PERCEPTION ON THE GEOGEBRA APPLICATION IN GRAPHING QUADRATIC

FUNCTION OF BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS

OF KOLEHIYO NG SUBIC

Denise Andrei Benavidez

A Research paper submitted to the faculty of Kolehiyo ng Subic, Wawandue, Subic,

Zambales in Partial Fulfilments of the Requirement for the Bachelor of Secondary Education
major in Mathematics

November 2022
 Chapter 1

The Problem and Its Settings

Background of the Study

GeoGebra was designed by Markus Hohenwater as an open‐source dynamic mathematics

software that incorporates geometry, algebra and calculus into a single, open‐source, user‐

friendly package (Hohenwarter, Jarvis, & Lavicza, 2008). This software combined features of

older software programs such as Maple, Derive, Cabri and Geometer’s Sketchpad (Sahaa, Ayub,

& Tarmizi, 2010). GeoGebra is a free and user‐friendly software that connects geometry and

algebra (White, 2012).    GeoGebra’s support materials are rather impressive (especially for a

free program), where it provides wide‐ranging online help feature, 42‐page help manual in pdf

format, downloadable tutorials, and a variety of detailed lessons using video‐based step‐by‐step

examples. These materials are very concise, easily accessible, and professionally done, with

supplementary suggestions contributed by users. This concerted assisted environment is

described as focusing on “quality versus quantity” in the GeoGebra website (Grandgenett, 2007).

.  Quadratic Function, a quadratic polynomial, a polynomial of degree two (2), or simply

a quadratic, is a polynomial function with one or more variables in which the highest-degree

term is of the second degree. Quadratic equations focused more on to predict unknown values

that some students find easier to graph Quadratic function using GeoGebra Applications. On

contrary, not all students find it easy as some find it difficult to graph. This study aimed to test

the perception on the GeoGebra application in graphing Quadratic Function. Questions will be

given containing the profile and perceived of the students.

 According to Demographic Profile (2022), a demographic profile is a description or

information about a particular type of person, including sex, age, income, etc. The demographic

profile of this study contained age, sex, father's and mother's occupation, and educational

attainment According to the Philippine Educational System (n.d), college students are usually

from ages 17 to 20 years old. In 1985, higher education has a population of close to 80 percent.

However, college is not only fee this age, some students are ages 21 and shove as they want to

have a college degree to be competent individual Another demographic profile is sex. Sex is

assigned based on external genitalia. There are inly two types of sex male and female. According

to Mapa (2021), in 2019, more males were born than females. There are 871,750 or 52.1% males

und 832,173 or 47.9% females,

Moreover, which means there are 109 males per 100 females. This study also gathered

mother’s and father's educational attainment. As stated in Educational Attainment of Person

(2021), educational attainment pertains to the highest level of education that a person has

completed. This study covers college, high school, and elementary graduate as well as

undergraduate as reported by Ericta (2013), there are 19.1% of students had finished high school,

11.7% finish elementary, 10.1% finish college, and 27% were post-high school graduates. Both

proportions of high school and college graduates have increased from the year 2000 to 2010.

These demographic profiles were gathered to test the perception on the GeoGebra application in

graphing Quadratic function.

Based on the above argument, the researcher assessed the perception on the GeoGebra

application in graphing Quadratic function. The respondents are 1st year to 4th year students of

Bachelor of Secondary Education Major in Mathematics with the total number of 88 students of
Kolehiyo Ng Subic located at Barangay Wawandue Subic, Zambales. on the academic year

2022-2023.

Significance of the Study

This study aimed to help the following benefactors by testing the perception on the

GeoGebra application in graphing quadratic function.

Students

The student can improve their way of learning in graphing quadratic function. Students

now has an efficient way of answering difficult questions and can easily graph using GeoGebra

application. Students can share the work online and socially construct an understanding of

geometry with simple visualizations of possibly complex geometric concepts.

Teachers

The teacher will be able to allow students to use GeoGebra application in graphing

quadratic function during the class. This will help teachers to lessen the pressure that some

students are feeling during the discussion of the topic. Teacher will allows for an active

interaction with students and provides suggestions as interventions for increasing student

achievement.

Administration

The administration will be able to know what the teachers must use in terms of graphing

quadratic function. The administration can conduct seminars for teachers to allow everyone to
use GeoGebra application in teaching mathematics especially in quadratic function and allow for

an active interaction between teachers and students.

Future Researchers

The future researchers can read and analyze the data being gathered. The data gathered

can be used if the study is connected to the future researcher's study. Researchers can also

modify the study as well as broaden its scope of this study.

Statement of the Problem:

This study aims to test the Perception on the GeoGebra application in Graphing

Quadratic Function of Bachelor of Secondary Education Major in Mathematics of Kolehiyo Ng

Subic. This study seeks to answer the following questions.

1. What are the respondent’s demographic profile:

1.1 Age;

1.2 Gender;

1.3 Year level;

1.4 Parent’s Highest Educational Attainment; and

1.5 Parent’s Occupation?

2. How may the perception of the Geogebra application in graphing Quadratic Function

be described by the student in terms of?

2.1 Usefulness; and

2.2 Importance?

3. Is there any significant difference on the perception on the categories of statement of

the problem 2?
 4. Is there any significant difference on the perception where grouped according profile

variable?

Scope and Delimitation

The purpose of this study is to describe the perception on the GeoGebra application in

graphing Quadratic Function. The respondents will be the 1 st year to 4th year students of Bachelor

of Secondary Education Major in Mathematics with the total number of 88 students of Kolehiyo

Ng Subic located at Barangay Wawandue Subic, Zambales. This study will be conducted on the

academic year 2022-2023.

Theoretical Framework

This study used leaning theory. According in Fairbanks (2021), is part of the human

condition to crave knowledge. There are five primary educational learning theories:

Behaviorism, cognitive, constructivism, humanism, connectivism.

The learning theory was cognitive learning theory that according to Feder (2022), it

focuses on the internal dynamics of memory and information. It is used for teaching students as

young as infants, all the way to adults to have new skills. According to Nemetz (2013), cognitive

learning theory is a student's idea to take in information, interpret, store, and retrieve information

in different ways.
 Figure 1. Cognitive Learning Loop

Figure 1 showed the cognitive learning loop. This loop contained the following aspects of

cognitive learning such as comprehension, memory, and application. Comprehension stated that

for cognitive learning to be efficient and beneficial, understanding the reason for learning the

topic is the first thing to do. Memory stated that having a deep understanding of a topic will

improve the student's ability to relate new knowledge with prior knowledge. The last aspect is

the application which states that applying new information or skills in real-life situations will

help to develop problem- solving skills (Cognitive Learning, 2022)

This study used cognitive learning theory as difficulties are based on the student's mental

capability. Difficulties arise since there is a lack of information that the mind needed to
understand a topic. This learning theory states that some students advance very fast however,

some students need more time to understand the topic. When teachers take students' existing

knowledge into account, teachers can support students in their learning journey (Feder, 2022),

Conceptual Framework
Input Process

I. Demographi Data Gathering Procedure

c profile
I. Research Made
I.1 Age; Questionnaire
I.2 Gender; II. Statistical Tools
I.3 Year level; 1. Frequency and
I.4 Parent’s Percentage
Highest 2. Average and Mean
Educational 3. ANOVA
Attainment; III. Conclusion and
and Recommendation
I.5 Parent’s
Occupation
II. Perception of
the
Geogebra Output
application
in Graphing
quadratic PERCEPTION ON THE
function be GEOGEBRA APPLICATION IN
described by GRAPHING QUADRATIC
the student FUNCTION OF BACHELOR OF
in terms of: SECONDARY EDUCATION
II.1Usefulness; MAJOR IN MATHEMATICS OF
and Figure 2. Paradigm of the Study
KOLEHIYO NG SUBIC
II.2Importance?

Figure 1 is the paradigm of the study. This contains the conceptual framework developed

by the research to be better explain and flow of this study the input- process- output (IPO) is the

systematic approach used to analyze the data for the completion of this study. The input of this
study is first demographic profile, which are age, gender, year level, parent’s highest educational

attainment, and parent’s occupation and second is perception of the Geogebra application in

graphing Quadratic Function be described by the student in terms of usefulness, importance, and

benefits. Data will be used using the following statistical tools: a. Frequency and Percentage, b.

Average and Mean, and c. ANOVA. With this, data will be collected utilizing a questionnaire

created by the researcher. The data that is gathered will be examined and analyzed in order to

generate conclusions and recommendations on the perception of the Geogebra application in

graphing Quadratic Function of Bachelor of Secondary Education Major in Mathematics of

Kolehiyo Ng Subic.

Hypothesis

To guide the researcher throughout the study, the hypothesis of the study are:

HO: There is no significant difference on the perception on the categories of statement of the

problem 2.

HO: There is no significant difference on the perception where grouped according profile

variable.

Definition of terms

Algebra- this refers to branch of mathematics that represents problems.

Behaviorism- this refers to interaction with the environment

Cognitive- this refers to skills and knowledge of a person

Comprehension- this refers to understanding and interpretation of what is read

Connectivism- this refers to understanding learning in a digital age

Constructivism- this refers to learning theory

GeoGebra Application- this refers to a dynamic mathematics software for all levels of

education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus

in one engine.

Graphing- this refers to the representation of data in an organized form

Quadratic Function- this refers to a polynomial function with one or more variables in which

the highest exponent of the variable is two.

 Chapter 2

Methodology

In this chapter it includes different methodologies that will be using in gathering data and

analysis which are relevant to the research. The methodologies will include areas such as the

research design, location of the study, respondents, data analysis, data collection and instrument.

Research Design

This research study employs the Descriptive method. According to McCombes (2019), A

descriptive research design can use a wide variety of research methods to investigate one or more

variables. Unlike in experimental research, the researcher does not control or manipulate any of

the variables, but only observes and measures them. To describe the information and data

gathered according to demographic profile variable which are age, sex, year level, parent’s

highest education attainment, and parent’s occupation. This research study uses quantitative

approach to test the result if there is any significant difference on the perception on the categories

of statement of the problem 2. This research study uses the comparative design to see if there is

any significant difference on the perception on the categories of statement of the problem 2 and

if there is any significant on the perception where grouped according profile variable.
Respondents and Locale of the Study

The study will be conducted in Kalehiyo Ng Subic located at WFI Compound

Wawandue Subic, Zambales, Philippines on the month of November year 2022.

The respondent in this research study are the students of Bachelor of Secondary

Education Major in Mathematics starting to 1st year up until to 4th year at Kolehiyo Ng Subic

academic year 2022- 2023.

Table 1
Frequency and Percentage Distribution of Bachelor of Secondary Education Major in
Mathematics of Kolehiyo Ng Subic.
Year Level Sex Frequency Percentage

1st Male 8 12

Female 6 10

2nd Male 6 10

Female 15 24

3rd Male 4 6

Female 5 8

4th Male 9 15

Female 9 15

TOTAL 62 100

According to Phil Atlas (2022), Subic, Zambales is a coastal municipality in the province

of Zambales. Subic is roughly 14.8968° North, 120.2366° East of Luzon. The municipality has a

land area of 287.16 square kilometers or 110.87 square miles which constitutes 7.91% of
Zambales’s total area. Its population as determined by the 2020 Census was 111,912. This

represented 17.23% of the total population of Zambales province, or 0.90% of the overall

population of the Central Luzon region. Based on these figures, the population density is

computed at 390 inhabitants per square kilometers or 1,009 inhabitants per square mile.

Kolehiyo Ng Subic is the only community college located at Wawandue, Subic, Zambales, was

founded in September 2002. Courses offered are Bachelor of Elementary Education, Bachelor of

Secondary Education Major in Mathematics, Social Studies and Filipino, Bachelor of Science in

Accountancy and Bachelor of Science in Business Administration Major in Financial

Management, Operations Management and Human Resource Management. Academic Year

consisted of two (2) semester and one (1) summer [applicable for second (2nd) to third (3rd)

years]. According to Classmate Ph, from 300 enrollees, students’ volume ballooned to 2,459 as

of Academic Year 2019-2020.

 Figure 3. Vicinity Map of Kolehiyo Ng Subic

Data Collection

Since the students were involved in the said study, proper permission was advised.

Before the collection of the data needed, the researchers will first obtain a permit to conduct the

study from the research adviser. Due to this, the researchers presented a letter of authorization to

the school to gather data. After getting the permission and approval from the school, the

researcher will start to collect respondents from the math major students. After the respondents

are selected, the researchers will therefore provide a consent letter which states that the

individuals will actively, willingly and accurately participate in the conducted survey when

signed. Once the letters have been signed and permission to participate has been approved, the

survey will distinguish the impact of using math application in learning mathematics among

math major of Kolehiyo ng Subic.

Permissions were sought from the relevant authorities before conducting this study.

Additionally, consents from the students of the school were also obtained. The participants were

informed of their confidentiality in this study, and where possible, pseudonyms were used to

protect the students’ identity. Hence, data are considered as the important thing that should be

collected before being analyzed. Furthermore, the procedure to collect the data which is done by

researcher is as follows; explaining to the respondents what to do, giving 30 minutes for the

respondents to answer the test, and checking the answered questionnaire.

Instruments
 This research study will gather the information needed. The data will acquire a researcher

made likers scale questionnaire as one of the data collection instruments of the study. According

to McLeod (2019), Likert scale (typically) provide possible answer to a statement or question

that allows respondents to indicate their positive- to- negative strength of agreement or strength

of feeling regarding the question or statement. The first part of this research survey contains the

demographic profile of the respondent in terms of age, sex, year level, parent’s highest education

attainment, and parent’s occupation. The second part of this research survey contains the

perception of the Geogebra application in graphing Quadratic Function of Bachelor of Secondary

Education Major in Mathematics of Kolehiyo Ng Subic.

Validation of Instrument

The researcher will be validating the instrument of the study. The main purpose is to test

the effectiveness, validity and reliability of the researcher made questionnaire. The researcher

uses Cronbach’s alpha. According to Goforth (2016), Cronbach’s alpha is to assess the internal

consistency of a questionnaire (or survey) that is made up of multiple Likert-type scales and

items. The questionnaire was submitted to the research adviser for comments, and suggestions

and correction. It was distributed to the Mathematics Major students who did not serve as subject

in the actual test. This is to ensure the clarity of the test instructions and level of difficulty of the

questions asked.

Data Analysis

The following statistical tools were used in the analysis of data:

1. Frequency and Percentage.Frequency is used in this study in getting the total number of

respondents when grouped according to their year level. Percentage is used in this study in
getting the percentage of the respondents when grouped according to their year level with respect

to the total number of respondents. Rate, number, or amount in each hundred, it is any proportion

or Share in relation to a whole (Google Dictionary, n.d.).

2. Average or Mean.An average is the result obtained by adding two or more amounts together

and dividing the total by the number of amounts or by another total. Mean will be used to

describe the level of performance and academic achievement of the students.

3. One-way ANOVA.It is comparing the means of two or more independent groups in order to

determine whether there is statistical evidence that the associated population means are

significantly different. It is used to test if the means of two or more groups are significantly

different. Analysis of Variance (ANOVA) is used in this study as a marketer, to find out a

specific hypothesis. It is used to help understand how different groups respond, with a null

hypothesis for testing that the means of different groups are equal. If there is a statistically

significant result, it means that the two populations are not equal or different.
 CHAPTER 3

Results and Discussions

This Chapter presents the results and discussion of all the gathered data in accordance

with specific questions under the statement of the problem. Presentations were done through the

used tables and texts.

1. Demographic Profile

Age. Table 2 shows, the Early Adulthood (19-29) has a higher proportion than

Adolescences (13-18) with a frequency of 8 or 12.9 percent, while the early adulthood has a

frequency of 53 or 85.5 percent and the middle adulthood (30-60) with a frequency of 1 or 1.6

percent. The majority of the respondents are in early adulthood with the age bracket of (19.29)

In fact, studies have shown that relatively older students might show between 0.45 and

0.49 of a standard deviation better results in literacy at the beginning of formal schooling (Crone

and Whitehurst, 1999; Gold et al., 2012).

 Sex. Males have a higher proportion than females with a frequency of 37 or 59.7 percent,

while females have a frequency of 25 or 40.3 percent. It states that there are more male students

than female in Bachelor of Secondary Major in Mathematics.

Robinson and Lubienski (2011) showed that girls have obtained slightly better grades in

mathematics over the last four decades than boys. Globally, mathematics has been viewed as a

subject favoring male students (Sherman and fenemma, 1977). Fennema et al (1994) in study of

gender and mathematics Education Research found that the relationship between attitude and

performance is weaker for girls than boys.

Table 2

Frequency and Percentage Distribution of Bachelor of Secondary Education Major in

Mathematics Students’ Demographic Profile

Demographic Profile n %
Age
Adolescence (13-18) 8 12.9
Early Adulthood (19-29) 53 85.5
Middle Adulthood (30-60 1 1.6
Sex
Male 37 59.7
Female 25 40.3
Year Level
1st Year 14 22.6
2nd Year 21 33.9
3rd Year 9 14.5
4th Year 18 29.0
Parents’ Highest Educational
Attainment
Father’s Highest Educational
Attainment
Elementary Undergraduate 6 9.7
Elementary Graduate 8 12.9
High School Undergraduate 13 21.0
High School Graduate 21 33.9
 College Undergraduate 9 14.5
College Graduate 5 8.1
Mother’s Highest Educational
Attainment
Elementary Undergraduate 6 9.7
Elementary Graduate 6 9.7
High School Undergraduate 11 17.7
High School Graduate 27 43.5
College Undergraduate 6 9.7
College Graduate 6 9.7
Note. N = 62
Respondents were on 20.56 years old (Early Adulthood)
Year level. In the gathered data, 2nd year has a highest respondent with a frequency of

21 or 33.9 percent. While the second rank is 4th year with a frequency of 18 or 29 percent,

while 1st year is third rank with a frequency of 14 or 22.6 percent and the least respondent is

3rd year with a frequency of 9 or 14.5 percent.

Table 2
Frequency and Percentage Distribution of Bachelor of Secondary Education Major in
Mathematics Students’ Demographic Profile (Continuation)

Demographic Profile n %
Parents’ Occupation
Father’s Occupation
Unemployed 18 29.0
Self-employed 15 24.2
White Collar Job 6 9.7
Blue Collar Job 23 37.1
Mother’s Occupation
Unemployed 30 48.4
Self-employed 8 12.9
White Collar Job 7 11.3
Blue Collar Job 17 27.4

Cocal (2017) found that 10% of the performance of first year college students in

Mathematics is attributed on how he conceives mathematics. Level of the course and its

timing, class size and student’s gender, (Badri, Abdulla, kamali, Dodeen, 2006)
 Parent’s Highest Educational Attainment. The Father’s highest educational

attainment is high school graduate with a frequency of 21 or 33.9 percent, second rank is

high school undergraduate with a frequency of 13 or 21 percent, third rank is college

undergraduate with a frequency of 9 or 14.5 percent, while elementary graduate has a

frequency of 8 or 12.9 percent, while elementary undergraduate has a frequency of 6 or 9.7

percent and the least is college graduate with a frequency of 5 or 8.1 percent. While the

Mother’s highest educational attainment is high school graduate with a frequency of 27 or

43.5 percent, second rank is high school undergraduate with a frequency of 11 or 17.7

percent, while the least are elementary undergraduate, elementary graduate, college

undergraduate and college graduate have a same frequency of 6 or 9.7 percent.

Taiwo (1993, P.107), submits that "parents educational background influence the

academic achievement of students because the parents would be in the good position to be

the second teachers to the child; even guide and counsel the child on the best way to perform

well in the education and provide the necessary materials needed by him/her"

Parent’s Occupation. Distribution of parent’s occupations of Bachelor of Secondary

Major in Mathematics. For student’s fathers, 23 or 37.1 percent were employed in blue collar

job, while 18 or 29 percent were unemployed, while 15 or 24.2 were self employed and the

least rank of father’s occupation is white collar job with a frequency of 6 or 9.7 percent. For

student’s mother, the most occurring occupational status was unemployed with a frequency

of 30 or 48.4 percent, while 17 or 27.4 percent were employed in blue collar job, while 8 or

12.9 were self employed and the least rank of mother’s occupation is white collar job with a

frequency of 7 or 11.3 percent.

 The majority of the fathers of Bachelor of Secondary Major in Mathematics students

were working in blue collar jobs, while the least are working in white collar jobs known as

office workers. The mothers of Bachelor of Secondary Major in Mathematics students are

mostly unemployed while the least are white collar jobs.

Cooksey, et al (2009) found that no relationship between maternal employment and

socio- emotional behaviors of their children (19). These consisted with" Hoffman (1989) who

stated maternal employment itself appears to have no systematic negative effect on children's

achievement.

2. Perception on Geogebra application in Graphing Quadratic Function

2.1. Usefulness

Table 3 shows the respondents perceive that GeoGebra application lessen the students

thinking about math works, it has a mean of 3.10 and under rank 1 and describe as sometimes.

On the other hand, students perceive that sometimes GeoGebra application can practice the

student’s time which has a mean of 2.79 under rank 7. Overall, the perception of Bachelor of

Secondary Education major in mathematics under usefulness of GeoGebra application has a

mean of 2.94 and describe as sometimes.

It allows learners to work on math problems at their own pace, which can be particularly

useful for struggling students who need more time to solve a problem (Baker, Gersten, & Lee,

2002). The statement by Dudley (1987) three decades ago is definitely relevant. It is no longer

justified to merely say that Mathematics is useful, especially to the 19-22-year-old “Millennial”

generation. They expect to ne engaged in their learning and they do not do well being passive

learners (Starlink, 2014).

Table 3

Descriptive Analysis on the Perception on Geogebra application in graphing Quadratic

Function of Bachelor of Secondary Education Major in Mathematics in terms of Usefulness

Sometimes
Always

Rarely

Never
Often
Usefulness Mean Description Rank

1. GeoGebra application
11 14 13 10 14
fully adjust to your 3.05 Sometimes 2.5
(55) (56) (39) (20) (14)
needs.
2. GeoGebra application
21 18 4 10 9
can easily graph the 2.85 Sometimes 5
(105) (72) (12) (20) (9)
quadratic function.

3. GeoGebra can give us 10 21 9 6 16

2.92 Sometimes 4
fast answer. (50) (84) (27) (12) (16)

4. GeoGebra application 17 23 7 9 6
2.84 Sometimes 6
makes my work easier. (85) (92) (21) (18) (6)

5. GeoGebra application
has an efficient way of 15 16 9 10 12
3.05 Sometimes 2.5
answering difficult (75) (64) (27) (20) (12)
questions.
6. GeoGebra application
6 21 11 10 14
can practice on your 2.79 Sometimes 7
(30) (84) (33) (20) (14)
own time

7. GeoGebra application
13 17 14 9 9
lessen your thinking 3.10 Sometimes 1
(65) (68) (42) (18) (9)
about math works

Overall Weighted Mean 2.94 Sometimes

 2.2. Importance

Table 4

Descriptive Analysis on the Perception on Geogebra application in graphing Quadratic

Function of Bachelor of Secondary Education Major in Mathematics in terms of Importance

Sometimes
Always

Rarely

Never
Often
Importance Mean Description Rank

1. GeoGebra application
can be accessed to 13 15 3 18 13
2.48 Rarely 7
unlimited number of (65) (60) (9) (36) (13)
times.
2. GeoGebra application
13 18 6 10 15
promotes active and 2.79 Sometimes 5
(65) (72) (24) (20) (15)
independent learning.
3. GeoGebra application
helps everyone to 7 21 8 8 18
2.77 Sometimes 6
have enough self- (35) (84) (24) (16) (18)
training.
4. GeoGebra application
give me an extra time 17 19 6 7 13
2.94 Sometimes 1
to answer other (85) (76) (18) (14) (13)
problem
5. GeoGebra application 20
16 3 8 15
increases my (100 2.90 Sometimes 3
(64) (9) (16) (15)
knowledge )
6. GeoGebra application
7 12 12 15 16
is convenient to 2.82 Sometimes 4
(35) (48) (36) (30) (16)
everyone.

7. GeoGebra application 10 13 11 12 16
2.92 Sometimes 2
increases engagement. (50) (52) (33) (24) (16)

Overall Weighted Mean 2.80 Sometimes

Table 4 shows the respondents perceive that GeoGebra application give the students an

extra time to answer other problem, it has a mean of 2.94 and under rank 1 and describe as
sometimes. However, students perceive that rarely GeoGebra application can be accessed to

unlimited number of times which has a mean of 2.48 under rank 7. Overall the perception

Bachelor of Secondary Education Major in Mathematics under importance of GeoGebra

application has a mean of 2.80 and describe as sometimes.

On the other hand, it is important to learn quadratics function because the concepts of

quadratic function are used later in higher mathematics, especially when dealing with higher

polynomial functions (Suzanne 2015).

3. Difference on the Perception on Geogebra application in Graphing Quadratics

Function

Table 5

Mean, Standard Deviation, and Independent Sample T-test on the Perception on Geogebra
application in Graphing Quadratic Function of Bachelor of Secondary Education Major in
Mathematics

Usefulness Importance
Variables t p Cohen’s D Interpretation
M SD M SD
Perception
on Not
Graphing 2.94 0.98 2.80 0.98 0.786 0.434 0.143 Significant
Quadratic Ho is Accepted
Function

Table 5 shows the difference on the perception on geogebra application in Graphing

Quadratic function. The calculated Cohen’s D value of 0.143 is higher (>) than 0.05 Alpha Level

of Significance, therefore null hypothesis is accepted. Thus, there is no significant difference on

the perception in Graphing Quadratic Function.

Talk about "null findings" when their statistical tests do not reach significance, and

oftentimes they interpret such non-significant tests as conclusive evidence for the absence of the

effect in question (Hoekstra, Finch, Kiers, & Johnson, 2006).

 4. Difference on the Perception on Geogebra application in Graphing Quadratics
Function When Grouped According to Demographic Profile

Table 6

Mean, Standard Deviation, and One-way Analysis of Variance on the Perception on geogebra
application in Graphing Quadratic Function of Bachelor of Secondary Education Major in
Mathematics When Grouped According to Demographic Profile

Perception
Demographic Profile F (2,61) η2 Sig. Interpretation
M SD
Age
Adolescence (13-18) 2.50 0.65 Not
Early Adulthood (19-29) 2.94 1.00 0.796 0.026 0.456 Significant
Middle Adulthood (30-60 2.50 0 Ho is Accepted
Sex F (1,61)
Male 2.84 1.03 Not
Female 0.084 0.001 0.773 Significant
2.92 0.87
Ho is Accepted
Year Level F (3,61)
1st Year 2.19 0.75
2nd Year 2.77 0.81 Significant
7.973 0.292 0.000
3rd Year 3.89 0.62 Ho is Rejected
4th Year 3.02 0.98
Parents’ Highest Educational
F (5,61)
Attainment
Father’s Highest Educational
Attainment
Elementary Undergraduate 3.12 1.27
Elementary Graduate 2.63 0.84
Not
High School Undergraduate 2.80 0.86
0.640 0.054 0.670 Significant
High School Graduate 2.72 1.01
Ho is Accepted
College Undergraduate 3.16 1.00
College Graduate 3.30 0.88
Mother’s Highest
Educational
Attainment
Elementary Undergraduate 3.57 1.19
Elementary Graduate 2.96 0.97
Not
High School Undergraduate 2.85 1.05
0.874 0.072 0.504 Significant
High School Graduate 2.81 0.81
Ho is Accepted
College Undergraduate 2.47 1.01
College Graduate 2.80 1.21

Table 6

Mean, Standard Deviation, and One-way Analysis of Variance on the Perception on Geogebra
application in Graphing Quadratic Function of Bachelor of Secondary Education Major in
Mathematics When Grouped According to Demographic Profile (Continuation)
 Perception
Demographic Profile F (3,61) η2 Sig. Interpretation
M SD
Parents’ Occupation
Father’s Occupation
Unemployed 2.52 0.95
Not
Self-employed 3.05 0.82
1.451 0.070 0.237 Significant
White Collar Job 3.30 1.04
Ho is Accepted
Blue Collar Job 2.92 1.01
Mother’s Occupation
Unemployed 2.95 0.95
Not
Self-employed 3.05 1.08
1.713 0.081 0.174 Significant
White Collar Job 3.31 0.89
Ho is Accepted
Blue Collar Job 2.47 0.90

Table 6 shows the analysis of variance on the perception on geogebra application in

graphing quadratic function of bachelor of secondary major in mathematics when grouped

according to demographic profile. The computed respective significant values of 0.456, 0.773,

0.670, 0.504, 0.237, and 0.175 are higher (>) than 0.05 Alpha Level of Significance,Thus null

hypothesis is accepted. Therefore, There is no significance difference on the perception on

geogebra application in graphing quadratic function when grouped according to profile variables

age, sex, year level, parent’s highest educational attainment and parent’s occupation. The

computed significant value of 0.000 is less than (<) 0.05, Thus null is rejected, Therefore there is

a significant difference on the perception on geogebra application in graphing quadratic function

when grouped according to profile variables age, sex, year level, parent’s highest educational

attainment and parent’s occupation.

Talk about "null findings" when their statistical tests do not reach significance, and

oftentimes they interpret such non-significant tests as conclusive evidence for the absence of the

effect in question (Hoekstra, Finch, Kiers, & Johnson, 2006)

 Chapter 4

Summary of findings, Conclusion, and Recommendation.

This chapter presents the summary of findings of the research work undertaken. The conclusion

is drawn and recommendations were made us an outgrowth of the study.

Summary of Findings

The following items summarized the results of the analysis in order to conclude and to

give answer to the researcher questions raised in the statement of the problem

1. Demographic Profile
1.1. Age. It appears that the greater percentage of the respondents is at the early adulthood with

53 respondents or 85.5 percent, while the least respondent in terms of age is middle adulthood

with 1 respondent or 1.6 percent.

1.2. Sex. Males have a higher proportion than females with a frequency of 37 or 59.7 percent,

while females have a frequency of 25 or 40.3 percent. It states that there are more male students

than female in Bachelor of Secondary Major in Mathematics.

1.3. Year level. In the gathered data, 2nd year has a highest respondent with a frequency of 21 or

33.9 percent, while the second rank is 4 th year with a frequency of 18 or 29 percent, while 1 st year

is third rank with a frequency of 14 or 22.6 percent and the least respondent is 3 rd year with a

frequency of 9 or 14.5 percent.

1.4. Parent's Highest Educational Attainment. Results of father’s highest educational

attainment is high school graduate with a frequency of 21 or 33.9 percent, second rank is high

school undergraduate with a frequency of 13 or 21 percent, third rank is college undergraduate

with a frequency of 9 or 14.5 percent, while elementary graduate has a frequency of 8 or 12.9

percent, while elementary undergraduate has a frequency of 6 or 9.7 percent and the least is

college graduate with a frequency of 5 or 8.1 percent. While the Mother’s highest educational

attainment is high school graduate with a frequency of 27 or 43.5 percent, second rank is high

school undergraduate with a frequency of 11 or 17.7 percent, while the least are elementary

undergraduate, elementary graduate, college undergraduate and college graduate have a same

frequency of 6 or 9.7 percent.

1.5. Parent's Occupational Distribution of parent’s occupations of Bachelor of Secondary

Major in Mathematics. For student’s fathers, 23 or 37.1 percent were employed in blue collar

job, while 18 or 29 percent were unemployed, while 15 or 24.2 were self employed and the least
rank of father’s occupation is white collar job with a frequency of 6 or 9.7 percent. For student’s

mother, the most occurring occupational status was unemployed with a frequency of 30 or 48.4

percent, while 17 or 27.4 percent were employed in blue collar job, while 8 or 12.9 were self

employed and the least rank of mother’s occupation is white collar job with a frequency of 7 or

11.3 percent.

2. Perception on Geogebra application n Graphing Quadratic Function

2.1. Usefulness. According to the respondents perceive that GeoGebra application lessen the

students thinking about math works, it has a mean of 3.10 and under rank 1 and describe as

sometimes. On the other hand, students perceive that sometimes GeoGebra application can

practice the student’s time which has a mean of 2.79 under rank 7. Overall, the perception of

Bachelor of Secondary Education major in mathematics under usefulness of GeoGebra

application has a mean of 2.94 and describe as sometimes.

2.2. Importance. According to the respondents perceive that GeoGebra application give the

students an extra time to answer other problem, it has a mean of 2.94 and under rank 1 and

describe as sometimes. However, students perceive that rarely GeoGebra application can be

accessed to unlimited number of times which has a mean of 2.48 under rank 7. Overall the

perception Bachelor of Secondary Education Major in Mathematics under importance of

GeoGebra application has a mean of 2.80 and describe as sometimes.

3. Difference on the Perception on Geogebra application in Graphing Quadratics Function.

Table 5 shows the difference on the perception on geogebra application in Graphing

Quadratic function. The calculated Cohen’s D value of 0.143 is higher (>) than 0.05 Alpha Level

of Significance, therefore null hypothesis is accepted. Thus, there is no significant difference on

the perception in Graphing Quadratic Function

4. Difference on the Perception on Geogebra application in Graphing Quadratics Function
When Grouped According to Demographic Profile.
Table 6 shows the analysis of variance on the perception on geogebra application in

grraphing quadratic function of bachelor of secondary major in mathematics when grouped

according to demographic profile. The computed respective significant values of 0.456, 0.773,

0.670, 0.504, 0.237, and 0.175 are higher (>) than 0.05 Alpha Level of Significance. Thus null

hypothesis is accepted. Therefore, There is no significance difference on the perception on

geogebra application in graphing quadratic function when grouped according to profile variables

age, sex, year level, parent’s highest educational attainment and parent’s occupation. The

computed significant value of 0.000 is less than (<) 0.05, Thus null is rejected, Therefore there is

a significant difference on the perception on geogebra application in graphing quadratic function

when grouped according to profile variables age, sex, year level, parent’s highest educational

attainment and parent’s occupation.

Conclusion

The following items are the conclusion of this study:

1. Most of the respondents came from the early adulthood which are from 4 th year of Bachelor of

Secondary Major in Mathematics students. Meanwhile, the study was mostly Male. Most of the

respondent the father's occupation is blue collar job while the mother's is unemployed it because

they can focus to their children

2. The Perception on geogebra application in graphing quadratic function of Bachelor of

Secondary Education Major in mathematics under Usefulness and Importance of GeoGebra

application in graphing quadratic function is describe as sometimes.

3. There is no significant difference on the perception on geogebra application in Graphing

Quadratic Function
4. There is no significant difference on the perception on geogebra application in graphing

quadratic function when grouped according to profile variables age, sex, year level, parent’s

highest educational attainment and parent’s occupation.

Recommendation

Based from the analysis and result interpretations, the researcher recommends the

following:

1. Respondents may continue using GeoGebra application in graphing quadratic function and

may improve their way of learning. Students may share the work online and socially construct an

understanding of geometry with simple visualizations of possibly complex geometric concepts.

2. The teacher instructor may help the students to lessen the pressure inside the classroom.

Teacher may allows for an active interaction with students and provides suggestions as

interventions for increasing student achievement.

3. The administration may conduct seminars for teachers to allow everyone to use GeoGebra

application in teaching mathematics especially in quadratic function may allow for an active

interaction between teachers and students.

4. The future researcher recommends continuing to use this study to improve more. Researchers

can also modify the study as well as broaden its scope of this study.
 ABSTRACT

This study aimed to test the Perception on the GeoGebra application in Graphing

Quadratic Function of Bachelor of Secondary Education Major in Mathematics of Kolehiyo Ng

Subic. The study gathered the profile of the respondents specifically sex, age, year level, parent's

occupation, and parent’s educational attainment.

The quantitative research method was used to test the result if there is any significant

difference on the perception on the geogebra application in graphing quadratic function of

bachelor of secondary education major in mathematics students in terms of importance and

usefulness. Descriptive method was applied in this study, a survey likert scale questionnaire was

used as the main data gathering instrument to determine the needed data of sixty- two

respondents. Various statistical measurements were used to analyze the data including t-test, one-

way analysis of variance and Cronbach alpha. This research study uses the comparative design to

see if there is any significant difference on the perception on the geogebra application in

graphing quadratic function under usefulness and importance and if there is any difference on

the perception on geogebra application in graphing quadratic function when grouped according

profile variable.

Universal sampling technique was used in the study. To validate the instrument, the

researcher tested the validity of researcher made questionnaire using Cronbach’s Alpha on 15

artificial respondents - Bachelor of Secondary Education major in Mathematics. The computed

Cronbach’s Alpha based on overall Reliability Statistics 0.958 which fall under >0.9 reliability

coefficient, therefore it described as excellent. Therefore, the instrument is valid and reliable.
 Findings revealed that out of sixty-two students, there were mostly male with an average

age of 19-29 years old, with mostly office workers father and unemployed mother, both parents

were high school graduates. The perception on the GeoGebra application in graphing quadratic

function was describe as good. This study revealed that there is no significant difference on the

perception on graphing quadratic function. This study also revealed that the perception on

geogebra application in graphing quadratic function when grouped according to profile variables

is not significant. On the other hand, there is no significant difference on the profile variables

when grouped according to age, sex, parent's occupation, and parent’s highest educational

attainment.

Based on the investigation and conclusions, the researcher has offered the following

recommendations. To further enhance their capability, Students may continue using GeoGebra

application in graphing quadratic function and may improve their way of learning. Students may

share the work online and socially construct an understanding of geometry with simple

visualizations of possibly complex geometric concepts. The teacher instructor may help the

students to lessen the pressure inside the classroom. Teacher may allows for an active interaction

with students and provides suggestions as interventions for increasing student achievement. The

administration may conduct seminars for teachers to allow everyone to use GeoGebra application

in teaching mathematics especially in quadratic function may allow for an active interaction

between teachers and students. The future researcher recommends continuing to use this study to

improve more. Researchers can also modify the study as well as broaden its scope of this study.

This research should be studied further in order to amplify, verify, negate, and confirm the result.
 APPENDIX C

Test of Questionnaire’s Validity, Reliability, and Internal Consistency

Research Study:
Perception on the Geogebra Application in Graphing Quadratic Function of Bachelor of
Secondary Education major in Mathematics of Kolehiyo ng Subic
Researcher:
Denise Andrei Benavidez
Test Performed:
SPSS v26.0 Reliability Tests using Cronbach Alpha

Summary of Results:

Cronbach Alpha
Parameter based on Interpretationb
Standardized Items (Extent of Reliability)
Usefulness .914 Excellent
Importance .920 Excellent
Overall Perception .958 Excellent

b
Interpretation of Cronbach’s alpha and Cronbach’s alpha based on standardized items
(Gerorge and Mallery, 2003)

Alpha Descriptive Interpretation

(reliability coefficient) of Reliability
> 0.9 Excellent
> 0.8 Good
> 0.7 Acceptable
> 0.6 Questionable
> 0.5 Poor
< 0.5 Unacceptable
Reference
George, D., &Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0
update (4th ed.). Boston: Allyn & Bacon

Test Performed by:

DAISY JOY A. MACABENTA

Data Analyst
11 November 2022
USEFULNESS
Reliability Statistics
Cronbach’s
N of Items
Alpha
.914 7

Item Statistics
Mean Std. Deviation N
U1 2.4000 .63246 15
U2 2.2000 1.08233 15
U3 2.4000 .63246 15
U4 2.3333 1.11270 15
U5 2.4000 .98561 15
U6 2.1333 1.06010 15
U7 2.4667 1.24595 15

Item-Total Statistics
Scale Variance Corrected Cronbach’s
Scale Mean if
if Item Item-Total Alpha if Item
Item Deleted
Deleted Correlation Deleted
U1 13.9333 25.924 .830 .901
U2 14.1333 23.552 .661 .910
U3 13.9333 26.638 .709 .909
U4 14.0000 22.143 .791 .895
U5 13.9333 23.495 .754 .899
U6 14.2000 22.457 .805 .894
U7 13.8667 20.981 .800 .897

Scale Statistics
Mean Variance Std. Deviation N of Items
 16.3333 31.667 5.62731 7

IMPORTANCE
Reliability Statistics
Cronbach’s
N of Items
Alpha
.920 7

Item Statistics
Mean Std. Deviation N
I1 1.9333 .88372 15
I2 2.2000 .86189 15
I3 2.1333 .91548 15
I4 2.5333 .83381 15
I5 2.2000 1.14642 15
I6 2.4000 .82808 15
I7 2.0000 1.13389 15

Item-Total Statistics
Scale Variance Corrected Cronbach’s
Scale Mean if
if Item Item-Total Alpha if Item
Item Deleted
Deleted Correlation Deleted
I1 13.4667 21.695 .910 .892
I2 13.2000 23.886 .634 .919
I3 13.2667 21.781 .860 .897
I4 12.8667 24.124 .629 .919
I5 13.2000 20.171 .824 .901
I6 13.0000 23.286 .751 .908
I7 13.4000 21.257 .710 .915

Scale Statistics
Mean Variance Std. Deviation N of Items
15.4000 29.971 5.47462 7
OVERALL PERCEPTION

Reliability Statistics
Cronbach’s
N of Items
Alpha
.958 14

Item Statistics
Mean Std. Deviation N
U1 2.4000 .63246 15
U2 2.2000 1.08233 15
U3 2.4000 .63246 15
U4 2.3333 1.11270 15
U5 2.4000 .98561 15
U6 2.1333 1.06010 15
U7 2.4667 1.24595 15
I1 1.9333 .88372 15
I2 2.2000 .86189 15
I3 2.1333 .91548 15
I4 2.5333 .83381 15
I5 2.2000 1.14642 15
I6 2.4000 .82808 15
I7 2.0000 1.13389 15

Item-Total Statistics
Scale Variance Corrected Cronbach’s
Scale Mean if
if Item Item-Total Alpha if Item
Item Deleted
Deleted Correlation Deleted
U1 29.3333 108.238 .847 .955
U2 29.5333 102.838 .718 .957
U3 29.3333 109.095 .779 .956
U4 29.4000 100.400 .814 .954
U5 29.3333 103.095 .785 .955
U6 29.6000 101.114 .823 .954
U7 29.2667 99.067 .773 .956
I1 29.8000 102.743 .907 .952
I2 29.5333 106.981 .676 .957
I3 29.6000 103.543 .827 .954
I4 29.2000 106.743 .716 .956
I5 29.5333 98.838 .861 .953
I6 29.3333 105.952 .771 .955
I7 29.7333 101.924 .724 .957

Scale Statistics
Mean Variance Std. Deviation N of Items
31.7333 119.781 10.94445 14