Online Graphing Application (Desmos) in Enhancing Students’ Mastery in Linear Inequalities
DOI:
https://doi.org/10.5281/zenodo.22159795Keywords:
Desmos, linear inequalities, graphing application, Mathematics in the Modern World, linear programming, mathematics educationAbstract
This study investigated the effectiveness of Desmos, an online graphing application, in enhancing first-year Criminology students’ mastery of plotting linear inequalities at Mount Carmel College–Baler during Academic Year 2025–2026. Using a quasi- experimental pretest-posttest design, 80 students were assigned to an experimental group (n = 43), which received Desmos-integrated instruction, and a control group (n = 37), which received conventional instruction. A researcher-made 30-item parallel test, aligned with the Mathematics in the Modern World curriculum, was administered before and after the three-week intervention. Data were analyzed using descriptive statistics, independent-samples t-tests, and paired-samples t-tests at the 0.01 level of significance. The results showed comparable pretest performance between the experimental group (M = 15.047) and control group (M = 15.081), with no significant difference (t = 0.064, p = .949). Following the intervention, the experimental group obtained a significantly higher posttest mean (M = 26.093) than the control group (M = 21.622), with a significant difference (t = 8.374, p < .001). The experimental group also demonstrated a greater mean gain (11.047) than the control group (6.541), with a statistically significant difference in gain scores (p < .001). The findings indicate that Desmos-integrated instruction significantly improved students’ mastery of plotting linear inequalities and may serve as an effective technology-enhanced approach to mathematics instruction and preparation for linear programming.
Downloads
References
Agung, M., Hidayah, I., Lestari, T., Oktoviana, L., & Hasanah, D. (2021). First year undergraduate mathematics students error analysis on solving rational inequality. Advances in Social Science, Education and Humanities Research, 550, 471–474. https://doi.org/10.2991/assehr.k.210508.106
Bissell, A., & Hunter, R. (2021). Linear programming and optimization models in introductory algebra: Bridging theory and applied decision-making. Journal of Mathematical Behavior, 62, Article 100851. https://doi.org/10.1016/j.jmathb.2021.100851
Chechan, B., Ampadu, E., & Pears, A. (2023). Effect of using Desmos on high school students' understanding and learning of functions. EURASIA Journal of Mathematics, Science and Technology Education, 19(10), Article em2331. https://doi.org/10.29333/ejmste/13540
Commission on Higher Education. (2013). General education curriculum: Holistic understandings, intellectual and civic competencies (CMO No. 20, Series of 2013). CHED.
Commission on Higher Education. (2021). CHED framework for flexible learning: Technology integration in higher education. CHED.
Daud, Y., & Ayub, A. F. M. (2019). Student error analysis in learning algebraic expression: A study in secondary school Putrajaya. Creative Education, 10(12), 2615–2630. https://doi.org/10.4236/ce.2019.1012189
Foster, C., Gibbons, S., & Digital Pedagogy Working Group. (2021). Visual and interactive representations in secondary mathematics: Supporting conceptual depth through digital tool integration. Educational Studies in Mathematics, 108(3), 513–532. https://doi.org/10.1007/s10649-021-10084-2
Kaye, A., Wilkie, K. J., & Tan, H. (2021). Secondary students' misconceptions in graphing two-variable inequalities: Boundary lines, regions, and symbolic translation. International Journal of Mathematical Education in Science and Technology, 52(8), 1210–1229. https://doi.org/10.1080/0020739X.2020.1763489
Mensah, F., & Ampadu, E. (2024). Student strategies for digital tool use in mathematical problem solving: Dynamic representation and feedback mechanisms. International Journal of Mathematical Education in Science and Technology, 55(2), 310–328. https://doi.org/10.1080/0020739X.2023.2185432
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mkhatshwa, T. P. (2022). Students’ understanding of boundary curves and feasible regions in systems of linear inequalities: A contextual inquiry. The Journal of Mathematical Behavior, 65, Article 100928. https://doi.org/10.1016/j.jmathb.2021.100928
Organization for Economic Co-operation and Development. (2019). PISA 2018 results: What students know and can do (Vol. 1). OECD Publishing. https://doi.org/10.1787/5f07c754-en
Pinheiro, W., & Ippolito, D. (2021). The role of technology in times of crisis: A case study of conceptual gains in Desmos geometry lessons. Pesquisas e Práticas Educativas, 2, Article e202107. https://doi.org/10.47321/PePE.2675-5149.2021.2.e202107
Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Learning fractions with digital technology: Clinical interviews indicate how dynamic representations support conceptual change. Computers & Education, 157, Article 103980. https://doi.org/10.1016/j.compedu.2020.103980
Salam, A., Suyuti, M., & Chima, O. (2020). Digital technology integration in modern mathematics learning: Opportunities and instructional shifts. Journal of Technology and Mathematics Pedagogy, 11(2), 88–102.
UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action. UNESCO Publishing.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
