USE OF MOBILE PHONE APPLICATIONS

IN TEACHING PRECALCULUS
JAY-R H. LEONIDAS, MAMathEd
JAYSON A. LUCILO, MSc
Bicol University, Legazpi City

ABSTRACT

The K to 12 Curriculum recognizes the use of smart phones or mobile phones as appropriate tools necessary in teaching mathematics. Although not fully explored, Precalculus is one of the
areas of mathematics where mobile phones can be integrated. Thus, this study developed lessons integrating the use of mobile phone applications in teaching Precalculus through Bring
Your Own Device (BYOD) scheme and determined its effects to students’ conceptual understanding, procedural skills, and attitudes towards Precalculus. Mobile phone applications used
include Angle Meter, Infinite Unit Circle, Trigonometry Tutorial 3, Trigonometry Unit Circle, ArcCalc, Trigonometry Test, Unit Circle, Trig Tutor, and Desmos. Lessons were conducted among
Grade 11 Science, Technology, Engineering, and Mathematics (STEM) students at Central Bicol State University of State University of Agriculture for the academic year 2018-2019. Results
revealed that there is a significant difference between the competency levels of students, along conceptual understanding (p-value of 3.76 x 10-5 at 0.05 level of confidence) and p
rocedural skills (p-value of 1.44 x 10-2 at 0.05 level of confidence), before and after the conduct of lessons integrating the use of mobile phone applications. Also, a significant difference
exists between the pre-assessment and post-assessment of attitudes towards Precalculus (p-value of 2.10 x 10-3 at 0.05 level of confidence). This means that students viewed Precalculus
positively after the conduct of lessons. The use of mobile phone applications has enriched students’ understanding of concepts and procedural skills such as solving and graphing, and has
increased their motivation, self-confidence, and enjoyment in learning Precalculus.

INTRODUCTION RESULTS
The use of technology and its importance in the Philippine education was affirmed by the Competency Level of Grade 11 STEM students in Precalculus
onset of K to 12 Program in 2013. The Department of Education (DepEd) ensures an Students were found to have no substantial understanding of concepts in Precalculus,
Information Communication Technology (ICT) Curriculum in the Enhanced Basic Education to serve particularly in trigonometry content area (competency level of 27.48% interpreted as low
as a framework for technology integration in various academic content area instructions from competence)
Kindergarten through Grade 1 to Grade 12 to keep up with the global standards. Thus, the
curriculum recognizes the use of smart phones or mobile phones as appropriate tools necessary Developed Lessons in Precalculus Integrating the Use of Mobile Phone Application
in teaching mathematics. Although not fully explored, Precalculus is one of the areas of
mathematics where mobile phones can be integrated. In spite of the burst of mobile phones in
most of the aspects in daily lives, the utilization of these devices in education is still new and in its
infancy. This is true for the use of mobile phones in education in general and especially for its use
in teaching mathematics [5]. Hence, the challenge for educators is to explore how mobile phones
might be useful to support learning [6]. Essentially, this study was geared towards using mobile
phone applications in teaching Precalculus focusing on trigonometry content area.

OBJECTIVES OF THE STUDY

 Gauge the competency level of Science, Technology, Engineering, and Mathematics students in
Precalculus.
 Develop lessons integrating the use of mobile phone applications in teaching Precalculus.
 Determine the effects of integrating the use of mobile phone applications to students’ concep-
tual understanding, procedural skills, and attitudes towards Precalculus. Effects of Integrating the Use of Mobile Phone Applications

Conceptual Understanding Procedural Skills Attitudes toward Precalculus

METHODOLOGY
 This study utilized one-group pretest and posttest.
 Respondents include 27 Grade 11 Science, Technology, Engineering, and Mathematics stu-
dents of Central Bicol State University of Agriculture.
 Bring Your Own Device (BYOD) scheme was employed to carry out the study.
 Instruments used were 45-item validated teacher-made test (α=0.92), developed lessons inte-
grating the use of mobile phone applications (α=0.87), attitude towards Precalculus (α=0.91),
observation guides, and journal writing guides.
 Statistical tools used were Cronbach’s Alpha, Krippendorff’s Alpha, Weighted Mean, Mean
Percentage Score, and Paired Sample t-test.

CONCLUSIONS
Students’ preparation in Precalculus determines their success in the course. Understanding the competency level of students on prerequisite subjects revealed what the students must learn and how the
students should be taught. Thus, integrating mobile phone applications in lessons can enhance students’ conceptual understanding, procedural skills, and attitudes toward Precalculus. Hence, the use of
mobile phones applications in teaching incites reforms in mathematics education—improving students’ learning and increasing teachers’ innovativeness. Especially therefore that we are facing Education
4.0 and K to 12 Curriculum recognizes mobile devices as a tool for learning.

RECOMMENDATIONS
 Assessing students knowledge on prerequisite subjects is highly encouraged among teachers especially as students enter Senior High School.
 When technology is properly mapped with the learning competencies, teachers may incorporate the use of technology their lessons.
 Students may capitalize on the pervasiveness of mobile devices by exploring mobile phone applications that offers opportunity to learn and acquire knowledge.

ACKNOWLEDGMENT
The authors extend their heartfelt gratitude to the Department of Science and Technology – Science Education Institute for funding this research.