Learning Mathematics Through Mobile Applications: Examining Use and Effectiveness among Grade 10 Students
DOI:
https://doi.org/10.5281/zenodo.23695396Keywords:
mobile learning applications, mathematical literacy, extent of use, perceived effectiveness, mathematics academic performance, Dr. Cecilio Putong National High School-Junior High School (DCPNHS-JHS)Abstract
This study examined the extent of use and perceived effectiveness of mobile learning applications (MLAs) and their relationship with mathematics academic performance among Grade 10 students at Dr. Cecilio Putong National High School–Junior High School during School Year 2025–2026. A quantitative descriptive-correlational design was employed. Through stratified random sampling, 271 students were selected from a population of 842. Data were collected using a researcher-developed, content-validated questionnaire and the students’ official final grades in Mathematics. Frequency counts and percentages identified commonly used applications and grade distributions; weighted means described extent of use and perceived effectiveness; and Pearson’s product-moment correlation tested relationhips among the variables. Khan Academy was the most commonly used application, followed by Quizizz and Desmos. Overall use was high (grand weighted mean = 2.66), with level of independence receiving the highest dimension mean (2.73). Students rated MLAs as effective in supporting mathematical literacy (grand mean = 2.93), particularly for solution verification and error correction (3.05). Most respondents achieved Very Satisfactory or Outstanding grades. Extent of MLA use had a statistically significant, very weak positive relationship with final Mathematics grades (r = 0.163, p = 0.007). Perceived effectiveness also had a statistically significant positive relationship with final Mathematics grades (r = 0.237, p < 0.001). The findings suggest that mobile applications can complement mathematics instruction and independent practice, but should not be treated as the sole determinant of academic achievement. The study recommends a proposed action plan to promote purposeful and curriculum-aligned integration of mobile learning applications in mathematics instruction
Downloads
References
Babbie, E. R. (2020). The practice of social research (15th ed.). Cengage Learning. https://books.google.com.ph/books?id=lFvjDwAAQBAJ&lpg=PP1&pg=PR15#v=onepage&q&f=false
Bandura, A. (1977). Social learning theory. Prentice-Hall. https://archive.org/details/sociallearningth0000band
Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Educ Inf Technol 26, 7321–7338 (2021). https://doi.org/10.1007/s10639-021-10589-x
Capuno, R., Revalde, H., Etcuban, J. O., Aventuna, M., Medio, G., & Demeterio, R. A. (2019). Facilitating learning mathematics through the use of instructional media. International Electronic Journal of Mathematics Education, 14(3), 677–688. https://doi.org/10.29333/iejme/5785
Cheung, A. C., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K–12 classrooms: A meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2013.01.001
Churchill, D., Pegrum, M., & Churchill, N. (2018). The implementation of mobile learning in Asia: Key trends in practices and research. Second handbook of information technology in primary and secondary education, 817-857. https://www.researchgate.net/profile/Daniel-Churchill/publication/373979130_The_Implementation_of_Mobile_Learning_in_Asia_Key_Trends_in_Practices_and_Research/links/686b5b17e4632b045dca3ea6/The-Implementation-of-Mobile-Learning-in-Asia-Key-Trends-in-Practices-and-Research.pdf
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. https://books.google.com.ph/books?id=335ZDwAAQBAJ&lpg=PA1&pg=PT6#v=onepage&q&f=false
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly 1 September 1989; 13 (3): 319–340. https://doi.org/10.2307/249008
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. https://doi.org/10.1007/978-1-4899-2271-7
Department of Education. (2016). Policy guidelines on daily lesson preparation for the K to 12 Basic Education Program (DepEd Order No. 42, s. 2016). https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-preparation-for-the-k-to-12-basic-education-program/
Department of Education. (2019). Policy Guidelines on the K to 12 Basic Education Program. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
Department of Education. (2020). Adoption of the Basic Education Learning Continuity Plan for School Year 2020–2021 in light of the COVID-19 public health emergency (DepEd Order No. 12, s. 2020). https://www.deped.gov.ph/2020/06/19/june-19-2020-do-012-2020-adoption-of-the-basic-education-learning-continuity-plan-for-school-year-2020-2021-in-the-light-of-the-covid-19-public-health-emergency/
Department of Education. (2024). Policy guidelines on the implementation of the MATATAG Curriculum (DepEd Order No. 10, s. 2024). https://deped.gov.ph/2024/07/23/july-23-2024-do-010-s-2024-policy-guidelines-on-the-implementation-of-the-matatag-curriculum/
De Las Peñas, M. L. N. B., Bautista, E. P., & Tabares, R. L. (2024). GeoGebra applets for fostering conceptual understanding in algebra. International Conferences e-Society 2024 and Mobile Learning 2024, 224–228. https://files.eric.ed.gov/fulltext/ED659939.pdf
Downes, S. (2007, February 5). What connectivism is. https://www.downes.ca/post/38653
Etcuban, J. O., & Pantinople, L. D. (2018). The effects of mobile application in teaching high school mathematics. International Electronic Journal of Mathematics Education, 13(3), 249–259. https://doi.org/10.12973/iejme/3906
Fabian, M. K., Topping, K., & Barron, I. (2018). Using mobile technologies for mathematics: effects on student attitudes and achievement. Educational Technology Research and Development, 66(5), 1119-1139. https://doi.org/10.1007/s11423-018-9580-3
Insorio, A. O., & Olivarez, J. A. (2021). Utilizing Facebook and Messenger groups as platforms for deliveringmathematics interventions in modular distance learning. International Journal of Professional Development, Learners and Learning, 3(1), Article ep2109. https://doi.org/10.30935/ijpdll/11290
Insorio, A. O., & Macandog, D. M. (2022). YouTube video playlist as mathematics supplementary learning material for blended learning. European Journal of Interactive Multimedia and Education, 3(2), Article e02212. https://doi.org/10.30935/ejimed/12490
Ismail, N., & Nur, D. R. (2018). Pair Taping for Undergraduate EFL Students’ Speaking Fluency and Self Confidence. https://pdfs.semanticscholar.org/cd0e/bb951a6423f5f582292b8eef3bbde7f9cb3c.pdf
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer. https://books.google.com.ph/books?id=M2Rb9ZtFxccC&lpg=PP1&pg=PP1#v=onepage&q&f=false
Kao, C.-H., Wang, T.-H., & Wang, T.-J. (2020). Study the effectiveness of mobile learning on the improvement of mathematics learning interest of the second graders in a primary school. In Proceedings of the 12th International Conference on Education and New Learning Technologies (EDULEARN20) (pp. 7106–7109). IATED. https://doi.org/10.21125/edulearn.2020.1831
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://books.google.com.ph/books?id=CAVIOrW3vYAC&lpg=PP1&pg=PA5#v=onepage&q&f=false
Maleniza, V. M. (2022). Effects of Selected Mobile Applications on Students' Mathematics Proficiency. USI Research Journal, 18(1), 1-1. https://www.ejournals.ph/article.php?id=23457
Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 41(1), 31-48. https://books.google.com/books?hl=en&lr=&id=Cvw6BAAAQBAJ&oi=fnd&pg=PA43&dq=cognitive+theory+of+multimedia+learning&ots=HxZ9XfwV4T&sig=CCOd3ay6J8SRdBJCeRuSLx2PZio
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://books.google.com.ph/books?id=5g0AM1CHysgC&lpg=PP1&pg=PP1#v=onepage&q&f=false
OECD (2017), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264281820-en.
OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press. https://psycnet.apa.org/record/2007-10742-000?doi=1
Provincial Planning and Development Office (PPDO) Bohol. (2023). Education and skills development: Basic education performance profile SY 2014 to SY 2023. Provincial Government of Bohol. https://ppdo.bohol.gov.ph/ppdofiles/Profile/SocioEconomicProfile/SocialDevelopment/EducationSkillsDevelopment.pdf
Republic of the Philippines. (2013). Enhanced Basic Education Act of 2013 (Republic Act No. 10533). https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/55631
Skinner, B. F. (1958). Teaching Machines: From the experimental study of learning come devices which arrange optimal conditions for self-instruction. Science, 128(3330), 969-977. https://www.science.org/doi/abs/10.1126/science.128.3330.969
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. http://www.itdl.org/Journal/Jan_05/article01.htm
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis. Computers & Education. http://dx.doi.org/10.1016/j.compedu.2015.11.008
Tang, D. M., Nguyen, C. T. N., Bui, H. N., Nguyen, H. T., Le, K. T., Truong, K. L. G., Tran, N. T., Vo, N. K., & Nguyen, T. T. (2023). Mobile learning in mathematics education: A systematic literature review of empirical research. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2268. https://doi.org/10.29333/ejmste/13162
United Nations Educational, Scientific and Cultural Organization. (2013). Policy guidelines for mobile learning. https://unesdoc.unesco.org/ark:/48223/pf0000219641
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://books.google.com.ph/books?id=u2PP6b0ddtoC&lpg=PP1&pg=PP1#v=onepage&q&f=false
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
