Integration Of Technology In Education: The Role Of Mathway In Senior High

School Students’ Numeracy Development

Quezon National High School

Senior High School

Quantitative Research Paper

In Partial Fulfillment of the Requirements for the Subject Practical Research 2

Under the Academic Track: Science, Technology, Engineering

and Mathematics Strand

by:

Binungcal, Orlando III, J.

Dimaala, Christel Joy, S.

Maghirang, Alexa Mae, V.

Manuel, Michelle

July 2021

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 July 2021

Republic of the Philippines

Department of Education
Division of Quezon
QUEZON NATIONAL HIGH SCHOOL
Iyam, Lucena City

APPROVAL SHEET

In partial fulfillment for the subject Practical Research 2 under the Academic
Track: Science, Technology, Engineering, and Mathematics strand, this Qualitative
Research Paper entitled, Integration of Technology in Education: The Role of
Mathway in Senior High School Students’ Numeracy Development, has been
prepared and submitted by Orlando J. Binungcal III, Christel Joy S. Dimaala, Alexa
Mae V. Maghirang, and Michelle Manuel who are hereby recommended for approval
and acceptance.

MS. CARMELA REFORMA

Research Adviser

Approved by the Committee on Oral Examination in Quantitative Research Category.

Member Member

Accepted in partial fulfillment of the requirements for the subject Practical

Research 2 under the Science, Technology, Engineering and Mathematics Strand

MR. ARIEL R. VIÑAS

SSHT-VI, Science and Technology

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 ACKNOWLEDGEMENTS
The researchers of the study entitled, “Integration Of Technology In Education:
The Role Of Mathway In Senior High School Students’ Numeracy Development” would
like to express their deepest gratitude and acknowledgement to those people who made
this research study successful.

Ms. Carmela Ana Reforma, research adviser, or always mentoring the

researchers, for devoting her time and effort, for words of encouragement, for pushing
the researchers to do their best at all times, for believing in their ability to succeed, and
for being the best research adviser.

Respondents of the study who set aside time for the interview and willingly
answered all of the researchers' questions in order for the study to be completed.

Friends and classmates for the support and motivation to finish the study and
for giving a helping hand when the researchers needed them.

Family of the researchers for the understanding, support and motivation to the
researchers, most especially when it comes to their financial needs and busy times
during the conduct of the study.

Finally, and most significantly, to Almighty God, who became the researchers'
inspiration and foundation, as well as their guide and light during the research study. The
researchers praise God for providing them with the motivation, knowledge, ability, hope,
and faith they needed to complete every aspect of the study.

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Title : Integration Of Technology In Education: The Role Of
Mathway In Senior High School Students’ Numeracy
Development
Researchers : Binungcal, Orlando III, J.
Dimaala, Christel Joy, S.
Maghirang, Alexa Mae, V.
Manuel, Michelle
Name of Institution : Quezon National High School
Ibabang Iyam, Lucena City, Quezon province
Research Adviser : Carmela Ana Reforma
Year Written : 2020-2021

ABSTRACT

Technology has been a part of everyday life for people in the 21st Century. With
technology everywhere, we are granted the freedom to improve ourselves by searching
online. Integration of technology in education has started to surface in every school in
the Philippines especially in this pandemic. A lot of students in this pandemic use
different Mathematical software such as Mathway to improve their numerical skill. In this
study, the researchers aim to find the answers on the following questions: 1) What is the
perception of the students with regards to using Mathway; 2) What are the effects of
Mathway on students’ numeracy development; 3) What are the strategies adopted by the
students upon using Mathway with regards to numeracy development. The study was
conducted at Quezon National High School, specifically at the Senior High School
Department located at Brgy. Ibabang Iyam, Lucena City, Philippines. The researchers
selected fifty (50) respondents, who had encountered Mathway and utilized it to solve
and learn any kind of mathematical problems, concepts, and equations, using
convenience sampling and were given survey forms. The data gathered were
categorized in three (3) general parts: Table 4.1 Student Perception with regards to
Using Mathway; Table 4.2 Effect of Mathway on Numeracy Development and; Table 4.3
Adopted Strategies upon Utilization of Mathway in Regards to Numeracy Development.
After analyzing and interpreting the data, the researchers found that there was a positive
perception of students with regards to using Mathway, there were various reported
effects of Mathway to a student’s overall numeracy development, and the students of
QNHS were able to illustrate a range of adopted strategies.

Keywords: learning strategies, Mathway, numerical development, perceptions

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 TABLE OF CONTENTS
Preliminaries
Title Page i
Approval Sheet ii
Acknowledgements iii
Table of Contents iv
List of Tables and Figures v
Abstract vi

Chapter I - Introduction
Background of the Study 1
Statement of the Problem 2
Significance of the Study 3
Scope and Delimitations 3
Theoretical Framework 4
Conceptual Paradigm 5
Definition of Terms 6

Chapter II - Review of Related Literature

Related Studies and Literature 8

Chapter III - Methodology

Research Design 19
Research Locale 19
Research Participants 19
Research Instrument 20
Data Gathering Procedures 21
Ethical Considerations 21
Statistical Treatment 22

Chapter IV - Results and Discussion

Table 4.1. Student Perception with Regards to Using Mathway 24
Table 4.2. Effect of Mathway on Numeracy Development 25

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 Table 4.3. Adopted Strategies upon Utilization of Mathway
in Regards to Numeracy Development 27

Chapter V - Conclusions and Recommendations

Conclusions 29
Recommendations 30

References Cited 32

Appendices
A. Research Instrument 41
B. Curriculum Vitae 43
C. Consent Form 47

LIST OF TABLES

Table 4.1 Student Perception with Regards to Using Mathway 24

Table 4.2 Effect of Mathway on Numeracy Development 25
Table 4.3 Adopted Strategies upon Utilization of Mathway in Regards to
Numeracy Development 27

LIST OF FIGURES

Figure 1 Research Paradigm Showing the Relationship of the Integration

of Technology, Role and Impact of Mathway, Mathematical
Learning Strategies, and Numerical Development of Senior High
School Students 5

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 INTRODUCTION

Limited people these days are unaware of the rapid advancement of computer
technology in mathematics education, learning, and study in recent years. In
mathematics, computing technology has progressed from four-function calculators to
scientific calculators to graphing calculators to computers with computer algebra system
applications to mathematical software that offer solutions to various posed mathematical
problems. Despite this, findings from Drijvers and Weigand's (2010) studies divulge that
the use of technology in mathematics education is still minimal, as is its effect on
curricula. Supported by claims in the ICMI 17 Study, Mathematics Education, and
Technology—Rethinking the Terrain (Hoyles & Lagrange 2010), e.g. ‘‘… technology still
plays a marginal role in mathematics classrooms’’ (p. 312) or ‘‘the impact of this
technology on most curricula is weak today’’ (p. 426).

However, recent studies state that the use of computer technology in the field of
education as a tool for teaching and learning is becoming more widespread (Tomić,
2013; Sivakova, Kochoska, Ristevska, & Gramatkovski, 2017). Much research on the
impact of a variety of mathematical software applications at different levels of education
has been conducted wherein the studies' findings are diverse. For instance, in research
from Velichová (2010), he explored the nature of a mathematical software namely,
GeoGebra as a tool for building conceptual understanding in Mathematics in which he
explained that it can be used to make cognitive links between various representations of
mathematical concepts, which serve as the foundation for better conceptual
comprehension, consistent knowledge, and mathematical literacy. On the other hand,
Webel and Otten (2015) discussed another software referred to as PhotoMath. They
considered the implications of PhotoMath by comparing it to other resources widely used
in the mathematics classroom, as well as the advantages and drawbacks of various
ways of responding to its presence.

Nonetheless, very few studies present information and recognition of numeracy

development as particularly the main variable that is being affected by such
mathematical software. There is also a noticeable deficiency of sources assessing
Mathway, even with ranking platforms and studies suggesting its prevalence and
established recognition among students in the Philippines (Mobile Action, 2021;

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Jaudinez, 2019). Consequently, existing studies have yet to address how a specific
mathematical software affects a student's learning strategies. Even though it is
established that for positive educational outcomes, appropriate and successful learning
strategies are essential. Students' learning strategies may have an effect on their
academic success and decide whether they are learning deeply or superficially (Lin &
Tai, 2015). As a result, questions remain such as the effects of using Mathway on
numeracy development and its impact on student’s mathematical learning strategies.
Hence, additional research addressing numeracy development and learning strategies
influenced by Mathway is needed to fully evaluate and answer the questions that arose
from the gap.

The researchers would study the integration of technology in education by means

of determining the role Mathway plays in senior high school students' numeracy
development. Investigating results on the basis of these variables is necessary to assess
their significant function on senior high school Mathematics education. However, since
existing knowledge fails to tackle their relevance it justifies the need for it to be further
investigated with aims to contribute new knowledge in contrast to prior research and
studies with bearing to the subject matter.

STATEMENT OF THE PROBLEM

Mathematical software Mathway might have a significant role in the numeracy

development of Senior High School students.Thus, the researchers sought to find the
answers of the following:

1. What is the perception of the students with regards to using Mathway?

2. What are the effects of Mathway on students’ numeracy development?

3. What are the strategies adopted by the students upon using Mathway with
regards to numeracy development?

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SIGNIFICANCE OF THE STUDY

The study entitled, “Integration of Technology in Education: The Role of Mathway

in Senior High School Students' Numeracy Development” provides significance to the
following:

Society, this research would aid in the development and integration of technology in
education, furthering the reaches of knowledge and producing citizens of society with a
clear understanding of Mathematics with higher numeracy skills.

The Department of Education (DepEd), additional knowledge will be provided to the

educational department that is conducive in its pursuit of a great way to assist students
in their ascent to being knowledgeable learners that satisfies the DepEd mission and
vision.

Schools and staff, the study will help the school in improving the numeracy skills of
their students in order to reach a higher level of education. Teachers and staff are given
an option in providing an alternative, or even complementary method to improve the
quality of mathematics teaching and learning.

Students, the integration of technology in education builds an engaging environment

that builds essential 21st-century skills, all the while showcasing effectiveness in learning.
It provides valuable information regarding mathematical software such as Mathway that
aim to develop their numeracy skills.

Future Researchers. The future researchers can use this study as their guide in
developing their study in the near future. It will be a useful reference for the researchers
who would plan to make any related study to this.

SCOPE AND LIMITATIONS

This study is conducted primarily for the purpose of determining the effects of
Mathway on senior high school students’ numeracy development. This includes the
influence of Mathway upon SHS students’ motivation in learning mathematics, its impact
on students’ mathematical learning strategies, and lastly, its effect on their mathematical
achievement. This study has a descriptive research design as the researchers aim to

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accurately and systematically describe the phenomenon and situation regarding the
effect of Mathway upon SHS students.

This study is conducted in the vicinity of Lucena City and is limited to having fifty
(50) respondents – senior high school students under the Academic track from Quezon
National High School through probability sampling. Also, the data gathering would be
done online considering that the study is conducted in the course of a pandemic.

The study is anticipated to have issues with data gathering, specifically with
sample selection and participation since the STEM students from Quezon National High
School are limited in terms of their availability to respond online. The researchers also
expected that there might be issues with regards to compliance with the expected time
frame of the study since the researchers are overloaded and crammed with different
academic responsibilities. The researchers also predetermined their limited capacities
with respect to their schedule and resources.

THEORETICAL FRAMEWORK

Technology has been useful to everybody and a lot of people are stating how
it was helpful even in the education system. Integrating technology in education gave
different effects on students. Some students find it easier to learn while some are
finding it a challenge and are having difficulties. Study findings by Rodvic et al.
(2018), regarding the enhancements brought by technology and softwares to
mathematical learning behaviors of students, will be the basis of interpretation for the
would-be gathered data in the study of identifying the role of Mathway in senior high
school students' numeracy development.

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CONCEPTUAL PARADIGM

Figure 1. Research Paradigm Showing the Relationship of the Integration of Technology, Role and Impact
of Mathway, Mathematical Learning Strategies, and Numerical Development of Senior High School
Students

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 The figure above shows the relationship of the integration of technology, role and
impact of Mathway, Mathematical learning strategies, and Numerical development of
senior high school students. The integration of technology in education is the use of
technology in a traditional classroom setting. The role and impact of using Mathway can
help students develop their numerical skill and mathematical learning strategies. The
direct relationship between the integration of technology in education and the role and
impact of Mathway is that they are capable of affecting the numerical development and
mathematical learning strategies of the senior high school students. The researcher aims
to find the perception of senior high school students in using Mathway and the effects of
using Mathway on senior high school students' numeracy development. The researchers
will be using virtual interviews and questionnaires to gather the needed results.

DEFINITION OF TERMS

The terms below are defined conceptually and operationally for a better understanding of
the study:

Educational software covers computer programs designed specifically to support user

achievement of given objectives within a learning path (Trentin, 2010). In the
study, this refers to the field of where the main variable, Mathway, belongs.

Learning strategies are specific techniques which are usually employed by learners in
order to make learning easier, faster and more effective. These techniques are of
the most varied nature (cognitive, compensatory, social, affective, metacognitive,
mnemonic (Muradás-Sanromán, 2020). In this study, this pertains to the
strategies adopted by the students upon utilizing Mathway.

Mathematical literacy is defined as an individual's capacity to formulate, employ and

interpret mathematics in a variety of contexts. It includes reasoning
mathematically and using mathematical concepts, procedures, facts and tools to
describe, explain and predict phenomena (OECD, 2018). In the study, this refers
to the one being developed in regards to numeracy development.

Mathematical software is the collection of computer programs that can solve equations
or perform mathematical manipulations and is also the set of algorithms used in a
computer system to solve general mathematical problems (McGraw-Hill

6
 Dictionary of Scientific & Technical Terms, 6E., n.d.). In the study, this is
associated as the category of which the main variable, Mathway, belongs.

Mathway solves math problems and shows you how to get to the answer with
step-by-step directions in a wide variety of math types, including basic math,
pre-algebra, algebra, geometry, trigonometry, and calculus. It is an app as well as
a website that lets users plug in math equations and tap "Evaluate" to find
solutions (Lowensohn, 2008). This refers to the main variable of the study, a
mathematical software/application, of which the researchers are interested in
knowing its role in numeracy development.

Numeracy development is an aggregate of skills, knowledge, beliefs, habits of mind,

communication capabilities, and problem-solving strategies that people need in
order to engage effectively and autonomously in quantitative situations arising in
life (Brandon School Division, 2019). This pertains to the dependent variable of
the study, the one being influenced by Mathway; the one being measured.

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 LITERATURE REVIEW

Education

Education is the primary key in making competent professionals and creating a

better nation. It plays a vital role in building the foundation for every child's future.
However, there are a lot of challenges and adversities to be faced in getting a proper
education. One of the challenges every student encounters is the different quality of
education. According to the results of the National Achievement Test (NAT) and National
Career Assessment Examination (NCAE) of the year 2014, the targeted mean scores of
the students' performance in elementary and high school in the Philippines were
extremely low. A comparison was made between students who live in urban areas and
rural areas. It shows that students in rural areas are only able to boost their completion
rate by 30% while students in urban areas are able to get a 100% completion rate. It
suggests that the quality of education the students get is based on their location. In
addition, students in rural areas have a higher chance of not affording the education.
Due to poverty, a lot of children who grew up in mountains and rice fields end up not
continuing and pursuing their education. According to the essay from Studymoose
(2016), 80% of 65 million Filipinos are trying to survive on a salary of 96 pesos ($2) or
less per day that they are not able to give the necessities of their children.

Another adversity present as of today is the pandemic happening in the country.

Due to the continuously increasing number of cases of Covid-19, the Department of
Education has implemented a new style of learning. It is called “blended learning" or
"distance learning". According to Kaplan and Haenlein (2016), distance education, also
called distance learning, is the education of students who may not always be physically
present at a school. This new mode of learning is integrated with technology.
Furthermore, students attend their classes through online meetings and submit their
activity output online as well. However, distance learning programs can be completely
distance learning, or a combination of distance learning and traditional classroom
instruction; called hybrid or blended (Tabor, 2007).

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Numeracy Development

Numeracy development involves gaining increasingly precise knowledge of

increasing ranges and types of numbers: from non-symbolic to small symbolic numbers,
from smaller to larger whole numbers, and from whole to rational numbers (Siegler,
2016). Piaget (e.g., 1952) also assigned numeracy development a prominent place in his
theory, devoting his classic book “The Child’s Concept of Number,” as well as parts of
many other books, to it. Also, a meta-analysis of six large longitudinal studies in the U.S.,
U.K., and Canada revealed that in all six, numerical knowledge in kindergarten predicted
numerical knowledge in fifth grade, even after statistically controlling for a wide range of
relevant variables (Duncan et al. 2007). Even more striking, numerical knowledge at age
four predicts mathematics achievement at age fifteen (Watts et al. 2014), again after
controlling for numerous relevant variables.

The Trend International Mathematical Science Study Advanced (TIMMS)

examined patterns of students’ achievement in mathematics and found out that for over
20 years, there were some declines in the students’ performances, and there were no
improvements in the countries assessed (Maltese & Tai, 2011). In the case of
Indonesia, the PISA report (2012) showed that the achievement scores of
Indonesian students in mathematics are recorded very low and was ranked the 64th out
of 65 countries (Ajisuksmo & Saputri, 2017). Schools in the Philippines have
Mathematics as one of their major subjects and students are exposed to numerical
knowledge at a young age however low performance is still evident.

According to the study of the Trends in International Mathematics and Science

Study (TIMSS) 2019 by the International Association for the Evaluation of Educational
Achievement (IEA), the Philippines was ranked last among 58 countries in Grade 4
Mathematics and Science. They scored 297 in Mathematics and 249 in Science. The
result of the recent study was extremely low compared to the results of the year 2003,
which is 358 in Mathematics and 332 in Science. The Trends in International
Mathematics and Science Study (TIMSS) have 4-level scores to interpret the students’
scores: Advanced International Benchmark (625), High International Benchmark (550),
Intermediate International Benchmark (475), and Low International Benchmark (400).
They also added that only 1% of Filipino students have reached the high benchmark on
Mathematics. The 6% of Filipinos are on the intermediate benchmark and the 19% were

9
on the low benchmark. The results show how the numerical skills of Filipino students
were insubstantial and needed improving.

Students’ performance in mathematics, as indicated by the grades they

achieved, is affected by various factors. Among the various factors, this study will
primarily deal with students’ affective characteristics, which focus on study habits and
study attitudes (Biswas, 2015). Study attitude, on the other hand, can determine the
extent to which learning occurs and how learning occurs as this influences the effort
students put in understanding and practicing mathematical concepts and skills. If poor
study orientations exist among the students, these could lead to low performance
in mathematics. The orientation level of the students has a significant relationship
with their academic performance (Bong, 2004; Horstmanshof & Zimitat, 2007).

Integration of Technology in Education

According to Ozan (2013), because the purpose of education is to prepare

students for society and real-life situations, it is open to all types of societal changes.
Technology contributes to education in a variety of ways, both directly and indirectly.
Online learning, simulation settings, virtual laboratories, access to scientific knowledge,
real-time access to technology breakthroughs, online learning applications, and a variety
of other scenarios are just a few examples (Brito et al., 2018).

In this day and age, the role of technology in improving the lives of the people
and enhancement of quality education cannot be underestimated. Information
technologies, research technologies for scientific and educational information,
technologies for computer processing of educational information, technologies for
organizing student professional training, and technologies for the execution and defense
of graduation projects or academic works are all examples of educational technologies.
(Ignatyeva, 2015). As studied by Alemu (2015), information and communication
technologies (ICTs) have been suggested to play a variety of roles in education.
Providing a catalyst for rethinking teaching practice; developing the kind of graduates
and citizens needed in an information age; increasing educational results; and
enhancing and improving the quality of teaching and learning are just a few of them.
Students may now access knowledge outside of the classroom thanks to the use of

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technology in education, which has resulted in a rise in self-motivation for learning. For
example, a study by Azma (2011), showed that educational technology can help
students improve their grades by increasing the amount of material they can access and,
as a result, broadening their learning environment (Personal Learning Environment).

The impact of technology on education has been studied in a number of

researches. When computers are employed as learning aids, Morgan and Ritter (2002)
discovered that computer-based curriculum improves student performance in the
classroom and has a beneficial impact on students' attitudes. Another study by Lowther
et al. (2008) claimed that the use of technology had a good impact on pupils, resulting in
more student-centered activities, more attention to the lesson, and increased interest in
the subjects. Gulek & Demirtas (2005) examined the effect of technology use on student
achievement. They reported a result of an increase in students' test scores and writing
skills with the help of technology use.

Educational technology is made up of two primary components: hardware and

software. In order to use instructional technology effectively, both hardware and software
are required. Software refers to educational technology that entails the methodical,
scientific use of applicable scientific research from physical science, social science
(psychology and sociology), philosophy, management studies, and other fields to solve
educational challenges. Digital technologies, especially software products, are tools that
if properly used can enable, transform, or support innovation in education. Many
educational institutions already use software products to support the teaching and
learning process, creating a virtual extension of the classroom where students can learn
at their own speed and aligning education with the new generation of tech-savvy
students (Barbosa & Souza, 2021).

Students’ Perception towards Educational Technology

Certainly, technology has greatly influenced students’ learning process – this

manifests how technology genuinely revolutionizes the picture of education as perceived
in the eyes of the students. Students’ perception with regards to the use of technology is
presumably predetermined and affected by different elements. Study of Miller (2018)
revealed that students’ perception towards utilization of technology in their learning

11
process is influenced by the following factors: (1) collaboration, (2) ability, (3) use of a
stylus, (4) maturity, and (5) teacher’s skill level. This signifies that – given that not all
students learn in the same fashion due to different factors, they may have varied
perception towards how educational technology impacts their learning process.

Research of Vyas and Nirban (2014) explained that the majority of the students
in their study consider educational technology as a favorable medium for educational
purposes despite contextualized technological limitations. This implies that even if
students have limited access to technology, they still positively perceive educational
technology as an effective and significant medium in their learning process. Also,
Rogowsky et al. (2017) revealed that the use of technology in education greatly affects
students’ perception towards learning. It positively affects the perception of students
upon supporting and nurturing language, literacy, and numeracy skills in learners. The
study also established that computer-assisted instruction develops students’ motivation
and inclination on learning. Moreover, students expressed that technology assists
faculties in creating more organized, time-managed, and functional classrooms. They
also indicated that technology affected their behavior and attitude towards learning as
technology increases their attentiveness in the classroom setting and their appreciation
of their teachers. Ultimately, all of these reasons signify that students perceive
educational technology positively.

Meanwhile, Davies et al. (2008) asserted that the use of technology had a
lessened positive impact on students’ attendance and class participation as it creates a
more independent learning environment. Likewise, Wiyaka et al. (2018) investigated that
a specific educational software was not useful in some context of learning process as the
students showed that: (1) E-learning could not facilitate English language learning, (2)
the program was unsatisfactorily useful from the students’ perspective, (3) incorrect
application of the software resulted to negative evaluated of the students towards the
program, and lastly, (4) a portion of the students does not completely intend to use the
educational software. These reasons conclusively imply that students also perceive
educational technology negatively due to certain factors and implications.

While it becomes so obvious that educational technology absolutely affects

students’ learning process, their perception towards these influences may vary due to
different factors. Some may consider educational technology effective and significant,

12
while some may also deem that these advancements offer no good. But at the end of the
day, much more studies elucidate that educational technology affirmatively affects
students’ learning process, thus providing a clearer picture on how great educational
technology is, in students’ perception.

Educational and Mathematical Software

Educational technology is a method of using current technology to improve the

quality of education in a systematic and coordinated manner (efficiency, optimal, true,
etc.). It is a method of conceptualizing, executing, and evaluating the educational
process, i.e. learning and teaching, as well as assisting in the implementation of modern
educational teaching practices. It encompasses instructional materials, software, work
methods and organization, as well as interpersonal interactions, i.e. the conduct of all
educational participants. (Stošić, 2015). In the wide reach of educational technology, it
includes educational software (also known as computer-assisted instruction [CAI],
computer-assisted learning [CAL], instructional software, and computer-based training
[CBT]) is frequently promoted as a panacea for a variety of educational problems,
including high costs, low learner performance, and a lack of faculty (Schleyer & Johnson,
2013). There are many different types of software, each of which is created and utilized
for a specific purpose. The most diverse function of software in education is
instrumental. It's utilized to execute certain tasks including calculating, sketching, editing,
proofreading, and communicating (Sigafoos & Green, 2007). On another note, the
advent of mathematical software is one of the important breakthroughs in the world of
educational technology as it aids different mathematical knowledge development in
specific fields. It is used to construct mathematical simulations, to explore mathematical
conceptualisms, to prove theorems, and to solve mathematical problems with the use of
different systems and algorithms in regards to technology (Cohen, 2002).

According to studies, it is necessary to plan and develop elements of technology

enhanced education that are compatible with the school community, society, current
teaching methods, and environmental features in which the educational software will be
implemented in order to improve educational activities (Nistor et al., 2013; and (Takači et
al., 2017).

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 In research from Magdaş & Bontea (2013), they concluded that the employment
of educational software in teaching and learning had a significant favorable impact on
the experimental class students' learning speed, soundness, and durability of their
acquisitions. They described the numerous increases in the efficiency of student learning
brought by educational software mainly, the accent on formative activity, anticipatory,
participative, and practice while utilizing educational software in the process of learning
concepts and their applications, and that educational software can be used as auxiliary
in the educational process at all school subjects.

Previous research has revealed that interactive teaching tools have the potential
to make a major contribution to the teaching and learning of mathematics (Sutherland,
2007). Celen (2020) in her study revealed that the use of dynamic software in
mathematics education processes is critical for providing students with opportunities for
trial and error, allowing them to establish assumptions, test them, and generalize from
the results by viewing the learner as a mathematician who discovers new things.

Mathway

Mathway is a web calculator that solves mathematical related problems with

demonstration of the solutions on how it arrived with the answer (Lowensohn, 2008).
With millions of users worldwide and billions of mathematical problems solved, it is the
#1 problem-solving program accessible to students, parents, and teachers. It covers
several mathematical fields such as trigonometry, calculus, algebra, etc. Moreover,
Mathway provides these kinds of assistance completely free of charge (Mathway, 2021).
On the same note, it is very easy and efficient to use as you can basically just put the
equation and press the enter button and the program will instantly give the answer with
sufficient solutions that will teach the users how to do it. And currently, alongside the
high demands of the application, the developers are competently working to develop the
program to perfection. As a matter of fact, Mathway has launched new design and
features of the website which includes a simple chat-style interface which allows the
students to just snap a picture of their problems and receive instant solutions – which
ultimately gives a quality interaction and more realistic tutoring experience (Mathway
LLC, 2016). Clearly, Mathway has been a really great help, especially for the students,

14
as it provides quality math assistance with its essential features and functionality that are
accessible and completely free.

According to the study of Hadjinor and Pangandamun (2019) regarding the

effectiveness of Mathway in improving the performance of students, the innovative and
advanced features of the application were genuinely effective in aiding the students to
improve their performance in trigonometric problems. They also concluded that the
utilization of this technology will be a great help in answering mathematical learning
activities and in increasing the interests of the students such that they will learn
efficiently and be more motivated to study more.

Impact of Mathematical Software to Numeracy Development

Questions concerning how ICT may promote mathematics education reform have
recently centered on examining educational technology as a tool for developing students'
reasoning through problem solving and discourse (Kitchen and Berk 2016). According to
these authors, the ideal way for students and teachers to learn mathematics is for them
to participate in brainstorming sessions in which mathematical ideas are developed,
discussed, and gaps in mathematical understanding are probed and disputed. They
emphasize the need of conducting research into computer software programs that assist
students in applying mathematics concepts and skills. For teaching and studying
mathematics, information and communication technologies (ICT) have become
indispensable instruments. ICT technologies can also help students to experiment with
multiple representations of mathematical topics and make links between theory and
practice (Zilinskiene & Demirbilek, 2015).

According to Tomić (2013), there are four aspects that mathematical software can
offer to the process of mathematics teaching and learning:

1. Multiple display options – the availability of different ways of displaying

mathematical content, e.g. symbolic to graphic. Demonstration and visualisation

and clarity have always been very important for understanding mathematical

ideas during the process of learning and problem solving. Also dynamic and

15
 visual tools allow mathematics to be explored in a shared space by connecting

and bridging the gap between school mathematics and problem solving ‘in the

real world’.

2. Experimental work – the possibility of students using experimentation in order

to gain new knowledge, ideas and problem solving approaches.

3. Elementarization of mathematical methods, that is, computers allow the use of

elementary methods which have been abandoned due to the complex

calculations.

4. Connectivity – opening new opportunities for shared knowledge construction

and for learner autonomy over their mathematical work and can be used by

teachers as a cooperation, communication and representation tool by preparing

teaching materials.

The utilization of software technology allows for individual learning, resulting in a

process of independent learning that is superior to traditional approaches. This is proven
through a study of (Saputra & Fahrizal, 2019), where they showcased this through
Geogebra and concluded that such mathematical software is very useful for
demonstrating and visualizing mathematical concepts, especially geometry objects.
Some studies discovered statistically significant positive relationships between the use of
educational software technology for specific math activities and student achievement.
For example, Falck et al. (2018), observed a positive relationship when Grade 4 students
who took part in TIMSS 2011 utilized computer software to search up concepts and
information during mathematics lessons. In another study by Visser et al. (2015), they
analyzed the TIMSS 2011 dataset for South Africa and discovered that when computer
software was used as the basis or to augment instruction during mathematics classes,
learners' results were positively predicted. Hanc et al. (2011) indicated that the
establishment of an experimental, interactive, and dynamic environment conducive to

16
active learning is the goal of integrating dynamic geometry software into the teaching of
mathematics.

Another evidence to this claim is when, Foster et al. (2016) studied the effects of
a mathematical software program called 'Building Blocks' on the Math’s performance of
young children. They came to the conclusion that when information technologies are
employed for educational purposes and to satisfy pedagogical goals, when there is a
well-defined method of implementation, and when there is a strong ongoing and planned
focus, beneficial outcomes are likely to occur. Their findings are consistent with findings
from computer-assisted instruction (CAI) studies and meta-analyses that demonstrate
that employing research-based software interventions, kindergarten-aged children's
mathematics learning can be improved. Another study by Tamur et al. (2020), concluded
that using mathematical software in mathematics classrooms is very effective in
improving students' mathematical abilities. It was also discovered that the use of
mathematical software was more effective in certain conditions and its uses reached a
variety of mathematics concepts and lessons. Furthermore, as conclusion to the study of
Kilicman et al. (2010), it was discovered that such software can be utilized as powerful
assistants in algebra and calculus to execute symbol manipulations and computations,
and can be used to aid comprehension of both theoretical and computational elements
of specific Mathematical topics.

Mathematical Learning Strategies

Learning strategies are methods that students employ in completing a task, such
as how they organize and apply a set of skills in order to learn or complete a task
successfully and competently. When students are given mathematical word problems to
solve, they employ a number of learning strategies in order to complete the tasks.
Students that apply learning strategies become more productive and independent as a
result of this (Ong et al., 2009).

Three learning techniques were explored in the PISA study (OECD, 2003):

a. Index of memorization strategies which derives from the frequency with which

students used the following strategies when studying: tries to memorize

17
 everything that might be covered, memorize as much as possible, memorize all

new material for reciting it, practice by saying the material over and over.

b. Index of elaboration strategies which derives from the frequency with which

students used the following strategies when studying: tries to relate the new

material to things s/he had already learned in other subjects, or in the past, or to

what s/he already knows; and tries to examine whether the new material

conforms to his previous knowledge.

c. Index of control strategies which derives from the frequency with which

students used the following strategies when studying: self-clarification regarding

the contents and skills to be learned; checking and clarifying whether the student

remembers or misunderstood what s/he has learned; and looking for additional

sources of information for furthering his understanding.

Lin and Tai (2015) indicated that for favorable educational outcomes, appropriate
and effective learning strategies are essential. Students' learning strategies can have an
impact on their academic achievement and determine whether they are learning deeply
or superficially. They also added that:

Effective knowledge and command of learning and problem-solving strategies,

such as control, elaboration, and memorization, is a crucial outcome of and

prerequisite for mathematics learning because knowledge and learning strategies

allow for the application of mathematics literacy to various contexts and tasks.

In addition, the study backs up the idea that learning strategies have an impact
on mathematical literacy. It also suggests that students who utilized a variety of learning
modalities had higher mathematical literacy than students who only used one. According
to the findings in the previous section, students who are more aware of their learning
processes have higher mathematical literacy.

18
 METHODOLOGY

RESEARCH DESIGN

The researchers utilized a descriptive research design using a quantitative

approach in gathering the data in order to satisfy the objectives proposed early on.
According to Bhattacharya and Chetty (2020), descriptive research design involves
observing a sampled population in its natural environment, where the goal is to discover
"what" is connected to a phenomenon. This design would best cater to the main purpose
of the study which is to find out the connection of using Mathway in the improvement of
learners’ numeracy skills. The researchers employed the use of descriptive research by
focusing on identifying and characterizing different phenomena regarding the role of
Mathway on learners’ numeracy development.

RESEARCH LOCALE

The study was conducted at Quezon National High School, specifically at the
Senior High School Department located at Brgy. Ibabang Iyam, Lucena City, Philippines.
It is one of largest public secondary schools with more than 11,000 enrollees from
Grades 7 to Grade 12. The researchers chose this location as they were interested in
studying a specific target population, the learners in Quezon National High School.
Additionally, the integration of technology in education has inherently been observed in
QNHS students’ learning processes alongside the excellence with regards to learners’
numeracy skills, abilities, and development.

RESEARCH PARTICIPANTS

The researchers gathered fifty (50) senior high school respondents from Quezon
National High School who have already used or encountered Mathway in studying
Mathematics or utilized it to solve and learn any kind of mathematical problems,
concepts, and equations.

19
 Convenience sampling method was employed in the study, a method in which
participants were chosen based on their immediate availability. This accessibility is
normally measured in terms of geographical proximity, but it can also include other
factors such as known contacts. The researchers chose this kind of sampling as it is the
most applicable sampling method, given that the pandemic is still rampant and is
continuing to spread in different parts of the locale. The researchers convened
respondents that were easy to contact given the fact that they were in line with the said
criteria.

RESEARCH INSTRUMENT

The researchers employed the use of survey questionnaires consisting of

questions that merely conform to the role of Mathway on learner’s numeracy
development. The questionnaire will consist of three (3) parts with twelve (12) questions
at the first part, seven (7) questions at the second part, and six (6) questions at the third
part, with a total of twenty-five (25) questions that correspond to the sole purpose of the
study. This was done to classify each respondent’s answer dependent on the specific
objectives.

The researchers prepared a rating sheet scaling 1-4 with the corresponding
scales: “strongly agree”, “agree”, “disagree”, and “strongly disagree”. There were 25
items to answer; items that were inside a table, each column had corresponding scales
which were all about the impacts of this application to their numeracy skills that
determine if there was any improvement with respect to their mathematical ability. The
first part consisted of questions that describe the respondent’s perception towards using
Mathway. The second part consisted of questions about the application’s effects on the
student’s numeracy skills. And lastly, the third part contains questions about the
strategies adopted by the students upon using Mathway with regards to numeracy
development.

20
DATA GATHERING PROCEDURES

The researchers first designed the survey questionnaire which contains 25

questions to answer that would satisfy the objectives of the study. To find the
respondents, the researchers utilized a convenience sampling method and administered
the research instrument to them by means of email, message, or various social media
tools. Before officially distributing the questionnaire, a briefing had been given which
consisted of the objectives, significance of the study, and the types of questions in the
survey questionnaire.

For the respondents' privacy and security, no personal information was disclosed.
Data collection was conducted during the free time of the respondents ensuring that it
would not be a disturbance to their classes. The answers were then collected upon
completion and the researchers expressed their deepest gratitude to the respondent for
the cooperation. Thereafter, the gathered responses were tallied and tabulated to be
further subjected to data analysis – and will undergo thorough interpretations of the
researchers.

ETHICAL CONSIDERATIONS

This study mainly considered the ethical considerations in data gathering such
as, informed consent, beneficence, and respect for privacy and confidentiality.

The researchers asked permission to the students if they were willing to be

surveyed and used as research subjects. Respondents' participation was entirely
voluntary. In this sense, the participants were briefed that they were not forced to answer
the questions; they were free to quit, renounce, and withdraw their answers at any time
before, during, or after the data collection process.

The researchers also made sure that no harm would happen to the constituents
and that the welfare of the participants would be guaranteed. Given that the study was
conducted in times of pandemic, the protocols regarding the contact between individuals
were considered. The safety and security of the participants were assured considering
that the interviews and interactions took place online and no physical contact transpired.

21
 Additionally, the researchers were aware of the implications that might happen to
the respondents due to contravention with privacy and confidentiality, thus respect for
anonymity was highly regarded. The participants were informed that their names would
not be revealed – codes would be used to label data, and the responses would be
legally disclosed within the researchers. Nevertheless, the information would be reported
honestly even without identifying the names of the interviewee.

STATISTICAL TREATMENT

To interpret the data, the researchers used the following:

1. Average Weighted Mean. It involves multiplying each data point in a set by a value
specified by some property of whatever contributed to the data point. The greater the
sample size in a study, the more accurate the effect size identified in that study as an
estimate of the impact size in the population will be.

Formula:AWM=(4(f)+3(f)+2(f)+1(f))/n

Where: AWM= is the weighted mean

f= is the frequency

n= total number of responses per item

2. Likert Scale. It is a form of rating scale that is used to assess attitudes and opinions.
Participants were asked to rate items based on their level of agreement using this scale.
Likert is a five (or seven) point scale that allows people to express how strongly they
agree or disagree with a given proposition. Likert scales are widely used in survey
research because they make it simple to conceptualize perceptions or personality traits.

A four-point Likert scale was used in interpreting the obtained data.

Point Scale Range of Weighted Mean Item Description

22
4 3.45-4.00 Strongly Agree

3 2.30-3.44 Agree

2 1.63-2.29 Disagree

1 1.00-1.62 Strongly Disagree

23
 RESULTS AND DISCUSSION

The researchers obtained the following results after collecting data from a total of
fifty (50) respondents from Quezon National High School's Academic track Grade 11
SHS students:

Table 4.1
Student Perception with regards to Using Mathway

4 3 2 1
Statements WM Rating
SA A D SD
I use mathematical softwares such as 20 18 9 3 3.1 A
Mathway.
I prefer using Mathway rather than other 6 22 17 5 2.58 A
mathematical software or applications.
I have enough knowledge in using different 15 22 8 5 2.94 A
mathematical softwares such as Mathway
I am capable of navigating the feature of 13 21 11 5 2.84 A
Mathway
I prefer using Mathway to help me in my 12 21 12 5 2.8 A
school activities.
Mathematical softwares like Mathway 14 21 9 6 2.86 A
encourages me to learn.
Mathway is helpful for me in answering 19 23 3 5 3.12 A
homeworks and activities.
It is easier for me to learn Mathematics using 15 16 13 6 2.8 A
Mathway.
I am more comfortable using mathematical 14 9 17 10 2.54 A
softwares rather than learning it personally.
I love learning math when using Mathway. 9 19 15 7 2.6 A
I am more determined to learn with the help of 10 21 13 6 2.7 A
math softwares
I use Mathway even if it does not involve my 12 5 21 12 2.34 A
school activities.
Grand Mean 2.7683 A
Note: The researchers used abbreviations for the following: Strongly Agree (SA), Agree (A), Disagree (D), Strongly
Disagree (SD) and Weighted Mean (WM).

Table 4.1 highlights the Students’ Perception with regards to using Mathway. As
shown in the table, all of the responses fell into A rating and had a grand mean of
2.7683. This means that most of all the respondents agree on the following statements
in the scale that illustrates a positive inclination towards Mathway. In this regard, it has
been identified that students perceive Mathway as a significant and effective tool in their
learning process.

24
 These findings are in agreement with the study of Vyas and Nirban (2014),
stating that students perceive educational technology as a significant medium in their
learning processes. This was also supported in the study of Davies et al. (2008):
students see that technology positively impacted their behavior such that it accentuated
their attentiveness, participation, and cognitive skills. With the rapid integration of
technology in education, correspondingly in the context of numeracy development, it can
be seen that learners positively see these applications, specifically Mathway, as a helpful
tool in acquiring new knowledge, skills, and attitudes. Ultimately, the results shown
above indicate a positive perception of students upon Mathway.

Table 4.2

Effect of Mathway on Numeracy Development

4 3 2 1
Statements WM Rating
SA A D SD
I do not have failing grades in
24 21 4 1 3.36 A
mathematics.
Technological assistance
18 28 4 0 3.28 A
improves my academic skills.
I can develop my numeracy
through mathematical softwares 13 24 10 3 2.94 A
like Mathway
The knowledge I gain from
technology helps me significantly 19 25 5 1 3.24 A
to improve my numerical skill.
My motivation to learn increases
9 18 16 7 2.58 A
because I am using Mathway.
I am too dependent on Mathway. 8 11 17 14 2.26 D
My learning motivation has
become stable because of using 9 12 23 6 2.48 A
Mathway.
Grand Mean 2.8771 A
Note: The researchers used abbreviations for the following: Strongly Agree (SA), Agree (A), Disagree (D), Strongly
Disagree (SD) and Weighted Mean (WM).

Table 4.2: Effect of Mathway on Numeracy Development shows the gathered

responses alongside their weighted mean and corresponding rating using the likert
scale. As indicated in the table, the grand mean of 2.8771 indicates an agreement by the
student’s that there are implications on the usage of Mathway - a mathematical software
to their numeracy development. The results illustrated in the table, identifies that these

25
effects manifest in various indicators in a students’ mathematical achievement and
development.

The effects that indicated a positive relationship between Mathway and numeracy
development were displayed through different ways. One circumstance showcasing this
effect is evident in the advancement of students' learning outcomes. Being in line with
the findings of Hillmayr et. al (2020), where they concluded that the usage of digital tools
(i.e. softwares; programs; websites) had a medium, significantly favorable influence on
student learning outcomes and a moderate, and a significantly positive effect on student
attitudes. Furthermore, the table also detailed the effects on the improvement of
students’ overall academic performance and numeracy skills influenced by such
software and technological assistance. These findings were in accordance with the
conclusive statements from the study of Ochkov and Bogomolova (2015), which states
that through graphics and animation employed in the software improves students'
knowledge of basic mathematical concepts and theorems. Moreover, in research from
National Council of Teachers of Mathematics (2015), they outline that the strategic use of
technological tools can help students acquire mathematical procedures and abilities as
well as build advanced mathematical skills including problem solving, reasoning, and
justifying. Finally, the results of analysis demonstrated at Table 4.2 exhibits the increase
of learning motivation and it also expresses the added stability to it brought by Mathway.
This result was consistent with discoveries made by the investigation of Murtianto et al.
(2019), which states that students' motivation to learn mathematics will immediately
improve with the usage of mathematical software that displays a variety of
representations and ways of modeling real geometry. This will have an impact on student
independence if they are motivated to learn. Simultaneously, mathematical software
improves students' mathematical abstraction ability, motivation, and independence in
mathematics learning.

26
Table 4.3

Adopted Strategies upon Utilization of Mathway in Regards to Numeracy Development

4 3 2 1
Statements WM Rating
SA A D SD
I adopt different learning
strategies upon using Mathway
11 27 5 7 2.84 A
which helps me in improving my
numeracy development.
I use Mathway whenever I
encounter mathematical
14 23 9 4 2.94 A
equations and problems that are
hard for me to understand.
I use Mathway to check if my
answers and calculations of
19 23 3 5 3.12 A
mathematical equations and
problems are correct.
I use Mathway to generate graphs
for visualization which helps me
understand more complicated 16 22 6 6 2.96 A
equations such as trigonometry
equations.
I adopt using technological aids to
strengthen my understanding in 15 26 8 1 3.1 A
Mathematics.
I learn to use a variety of methods
to solve problems and equations
with the use of technological tools 17 29 3 1 3.24 A
which significantly improved my
numeracy skills.
Grand Mean 3.0333 A
Note: The researchers used abbreviations for the following: Strongly Agree (SA), Agree (A), Disagree (D), Strongly
Disagree (SD) and Weighted Mean (WM).

Table 4.3 illustrates the obtained responses together with their weighted mean
and accompanying likert scale rating. As shown in the table, the grand mean of 3.0333
suggests that the students agree that using Mathway has led to the adoption of learning
strategies to further numeracy development. The table highlights these strategies that
reveal themselves in numerous indices that aid a student's numerical development.

The table depicts the various adopted strategies of the students of QNHS upon
using Mathway. Metacognitive learning strategies were evident in the table, which
includes reflection and revision. According to reviewed studies, using metacognitive
learning strategies through organizing specific activities such as Problem-Based
Learning, Project Work ,and Discussion, among others, improves students' performance

27
and understanding (Daher et al., 2018). Furthermore, it means that when a student's
prior knowledge level is made visible, their learning is considerably boosted. Students
then have the opportunity to rectify any mistakes, apply existing knowledge, and
construct understanding schemas around a topic. When students can see how new
concepts build on past knowledge, they learn more effectively. Cognitive learning
strategies were also adopted by students which mainly include elaboration,
memorization, and control strategies. Wherein, such results was in character with
research by Lin and Tai (2015) that insist that because knowledge and learning
strategies enable the application of mathematics literacy to various contexts and tasks,
effective knowledge and command of learning and problem-solving strategies, such as
control, elaboration, and memorization, is a crucial outcome of and prerequisite for
mathematics learning.

28
 CONCLUSIONS AND RECOMMENDATIONS

Handful people today are aware of the recent significant advancements in

computer technology in mathematics education. Many studies have been undertaken on
the impact of a range of mathematical software applications at various levels of
education, with varying results. Nonetheless, relatively few studies give information and
acknowledgement of numeracy development as the primary variable influenced coupled
with how it affects a student's learning strategies. This study was performed with fifty
(50) Senior High School students in the Academic track of Quezon National High School
to better understand the integration of technology in education by means of determining
the role Mathway plays in senior high school students' numeracy development.

Based on the findings of the study, the following conclusions were derived:

1. There was a positive perception of students with regards to using Mathway.

That is to say, they find it easy to navigate and work with the various
functions and features of the program which apparently indicates that they
recognize this as a user-friendly and accessible application. Also, Mathway
makes their mathematics education and learning process interesting and
enjoyable as it was evident that there was a significant increase in their
motivation in learning mathematics upon using Mathway. Ultimately, students
see Mathway as a helpful and effective tool in improving their skills,
understanding concepts, and accentuating their drive in learning
mathematics.
2. There were various reported effects of Mathway to a student’s overall
numeracy development. These effects manifested through various factors in
learning. One of these factors was improved learning outcomes which were
exhibited statements that describe the information, skills, and abilities that
each student should have and be able to exhibit after completing a learning
experience or a series of learning activities. In addition, another factor was
the advancement of the students' overall academic performance and
numeracy skills, through much developed knowledge of basic mathematical
concepts, theorems, and the development of advanced mathematical skills,
such as problem solving, reasoning, and justifying, as well as the acquisition
of mathematical methods and abilities. Last of the reason revealed was the

29
 increase and added stability of the students’ learning motivation. Wherein, the
application of Mathway in exhibiting a range of representations and methods
for representing real-world mathematical concepts. Mathway boosted
students' mathematical abstraction ability, motivation, and independence in
math study at the same time.
3. The students of QNHS were able to illustrate a range of adopted strategies.
From the usage of Mathway, metacognitive learning procedures, notably
reflection and correction, are one of the strategies used. Wherefore, learning
was significantly enhanced when a student's past knowledge level is made
evident. Students were then given the opportunity to correct any errors, apply
what they had learned, and create understanding schemas for a given topic.
Students studied more effectively when they could see how new concepts
built on prior knowledge. Moreover, cognitive learning processes, which
primarily involve elaboration, memorization, and control mechanisms, were
also presented. In which, it allowed students to apply mathematical literacy to
a variety of situations and tasks, which is an important outcome and
prerequisite for mathematics education.

The following are recommended as a result of the study's findings and conclusions:

1. The researchers strongly recommend educational sector and mathematics

teachers to include mathematical software such as Mathway in their
curriculum as well as in their actual teaching practice. It is also recommended
that mathematics educators scholarly aid students in their activities in order to
help create excellent foundations and conceptions in mathematics.
2. A reevaluation of not so much about what is now being taught in
mathematical subjects, but how mathematics might best be taught to benefit
students with the use of technology should be taken into account. Based on
the findings of this study, which highlighted Mathway's role as a catalyst for
stimulating enthusiasm and bringing excitement to students' mathematics
learning, there is every indication that a mathematical software, such as
Mathway, has a successful role to play through its integration with
mathematics education.
3. More extensive research on the use of mathematical software such as
Mathway, which is built on efforts to incorporate technology into the teaching

30
and learning of mathematics, is recommended. The study of the use of
mathematical software in the classroom must advance to a new level of
complexity, taking into account teacher education, teacher use, student use,
and student learning.

31
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 APPENDICES
Appendix A. Research Instrument
Name (Optional):
Grade and Section:

Direction: Read each statement below. Place a check ( / ) on the space provided for
your preferred answer or response. Use scale below as your guide in choosing your
answer.
4 - Strongly Agree (SA)
3 - Agree (A)
2 - Disagree (D)
1 - Strongly Disagree (SD)

Part I: Perception of Students Upon Using Mathway

4 3 2 1
(SA) (A) (D) (SD)
1. I use mathematical softwares such as Mathway.
2. I prefer using Mathway rather than other mathematical
software or applications.
3. I have enough knowledge in using different
mathematical softwares such as Mathway
4. I am capable of navigating the feature of Mathway
5. I prefer using Mathway to help me in my school
activities.
6. Mathematical softwares like Mathway encourages me
to learn.
7. Mathway is helpful for me in answering homeworks
and activities.
8. It is easier for me to learn Mathematics using
Mathway.
9. I am more comfortable using mathematical softwares
rather than learning it personally.
10. I love learning math when using Mathway.
11. I am more determined to learn with the help of math
softwares.
12. I use Mathway even if it does not involve my school
activities.

Part II: Effects of Mathway on Students’ Numeracy Development

4 3 2 1
(SA) (A) (D) (SD)
13. I do not have failing grades in mathematics.
14. Technological assistance improves my academic skills.
15. I can develop my numeracy through mathematical
softwares like Mathway.
16. The knowledge I gain from technology helps me
significantly to improve my numerical skill.

41
 17. My motivation to learn increases because I am using
Mathway.
18. I am too dependent on Mathway.
19. My learning motivation has become stable because of
using Mathway.

Part III: Strategies Adopted by the Students Upon Using Mathway with Regards to
Numeracy Development
4 3 2 1
(SA) (A) (D) (SD)
20. I adopt learning strategies upon using mathway which
helps me in improving my numeracy development.
21. I use Mathway whenever I encounter mathematical
equations and problems that are hard for me to
understand.
22. I use Mathway to check if my answers and calculations
of mathematical equations and problems are correct.
23. I use Mathway to generate graphs for visualization
which helps me understand more complicated
equations such as trigonometry equations.
24. I adopt using technological aids to strengthen my
understanding in Mathematics.
25. I learn to use a variety of methods to solve problems
and equations with the use of technological tools which
significantly improved my numeracy skills.

42
 Appendix B. Curriculum Vitae

Orlando J. Binungcal III

Blk 1 Lot 7 Villa San Pablo Subd. Ibabang Iyam,
Lucena City
obinungcal3@gmail.com
“Oh my God!”

Personal Information

Date of Birth: March 3, 2004

Place of Birth: Lucena City
Nationality: Filipino
Civil Status: Single
Religion: Iglesia ni Cristo

Educational Background

Secondary: Quezon National High School

M.L Tagarao St., Ibabang Iyam, Lucena City
(2016-Present)

Primary: Lucena West 1 Elementary School

M.L Tagarao St., Ilayang Iyam, Lucena City
(2012-2016)

43
Christel Joy S. Dimaala
Prk. Kapisanan 2, Brgy. Salinas,
Lucena City
christeldimaala@gmail.com
“Always look for something that will
make you happy”

Personal Information

Date of Birth: January 17, 2004

Place of Birth: Lucena City
Nationality: Filipino
Civil Status: Single
Religion: Roman Catholic

Educational Background

Secondary: Quezon National High School

M.L Tagarao St., Ibabang Iyam, Lucena City
(2016-Present)

Primary: Salinas Elementary School

Brgy. Salinas, Lucena City
(2010-2016)

44
Alexa Mae V. Maghirang
11 Enverga St. Brgy. 3 Lucena City
alexamaemaghirang@gmail.com
“Whatever you are, be a good one”

Personal Information

Date of Birth: July 28, 2004

Place of Birth: Lucena City
Nationality: Filipino
Civil Status: Single
Religion: Roman Catholic

Educational Background

Secondary: Quezon National High School

M.L Tagarao St., Ibabang Iyam, Lucena City
(2016-Present)

Primary: Lucena North 1 Elementary School

Barcelona St., Lucena City, 4301 Quezon
(2010-2016)

45
Michelle Manuel
Balimbing Street, Brgy. Market View,
Lucena City
mitchsymanuel@gmail.com
“The future belongs to the people who believe
in the beauty of their dream.”

Personal Information

Date of Birth: September 21, 2003

Place of Birth: Lucena City
Nationality: Filipino
Civil Status: Single
Religion: Iglesia ni Cristo

Educational Background

Secondary: Quezon National High School

M.L Tagarao St., Ibabang Iyam, Lucena City
(2016-Present)

Primary: Lucena East 1 Elementary School

Lansones St., Lucena City, 4301 Quezon
(2012-2016)

46
 Appendix C. Consent Form
Study Title

Integration of Technology in Education: The Role of Mathway in Senior High School

Students’ Numeracy Development

Description of research and your participation

You are invited to participate in a research study conducted by the undersigned Senior
High School students of Quezon National High School under the Science, Technology,
Engineering and Mathematics. The general purpose of this research is to identify the role
and impacts of mathematical software, specifically Mathway, on the numeracy
development of senior high school students.

Your participation will involve answering a survey questionnaire which consists of three
(3) parts with 12 questions in the first part, seven (7) questions at the second part, and
six questions at the third part, with a total of 25 questions that respond to the sole
purpose of the study.

Risk and Discomfort

You may refuse to answer any questions or answer if you feel uncomfortable. Your
participation in the study shall take place at a time and location that is convenient for
you, as long as it does not interfere with the study's purpose. If you are uncomfortable
with the way the study is being conducted, you are free to withdraw your participation.

Potential Benefits

The information you will provide would aid in the development and integration of
technology in education, furthering the reaches of knowledge and producing citizens of
society with a clear understanding of Mathematics with higher numeracy skills.
Additionally, it will provide valuable information regarding mathematical software such as
Mathway that aim to develop their numeracy skills.

Protection of Confidentiality

Your permission allows the researchers to include you in the reporting of information for
the research study. Any of your personal information will not be disclosed and will be
used solely for the purpose of the study. The gathered survey data will be destroyed
after the accomplishment of the final data. The information acquired will be honestly

47
accounted for without recognizing your name. The researchers only intend to collect data
for the study and not to cause any harm and mischief to the participants or respondents.

Voluntary Participation

Participation in this study is completely voluntary. You may choose to withdraw from the
study at any time. If you choose not to participate, information gathered about you will
not be included in the report.

Contact Information

If you have any concerns, you may contact us at our emails: thelianakim@gmail.com;
obinungcal3@gmail.com; mitchsymanuel@gmail.com; alexamaemaghirang@gmail.com.
---------------------------------------------------------------------------------------------------------------------
Consent Form

I have read the participation information sheet and have had the opportunity to ask the
researchers any further questions I may have had. I understand that my participation in
this research is voluntary and I may withdraw at any time from the study.

I understand that the risks to me are minimal in this study and have read the information
sheet and asked any questions I may have about the risks. I understand that information
from me will be used for a research study and possibly other published studies and I
consent for it to be used in this manner.

____ Being over the age of 18 years old or legally independent, I hereby consent to
participate in this study.
____ Being under/18 years old, I hereby invoke parental consent to participate in this
study.

______________________________ ______________________________
Participant’s Signature Guardian’s Signature

Orlando J. Binungcal III Christel Joy S. Dimaala

Researcher Researcher

Alexa Mae V. Maghirang Michelle Manuel

Researcher Researcher

48