct their own
understandings rather than simply absorb what others tell
them(Bransford et. al, 2000).

“The traditional learning processes are based on

transferring the knowledge directly from the teacher to the
students, applying a pedagogy where the learners are
passive receivers of knowledge” (Faugli, 2003, p.9).

In this case, the content presented in the classroom is

disconnected from its real-world context, and this has been
shown to have a negative impact on the learning process,
affecting in particular learner’s motivation (Henning,
1998).

At the same time, real-world learning situated in real-

world contexts has been shown to have a positive impact on
learning and learners’ motivation (Duffy & Cunningham,
1996).

Students motivation is one of the essential keys for

a productive learning experience. When students are
motivated to learn, they can pay more attention in what
they are learning and they can remember better the
material. Another important emphasis advanced by educators
on the learning process is to promote meaningful learning
for students, helping them to construct their knowledge so
as to be able to develop and to apply it appropriately in
a range of situations.

According to TIME (Technology Integrated in Meaningful

Learning Experiences), (in Ashburn & Floden, 2006, p. 8) a
meaningful learning experience should create opportunities
to achieve deep understanding of complex ideas and enable
students to work with complex problems and content that are
central to the discipline and

relevant to their live In the next section, we present how

technology integration can help in promoting
productive learning, in keeping with the goals of
education, namely real-life context and meaningful learning

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to help students to construct their knowledge and to be

more motivated. The integration of technology in education
The use of technology in education can enhance meaningful
learning better than the traditional classroom
instructions. “They can engage a wider range of
intelligence, connecting school with real world, supporting
interaction, offering dynamic displays, multiple and linked
representations, interactive models and simulations and the
storage and retrieval of multiply categorized information”
(Ashburn & Floden, 2006, p.28).

According to TIME (Technology Integrated in Meaningful

Learning Experiences), (in Ashburn & Floden, 2006, p. 8) a
meaningful learning experience should create opportunities
to achieve deep understanding of complex ideas and enable
students to work with complex problems and content that are
central to the discipline and relevant to their live In the
next section, we present how technology integration can
help in promoting productive learning, in
keeping with the goals of education, namely real-life
context and meaningful learning to help students to
construct their knowledge and to be more motivated. The
integration of technology in education The use of
technology in education can enhance meaningful learning
better than the traditional classroom instructions. “They
can engage a wider range of intelligence, connecting school
with real world, supporting interaction, offering dynamic
displays, multiple and linked representations, interactive
models and simulations and the storage and retrieval of
multiply categorized information” (Ashburn & Floden, 2006,
p.28)

In this way, by integrating technology into the teaching

and learning process, educators aim to increase students’
abilities to understand complex ideas and learn challenging
content. There are many studies that have explored the
integration and the use of technology in

education from a variety of perspectives, emphasizing the

advantages of these practices. As noted by Churchill
(2005), “technology amplifies our intellectual and physical

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capacity” (p. 347), and in this context, technology can

play an integral role in supporting higher order learning.
Ashburn and Floden (op. cit.), in their book about
meaningful learning using technology, point out that
technology can be used to demonstrate and to scaffold the
development of mental models.

“Tools that instantly relate the graphical and symbolic

representations and make abstract concepts visible and
manipulable can help students comprehend the nature and
applications of key ideas” (p.30). In the next section, we
establish a correlation between multimedia instructions
tools and Paivio’s (2006) dual coding theory, pointing out
the role of these tools from a cognitive point of view.
2.1.3 Using technology for multimedia instructions One way
of integrating technology into education is using
multimedia instructions to present and communicate the
learning material. In his book about the multimedia
learning, Mayer (2001) defines multimedia instructions as
presentations involving words and pictures that are
intented to foster learning.

In this way, information can be processed through both the

verbal and nonverbal channels, so the learner has more
cognitive paths that can be followed to retrieve the
information (Mayer & Anderson, 1991). This can be related
to the dual coding theory developed by Paivio (2006), which
emphasizes the concretization of knowledge through imagery
and pictures. Specifically, in mathematics the
concretization of abstract symbols and relations is
important (Skemp in Paivio, 2006, p. 13). From the
description made by Paivio (2006), cognition, according to
the dual coding theory, involves two distinct subsystems:
a verbal system specialized in dealing directly with
language and a nonverbal (imagery) system specialized in
dealing with non linguistic objects and events. The
representations are connected to sensory input and response
output systems as well as to each

other so that they can function independently or

cooperatively to mediate nonverbal and verbal behavior. The

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theory means that both systems are generally involved even

in language phenomena. Cognition is the variable pattern
of the interplay of the two systems according to the degree
to which they have developed. An important aspect of
multimedia instructions is the multimedia principle.

In relation to this principle, Mayer (op. cit.) states

that “people learn better from words and pictures than from
8 words alone. When words and pictures are both presented,
learners have the opportunity es. words alone. When words
and pictures are both presented, learners have the
opportunity to construct verbal and visual mental models
and to build connections between them” (p. 280).

This means that multimedia learning offers a powerful way

for people to understand things which would be difficult
to figure out by words alone. In the following chapter we
provide an overview of the role of technology in
mathematics education, focusing on the importance of
visualizations in the concretion of the mathematical
content. 2.2 Technology in mathematics education One of the
major goals in mathematics education is to ensure the
success of all students in understanding the subject
matter. Mathematics is considered as one of the most
challenging and problematic subjects in the educational
aspect. But at the same time it is one of the most important
areas of science, given that mathematical skills and
knowledge are important in everyday life, and there are
also many mathematical applications in other subjects and
sciences. Christy (1993) states that “mathematics is a
basic tool in analyzing concepts in every field of human
endeavor” (p. 3). For these reasons, mathematics is a
subject which should be taken seriously. Teachers should
focus on fostering the students’ understanding of
mathematical concepts and they should provide a quality
education environment for them. Many students find it
difficult to engage with mathematical concepts. For
learning to take place, students need to be

actively engaged with the explored concepts or objects –

whether abstract or concrete (Liang & Sedig, 2010).

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To come closer to these difficulties faced by students, an

overview of mathematical activities and the process of
doing mathematics is offered here. According to Duval
(1999), the mathematical activity has two sides: the
visible side which are mathematical objects and the
cognitive operations, procedures. Mathematical objects are
abstract and not amenable to any concrete imagination or
manipulation; they are immaterial, not tangible and
directly accessible to our thinking like the physical
objects (Chiappini & Bottino, 1999).

The cognitive operations are also a difficult part of

mathematical activities for students, given that very often
teachers attach more importance to the mathematical
processes than to their applications to daily life
situations or to physical problems. This leads students to
solve problems mechanically, by following the algorithm
steps without real awareness of their actual meaning
(Milovanovic,Takaci & Milajic, 2010).

Given these challenges in doing mathematics, it is

teachers’ and educators’ responsibility to make the
learning and the understanding of mathematics easier for
students. A very important key for the understanding of
mathematics is the use of visualization and representations
in the learning and teaching process. As pointed by Duval
(1999), “there is no understanding of mathematics without
visualization” (p. 13). Visualizations are intended to be
concrete means which allow students to explore more
difficult mathematical concepts. Representations and
symbols of mathematics establish a semiotic system which
is of fundamental importance for any mathematical activity
(Chiappini & Bottino, 1999).

In the next section, we review the relevant literature with

respect to the integration of technology into mathematics.
2.2.1 Integrating technology into mathematics Technology
is useful for helping students to

look at mathematics not only as a set of procedures, but

more as reasoning, exploring, solving problems, generating
new information and asking new questions. Furthermore, “it

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helps them to better visualize certain mathematical

concepts” (Van Voorst, 1999, p.2).

Studies have revealed that activities encouraging the

construction of images can greatly enhance mathematics
learning (Wheatley & Brown, 1994). Greeno and Hall (1997)
make several observations about the importance of
representations, concluding that: - computer technologies
are powerful tools for thinking - understanding of
mathematical concepts and procedures is enhanced when
students can transfer understanding among different
representations - they can give learners useful tools for
building understanding, communicating information and
demonstrating reasoning. Ashburn and Floden (2006) also
emphasize the importance of using technology in
mathematics, noting that tools that instantly relate the
graphical and symbolic representations of mathematical
expressions can help make understanding goals more
accessible to students. “Simulations that make abstract
concepts visible and manipulable can help students
comprehend the nature and applications of key ideas”
(p.30). There are many studies which investigated the
integration of technology into mathematics teaching and
learning of different topic areas ( Liang & Sedig, 2010;
Milovanovic et al. 2011; Lagrange, 2010; Perjesi, 2003;
Lotfi & Mafi, 2012, Gonzales & Herbst, 2009) concluding
that technology can help to visualize and represent better
mathematics objects and procedures by exploring different
graphical representations. We found it relevant to take a
look at previous studies and theoretical frameworks used
in studies about the integration of technology into
mathematics education.

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CHAPTER III
Research Methodology

This chapter presents the research design, locale of

study, the respondents and sampling procedure, instrument
used, data gathering procedure.

Research Design

Descriptive Design was used in the study.Descriptive

design because the profile and the attitude of the
respondents will be described using frequency counts, and
percentage.

To determine the significant differences, Analysis of

Variance was used.

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Locale of the Study

The study was considered at Imurung National High

School, Senior High School Department, located at
Imurung,Baggao,Cagayan.

The response and the Sampling Procedure Random

Sampling is done conducting the study. The respondents
are the 50 students of Grade-11 students.

Data Gathering Procedure

Permission to conduct the study was sought from

adviser of Grade-11 students.Upon approval, interview,
observation and questionnaires to be answered.

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CHAPTER IV

Presentation,Interpretation and Analysis of data.

This chapter presents the gathered data which were

interpreted and analyzed based on the problem stated.

1. Profile of Students-Respondents

The general report with regards to the profile of

respondents is discussed with their age,sex,and civil

status.

AGE

Table 1: Reveals that 45 out of 50(50%) of the total

number of respondents has the age of 17

AGE FREQUENCY PERCENTAGE

18 2 4%

17 44 88%

16 4 8%

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Table 2: Shows that 25 are males while 25 females. These

data reflect that the students in Grade 11 are ----------

dominated.

SEX FREQUENCY PERCENTAGE

MALE 25 50%

FEMALE 25 50%

TOTAL 50 100%

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CIVIL STATUS

With the 50 respondents, ……?

This may reflect that majority of the respondents are…..?

Table 3:Frequency and percentage distribution of

students-respondents according to civil status.

CIVIL STATUS FREQUENCY PERCENTAGE

SINGLE 30 60%

IN A RELATIONSHIP 20 40%

TOTAL 5o 100%

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QUESTIONNAIRE’S FREQUENCY DISTRIBUTION TABLE

Results of the survey will be showed in the table below.

1.The internet is useful in learning mathematics subject.

CODE FREQUENCY PERCENTAGE

ALWAYS 5 20 40%

OFTEN 4 10 20%

SOMETIMES 3 5 10%

RARE 2 10 20%

NEVER 1 5 10%

TOTAL 50 100%

40% OF THE RESPONDENTS SAYS THAT INTERNET IS ALWAYS

USEFUL IN LEARNING MATHEMATICS SUBJECT.

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2.The students use internet to better understand lessons

in mathematics.

CODE FREQUENCY PERCENTAGE

ALWAYS 5 10 20%

OFTEN 4 25 50%

SOMETIMES 3 5 10%

RARE 2 10 20%

NEVER 1 0 O%

TOTAL 50 100%

50% OF THE STUDENTS SAYS THAT STUDENTS USE INTERNET IS

OFTEN BETTER UNDERSTAND LESSONS IN MATHEMATICS.

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3.Internet makes learning convenient and thinking

capability analytical and critical.

CODE FREQUENCY PERCENTAGE

ALWAYS 5 5 10%

OFTEN 4 15 30%

SOMETIMES 3 20 40%

RARE 2 5 10%

NEVER 1 5 10%

TOTAL 50 100%

40% OF THE STUDENTS SAYS THAT SOMETIMES MAKE LEARNING

CONVINIENT AND THINKING CAPABILITY ANALYTICAL AND

CRITICAL.

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4. Some mathematical solution in internet was not

applicable in the grade 11 lessons and difficult to

understood.

CODE FREQUENCY PERCENTAGE

ALWAYS 5 5 10%

OFTEN 4 5 10%

SOMETIMES 3 10 20%

RARE 2 25 50%

NEVER 1 5 10%

TOTAL 50 100%

RARE OF THE STUDENTS OR 50% OF THE STUDENTS SAYA THAT

SOME OF THE MATHEMATICAL SOLUTION IN INTERNET WAS NOT

APPLICABLE IN THE GRADE 11 LESSONS AND DIFFICULT TO

UNDERSTOO

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5.Using technology can increase academic achievements

(e.g. grades)

CODE FREQUENCY PERCENTAGE

ALWAYS 5 35 70%

OFTEN 4 10 20%

SOMETIMES 3 5 10%

RARE 2 0 0%

NEVER 1 0 0%

TOTAL 50 100%

The respondents agreed that always using technology

can increase academic achievements.

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6. Using Technology can lessen time in solving

mathematics.

CODE FREQUENCY PERCENTAGE

ALWAYS 5 35 70%

OFTEN 4 10 20%

SOMETIMES 3 5 10%

RARE 2 0 0%

NEVER 1 0 0%

TOTAL 50 100%

The respondents agreed that always using technology

can lessen time in solving a math problem

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7.Solution of math in the internet differ from what we

learn in school.

CODE FREQUENCY PERCENTAGE

ALWAYS 5 10 20%

OFTEN 4 5 10%

SOMETIMES 3 25 50%

RARE 2 6 12%

NEVER 1 4 8%

TOTAL 50 100

The respondents says that sometimes the solution in

internet is differ from what they’ve learned.

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8.Internet make student not to solve instead they just

browse in the internet for the answer.

CODE FREQUENCY PERCENTAGE

ALWAYS 5 35 70%

OFTEN 4 10 20%

SOMETIMES 3 5 10%

RARE 2 0 0%

NEVER 1 0 0%

TOTAL 50 100%

The students always use internet for a math problem

instead of solving it.

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9.Some of the solution on the internet are wrong.

CODE FREQUENCY PERCENTAGE

ALWAYS 5 35 70%

OFTEN 4 10 20%

SOMETIMES 3 5 10%

RARE 2 0 0%

NEVER 1 0 0%

TOTAL 50 100%

70% OF THE SUDENTS SAYS THAT THE SOLUTION IN TTHE

INTERNET ALWAYS WRONG.

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10.It is better to use internet than solving than

calculator.

CODE FREQUENCY PERCENTAGE

ALWAYS 5 35 70%

OFTEN 4 10 20%

SOMETIMES 3 5 10%

RARE 2 0 0%

NEVER 1 0 0%

TOTAL 50 100%

70% OF THE STUDENTS SAYS THAT IT IS BETTER TO ALWAYS

USE INTERNET THAN CALCULATOR.

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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter discusses the noteworthy and significant

result of the study, the conclusions drawn and
recommendations given by researchers.

1.) Summary of findings

Findings of the study were as follows:

1. The respondents profile shows that most of the students

age is 17 years old, it is dominated with females and
most of the students are single.

2. Most of the students are attentive during their Math

Subject

3. Most of the students considered Math as an interesting

subject.

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2. )Conclusion

Most students have their own gadgets at home and there is

a big impact regarding on their academic performance.
Although there are students who use gadgets for academic
performance, yet students use mostly as their habits and
they forgot to study. It says also that excessive use of
gadgets can disturb and lesson their study habit.

3. RECCOMENDATIONS

Tracking your gadgets use such as adding up how

many times per hour you check your phone can increase your
awareness about your problem. If you are aware of the extent
of your problem, you can begin to identify goals and
possible solutions:

1. Limit your gadgets use to certain times of the day. You

can set up specific time to use your gadgets, such as you’re
at home.

2. Use your phone only for communication, emergencies and

studies.

3. Focus at your studies longer than using gadgets.

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CHAPTER VI

Appendices Curriculum Vitae, Documentation, Questionnaire

and Better Bibliography

CURRICULUM VITAE

Name: Jeremiah P. Alfonso

Age: 19 yrs. old

Grade& Section: Grade-11 Shakespeare

Date of Birth: January 01, 2000

Permanent address: Imurung, Baggao,

Cagayan

Religion: Methodist

Name: Angelie Rose A. Garingan

Age: 17 yrs. old

Grade& Section: Grade-11 Shakespeare

Date of Birth: April 25,2002

Permanent address: Solano, Nueva

Vizcaya

Religion: Iglesia Ni Cristo

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Name: Ericson G. Palad

Age: 17 yrs. old

Grade& Section: Grade-11 Shakespeare

Date of Birth: September 03, 2001

Permanent address: Imurung, Baggao

,Cagayan

Religion:Crusader

Name: Anjanette G. Agarpao

Age:20

Grade& Section: Grade- 12 Honesty

Date of Birth:

Permanent Address: San Miguel, Baggao,

Cagayan

Religion: Penticos

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REFERENCES

Technological tools include those that are both content

specific and content neutral. In mathematics education,
content-specific technologies include computer algebra
systems; dynamic geometry environments; interactive applets;
hand held computation, data collection, and analysis devices;
and computer-based applications. These technologies support
students in exploring and identifying mathematical concepts
and relationships. Content-neutral technologies include
communication and collaboration tools and Web-based digital
media, and these technologies increase students access to
information, ideas, and interactions that can support and
enhance sense making, which is central to the process of
taking ownership of knowledge.Findings from a number of
studies have shown that the strategic use of technological
tools can support both the learning of mathematical procedures
and skills as well as the development of advanced mathematical
proficiencies, such as problem solving, reasoning, and
justifying (e.g., Gadanidis & Geiger,2010; Kastberg &
Leatham,2005;Nelson, Christopher,&Mims,2009;Pierce &
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Dick T. P, & Hollerbrands, K.f (2011).Focus in high school

mathematics:Technology to support reasoning and sense making.
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King-Sears,M, (2009). Universal design for learning:

Technology and pedagogy. Learning disability
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Nelson,J..,Christopher,A,& Mims ,C.(2009). TPACK and web 2.0:

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Suh J.,&Moyer,P.S. (2007). Developing students’

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