Technology-Enhanced Mathematics Learning: Assessing the Effectiveness of Mobile Applications among Grade 11 Students
DOI:
https://doi.org/10.5281/zenodo.23695929Keywords:
mobile learning applications, General Mathematics, mathematical literacy, perceived effectiveness, academic performance, Grade 11 studentsAbstract
This descriptive-correlational study examined the commonly used mobile learning applications, the extent of application use, perceived effectiveness in developing mathematical literacy, and their relationships with General Mathematics academic performance among Grade 11 students at Dr. Cecilio Putong National High School–Senior High School, Tagbilaran City, during School Year 2025–2026. Using stratified random sampling, 220 learners were selected from a population of 490 across 17 sections. A researcher-developed, expert-validated questionnaire (pilot-test Cronbach’s α = .83) assessed three dimensions of use and three dimensions of perceived effectiveness; students’ grades were obtained from authorized school records. Data were summarized using frequencies, percentages, weighted means, and Pearson correlation analysis. Desmos (51.82%), Khan Academy (27.27%), and Gauthmath (26.82%) were the most commonly reported applications. The overall extent of use was high (M = 2.70), and perceived effectiveness was rated effective (M = 2.87). Learners’ mean General Mathematics grade was 86.74 (very satisfactory). The reported overall relationship between extent of use and academic performance was nonsignificant (p = .075), whereas perceived application effectiveness was positively associated with performance (r = .275, reported p = .000). The findings emphasize purposeful, supported use of mobile applications rather than use frequency alone and informed a proposed Math Mentor Xpress peer-tutoring action plan. As the design was correlational, no causal effect was established.
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