The ThresholdVolume IV January – May 2017

GRAPHING SOFTWARE APPLICATIONS IN SOLVING BASIC CALCULUS

PROBLEMS

𝑃ℎ𝑖𝑙𝑚𝑎𝑟𝑖𝑒 𝐸. 𝐴𝑙𝑓𝑜𝑟𝑞𝑢𝑒 1 ,𝑉𝑎𝑛𝑒𝑠𝑠𝑎 𝐿. 𝐺𝑢𝑚𝑎ℎ𝑎𝑑2 , 𝑅𝑦𝑎𝑛 𝐷𝑎𝑣𝑒 𝐵. 𝐺𝑢𝑚𝑜𝑝 − 𝑎𝑠 3 ,

𝐹𝑎𝑟𝑖𝑛𝑎 𝐽. 𝑀𝑎𝑔𝑠𝑎𝑙𝑎𝑦 4 and 𝑅𝑖𝑧𝑎 𝑃. 𝑀𝑎𝑛𝑎𝑛𝑎𝑜𝑛𝑔5

Date Submitted: May, 2017

Date Revised: June, 2017
Word count: 3,057
Abstract
The study investigated the effect on the applications of graphing software among Senior
High School students belonging in the academic track Science, Technology, Engineering and
Mathematics strand at Jose Rizal Memorial State University -Main Campus, Dapitan City
during the Second Semester of the Academic Year 2016-2017 in terms of integrating both the
traditional and technology- integrated pedagogical strategies in teaching Basic Calculus
specifically on the three dimension topics, to wit : Limits of Algebraic functions, Limits of
Algebraic functions involving Infinities and Limits of Exponential and Trigonometric functions.
The study divulged that with the applications of graphing software to students had significantly
improved the student’s performance in solving basic Calculus problems. Graphing software
utility impacted the student-respondents positively towards solving the basic problems. The study
recommends that the teacher should integrate a technologically based learning environment
inside the university to prepare students for the future. To produce the students taking up Basic
Calculus I equipped with copacetic knowledge on one of the basic Calculus disciplines. For
students to become technologically –literate and engage into the use of graphing software
applications in solving basic Calculus resulting to greater learning.

Keywords: graphing software applications, students’ performance in basic Calculus

Introduction
The 21st century education requires the role of technologies as an aid to actuate
educational transformation. In the erstwhile decade, the advantages of technology had surfaced
and were proven in various studies.
Technology-based integration can be the key to the improvement of Mathematic
education in the country (Villlanueva 2014). According to Gowers (2008), Mathematics
proficiency is a vehicle for producing a skilled workforce needed to sustain a nation’s
competitive edge in today’s technological and global economy.
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Thus, one of the branches of Mathematics is Calculus that deals with the study of how
things change. A very important mathematical discipline in understanding a fundamental feature
of our world: change (Pelias, 2016). The applicability of the said branch is versatile in a diverse
series of phenomena. This is also the building blocks for future doctors, engineers and scientists.
Introducing the concept to young Filipino learners in the Senior Highschool curriculum as novice
can be challenging. Teachers also have the responsibility of teaching students the said branch of
Mathematics accurately and effectively.
Since the introduction of the aforementioned branch, Majority of the students has the
difficulty of graphing a function since hand- sketched graphs requires viewing and drawing
skills. Graphical failure occurs when the graph produced is less than precise – or even incorrect –
usually due to the limitations of the screen resolution (Finney et Al.).
According to Dunham & Dick (1994) as cited by Syed (2008), the use of graphing
technology when teaching problem solving strategies led to a significant increase in the
achievement of the students. Graphing technology lessens the amount of attention needed for
Algebraic manipulation, thus allowing more time for actual instruction. It also supplies more
functions and can serve as a monitoring aid during the problem solving process (Dunham &Dick
1994) as cited in the research conducted by Sadia M. Syed (2008).
Advancement throughout generations has evolved, graphing technologies that prompted
developers to create applications that are accessible to the society - specifically the students and
teachers. Many graphing software applications have been developed neither created for
computers and even mobile phones. Sought- after applications in the web set as examples are:
Winplot,Graphics Layout Engine, Mathway and Geogebra.Thought to be a tool for better
understanding, graphing technologies are used all the world by schools in the secondary level.
Nevertheless, the intention of the study is not to investigate to what degree the use of the
graphing software application is a factor of low performance and understanding of students.
Instead, it aims to investigate the efficacy of the graphing software in solving Basic Calculus
problems.

Objectives
This study aimed to investigate the applications of graphing software among Senior High
School students taking up the academic track Science, Technology, Engineering and
Mathematics (STEM) strand in Jose Rizal Memorial State University – Main Campus, Dapitan
City during the Second Semester of the Academic Year 2016-2017.
Specifically, it sought to found out the effects on the applications of graphing software in
solving basic Calculus problems to Senior High School STEM A students at the aforementioned
institution. The significant difference between the pre- post test and over-all performances when
grouped into two, namely: the control and experimental group were tested.

Research Method and Design

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The Quasi- Experimental method of research was utilized with a single test paper
administered to the respondents. Since, the STEM students had exceeded the required number
intended into a single classroom thus divided into three sections. The test paper was handed out
the 20 non-respondents belonging to the two other sections at JRMSU – Main Campus, Dapitan
City. These non-respondents were tasked to answer a 40- item test paper comprising of the three
dimension topics, to wit: Limits of Algebraic Functions, Limits of Algebraic Functions involving
Infinities and Limits of Exponential and Trigonometric Functions. An average of 1 hour was
allotted for the students to finish answering the questions. The items were simple, easily
apprehensible and easy to solve functions.
There were three sections of Grade 11 STEM students in the institution. The first section
was selected to be the respondents of the study and was selected through their first semester
average grade. The researcher divided the class into two groups then randomly assign by tossing
a coin. The final test paper administered personally by the researchers and answered by 48
student- respondents during the Academic Year 2016-2017 evaluated the students’ performance
in solving basic Calculus problems. The items in the instrument were based on the Table of
Specification (TOS) in Mathematics utilizing Bloom’s Taxonomy. Few of the items were
modified to befit to the needs of this study. A multiple choice test paper was used to arrive at a
qualitative-quantitative interpretation on the effects of the application of graphing software in
solving basic Calculus problems.
Weighted mean, Z-test and T-test were the statistical tools used to enact an apropos
analysis and interpretation of the data gathered.

Results and Discussion

The respondents of the study conducted had been put into test and examined the stock
knowledge embodied by the above mentioned. The researchers had administered a pre-test exam
to both group – control and experimental. The findings showed that the experimental group have
obtained a higher mean score (AM= 11.68) which has 25 respondents than the control group
(AM= 10.43) which has 23 respondents.
Eventually, the over-all performance of the groups led to the non-rejection of the null
hypothesis of which there is no significant difference on the pretest performance. With the
computed t-value was 1.31 which did not exceed the critical value of 1.678 at 0.05 level of
significance with the 46 degrees of freedom. It suggests that the performance is analogous during
the conduct.
The two groups have reached the rate of “good” performance and the objective to elevate
their performance from “good” to “excellent” is necessitated. Visible enough to distinguish that
the students have a beforehand encounter on the topics included.

Table 1.Test of Difference between the Control and Experimental Groups’ Pretest
Performance
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TOPICS Group Means SD t-computed

Limits of Algebraic Control 3.09 1.24
Function(6) 1.18
Experimental 3.56 1.29
Limits of Algebraic Control 3.39 1.20
Function Involving 1.46
Infinity(6) Experimental 3.92 1.32
Limits of Exponential and Control 4.17 1.61
Trigonometric Function(8) 0.35
Experimental 4.36 2.04
Overall(20) Control 10.43 3.09
1.31
Experimental 11.68 3.52

A treatment was constituted by the Basic Calculus I teacher thereafter. Students in the
control group were taught traditionally – through “chalk and talk” while in the experimental
group were taught with graphing software applications – technology integrated strategy.
For a student to assimilate deeper critical thinking skills, one must possess a strong
foundation. The fundamentals of Calculus is important on producing future doctors, architects,
scientists, engineers and many more wherein it focuses on the study of how things change
according to Pelias (2016).
During the treatment constituted to the experimental group, the teacher introduced to
students the software that would help them in solving basic Calculus problems. This created
opportunities for students to check their answers and solutions.

Table 2.Test of Difference Between the Control Group and Experimental Group on Their
Posttest Performance

TOPICS Group Means SD t-computed

Limits of Algebraic Control 4.17 1.40

Function(6)
Experimental 5.28 0.89 3.23
Limits of Algebraic Control 5.17 1.70
Function Involving
Experimental 5.72 0.64 2.14
Infinity(6)
Limits of Exponential Control 6.17 1.90
and Trigonometric
Experimental 6.64 1.52 0.93
Function(8)
Overall(20) Control 15.39 3.23
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Experimental 17.68 2.17 2.86

As shown on the table, the over-all performance showed a computed t-value of 2.86
which is greater than the critical value of 1.678 at 0.05 level of significance with 46 degrees of
freedom which leads to the rejection of the null hypothesis therefore there is a significant
difference between the control and experimental group of students’ posttest performance.
This signifies the positive impact of the experiment integrating graphing software sought
after by the intervention. A significant variation between the performances of the students taught
with the software in solving basic problems.
Certainly, the findings is an affirmation on the claim of Syed (2008) stating there is a
positive impact to student’s performance influenced by graphing software application when they
are used to facilitate students’ higher cognitive skill. Most findings corroborate to the present to
cite -Baguinat (2011) and Villanueva (2014) enclosing experimental groups performed better
after the treatment.

Table 3.Test of Difference between the Pre and Post-test Performances of the Control
Group and Experimental Group.

Topics Group Pretest Posttest t-computed

1.Limits of Algebraic
Function Control 3.09 4.17 5.60

Experimental 3.56 5.28 2.78

2.Limits of Algebraic
Function Involving Infinity Control 3.39 5.17 6.18

Experimental 3.92 5.72 5.32

3.Limits of Exponential and Control 4.17 6.17 4.48

Trigonometric Function
Experimental 4.36 6.64 3.85

Overall (20) Control 10.43 15.39 7.25

Experimental 11.68 17.68 5.32

The test of difference between the pretest and posttest performance of the control group
and experimental group at 0.05 level of significance. The table shows that the t-value of 7.25 and
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5.32 were greater than the critical value of 1.678at 0.05 level of significance with 46 degrees of
freedom. This means that there is a significant difference between the pretest and posttest
performance of the control group and experimental group.

Teachers are bestowed with the responsibility in imparting knowledge to produce

competent students. Table 3 discloses that after the treatment administered to the respondents
both groups have made a significant difference between their pretest and posttest performance.
Consequently, a serious glimpse on the actual means obtained by the two groups revealed the
fact that the experimental group also performed better than the control in all topics.

Table 4.Test of Significant Difference on the Pre-Post Mean Gain

Groups Pretest Posttest Mean t-value d.f. c.v. Decision

Dif
Mean SD Mean SD

Control 10.43 3.09 15.39 3.23 4.96 𝑯𝒐

2.11 46 1.678 𝒓𝒆𝒋𝒆𝒄𝒕𝒆𝒅

Experimental 11.68 3.52 17.68 2.17 6

The test of significant difference between the pretest and posttest mean gain in the control
and experimental group. As shown on Table 4, it discloses that the t-value of 2.11 exceeds the
critical value of 1.671 at 0.05 confidence level with 46 degrees of freedom thus leading to the
rejection of the null hypothesis. Therefore, there exists a significant difference in the pre-post
mean gain between the two groups. The mean difference of the experimental group (6) is greater
than that of the control group (4.96) implying that the use of graphing software application in
solving Basic Calculus problems really did translate to better performance of the students in the
experimental group than those in the control group.
The results of the experiment clearly establish of which with the use of graphing utility
software in solving basic Calculus leads to better results than those who been taught in solely
traditional, as Idris and Meng (2011) concluded the use of graphing utility software is to be a tool
that enhances the students’ understanding of mathematical topics. It also supports students’
visualization and enables better apprehension on mathematics that supports this study on solving
limits of functions as part of the Basic Calculus I subject taken up by the student-respondent.
Learning basic Calculus gives the students opportunity to help our society become better
embodying a significant role into the real world.

Summary and Recommendation

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Taken into consideration of the findings for this study and under the conclusions drawn,
it is therefore recommended that teachers should engage and establish a technology- integrated
learning environment in teaching Basic Calculus. The applications of graphing software that
acted as an aid or tool to increase the student’s performance is recommended to be employed
inside the classroom. The university, most specifically the faculty of JRMSU – SHS, Main
Campus, Dapitan City should invest on providing the students the needed equipment and
software for students. Technological innovation and advancement provides greater impact and
instilled deeper learning to the 21st century learners.

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