Using technology in the learning

geometry – teaching process has

become inevitable for improving
efficiency of education in
parallel to the developments
experienced in information,
communication and technology
segments in the 21st century
Attitude towards mathematics
plays a crucial role in the
teaching and learning processes
of mathematics. The teaching
method, the support of the
structure of the school, the family
and students’ attitude towards
school affect the attitudes
towards Geometry.
 Usually, the way that mathematics is
represented in the classroom and
perceived by students, even when
teachers believe they are presenting it
in authentic and context dependent way
stands to alienate many students from
mathematics .
 The aim of this research is to find out
the effects of technology based lesson
to the attitude of the grade 11 senior
high school students towards Geometry.
The research will focuses on finding the
student’s attitude and its effect of
technology based lesson towards
Geometry.
 Themain purpose of this study is to
determine the relationship between the
effects of using technology to students’
academic performance and the attitude of
students in the use of technology in learning
geometry.
 Effects of Using Technology in Studying Geometry

Effects of Using Attitude of

Technology in Students in the
Studying Use of
Geometry Technology in
Learning
Geometry

Better
Academic
Performance in
Geometry
Class
 The main objective of this study to
investigate the possible attitude and
its effect of Grade 11 senior high
school students’ use of technology
based towards geometry.
Specifically, the study sought to
answer the following question:
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 Gender
2. What are the technology used in teaching
Geometry?

3. What are the effects of using technology to the

students’ academic performance in Geometry?

4. What are the attitudes of the students towards

the use of technology in learning Geometry?

5. Is there a significance relationship between

effects of using technology to students’ academic
performance and the attitude of students in the use
of technology in learning Geometry?
The null hypothesis tested in
this study is that there is no
significant relationship between
the effects of using technology
to students’ academic
performance and the attitude of
the students in the use of
technology in learning
Geometry.
 SYNTHESIS
 The information from the conceptual
literature and the related literature both
introduce the new challenges in the use of
technology in the teaching and learning of
geometry. According to the studies that
times goes by the technology continues
development more to use in learning
Geometry. Just like what Carriera, Amado
and Nobre stated that the role of
technology is just beginning to be
understood. At the same time, technology
continues to evolve and rapidly change the
everyday world and the classroom.
The researchers’ review of Related Literature
and Studies has been made was observed
that the current studies were focused on the
studies of the students’ attitude toward
Geometry, there found out that no difference
in attitude toward geometry and no
difference in attitude changes were found
between the two groups of students. But
then according to Herot, found no significant
change in attitude. However, she did find
that a positive attitude toward mathematics
correlated with achievement for these
students.
 RESEARCH DESIGN
 The objective of this study is to
determine the relationship between the
effects of using technology to students’
academic performance and the attitude
of students in the use of technology in
learning geometry. To obtain the needed
information that will help to accomplish
this study, the researchers used the
descriptive method of research.
Subjects of the Study
The subjects of the study were
comprised of selected Grade 11
students from APEC School
taking up STEM during the school
year 2018 – 2019.
 Data Gathering Instrument Used
 Inthis study, the researchers used self-
made questionnaires as instrument in
gathering data. English language is used
in constructing the questionnaires. The
survey questionnaires are composed of
two (2) parts, the first part is for the
gathering of information about the
respondent’s profiles and the second part
contains about the technology used, its
effect on the students’ academic
performance and the attitude of the
students towards the use of technology.
 Data Gathering Procedures
 Afterchoosing variables, the
researchers conducted library work for
references and gathered facts,
information and have some readings
regarding the topic in the libraries of
Lipa City the Teodoro M. Kalaw library
and KolehiyongLungsodng Lipa library,
interviews from the graduates of
Bachelor of Secondary Education Major
in Mathematics Batch 2012 – 2013 of
KolehiyongLungsodng Lipa, unpublished
materials and even the internet were
used to find references for the study.
 Statistical Treatment Used
The data collected in this study
was analyzed and subjected to
certain statistical treatment. To
be able to derive to a more valid
and meaningful interpretation of
data, the researchers used
weighted mean, relative
frequency and Pearson
Correlation Coefficient.
 Interpretation of data gathered from the
respondents was made possible using the
following statistical procedure:
 Frequency Distribution.The statistical tool
was utilized to present data clearly and
accurately and was used to find out the result
of the survey;
 Simple Percentage.This statistical tool was
applied in analyzing the data by which the
respondents answered in the questionnaire.
The formula for computing simple percentage
is as follows:

where,
P = percentage
f = frequency of respondents
n = total number of respondents, 100 =
constant multiplier;
Weighted Mean.This was used to determine
the average and verbal interpretation of
each statement in the questionnaire. This
can be done by using the formula:

Where,
w = weight (1, 2, 3, 4)
f = frequency of respondents
n = total number or respondents
 Scoring:

Verbal
Assigned Weight Scale
Interpretation

4 3.25 – 4.00 Strongly Agree

3 2.50 – 3.24 Agree

Strongly Dis-
2 1.75 – 2.49
Agree

1 1. 1.74 Dis-Agree
Ranking. According to Calderon and
Gonzales (1993), it is a process of
determining the relative position of
scores, measures or values based on
magnitude, worth, quality or importance.
Pearson’s Correlation Coefficient. The
Pearson correlation coefficient is a
statistical formula that measures the
strength between variables and
relationships. Its formula is
Where:
N = number of pair of scores
xy = sum of the scores of paired score
x = sum of x scores
y = sum of y scores
x2 = sum of squared x scores
y2 = sum of squared y scores
To determine the significance of the relationship
and determine whether the null hypothesis of the study
will be accepted or rejected, Critical Values for
Pearson's Correlation Coefficient was used with degrees
of freedom equal to df = n – 2 or the numbered of
paired values minus two. The table has been calculated
with  = 0.05.
If the computed value of r is not between the
negative and positive critical values, then the
correlation coefficient r is significant and the null
hypothesis of the study is rejected.
 After through appraisal, tabulation,
analysis and interpretation of the gathered
data, the researchers present the following
findings:

From the data collected it could be deduced

that most of the student-respondents from
APEC School are of age 18 – 20 years old. This
considered to be an average age for the
Grade 11 students. Most of them are also
female although the difference is not that
great and may just be an effect of the
random sampling.
The technologies that are most commonly used
by the respondents from APEC are Geogebra,
Pattern Shapes and Shapes – 3D Geometry
Learning. This was identified by 77.50%, 57.50%
and 55.00% of the respondents, respectively.

Being excited about the introduction of new

technologies in teaching Geometry as well as
technology can be a great asset in my Geometry
class were the items which obtained the highest
weighted mean of 3.23 with regards to the
effects of effects of using technology to the
students’ academic performance in Geometry. It
was verbally interpreted as agree. For the
attitudes of the students towards the use of
technology in learning Geometry, the item
regarding technology is useful especially when
the students study planes and figures had the
highest weighted mean of 3.28 for a verbal
interpretation of strongly agree.
When the significant relationship was found
when the effects of effects of using technology
to the students’ academic performance in
Geometry is correlated to attitudes of the
students towards the use of technology in
learning Geometry. The correlation coefficient
of 0.7548 is greater than the critical value of
0.6319 which paved the way for the rejection
of the null hypothesis of the study which states
that there is no significant relationship when
the effects of effects of using technology to
the students’ academic performance in
Geometry is correlated to attitudes of the
students towards the use of technology in
learning Geometry.
 Based on the findings of the study, the
following conclusions were made:
Most of the student-respondents from APEC
School are 18 – 20 years of age and are female
and uses the technologies of Geogebra, Pattern
Shapes and Shapes – 3D Geometry Learning.
The student-respondents from APEC School is
excited about the introduction of new
technologies in teaching Geometry know that
technology can be a great asset in my Geometry
class. Also, they are aware that technology is
useful especially when the students study
planes and figures.
The effects of effects of using
technology to the students’ academic
performance in Geometry is positively
related to attitudes of the students
towards the use of technology in
learning Geometry which shows that
as the students increase their
knowledge and use of the
technologies, it results to the positive
increase of their academic
performance. Thus, their awareness
of the use of technology in learning
geometry also improves.
Based on the conclusions made, the following
recommendations are hereby forwarded:
Teachers should integrate appropriate
technologies in their geometry lessons. There
are lots of technologies available in the
internet that they can use in order to help the
students understand difficult lessons in the
said subject area. Collaboration between the
seasoned geometry teachers and the neophyte
geometry teachers can be made. The veteran
teachers can share their knowledge and
experience in teaching geometry to the new
teachers.On the other hand, the new teachers
who are more adept in using the technologies
can assist the less experienced teacher in
integrating the technologies in their lessons.