LAS PIÑAS NORTH NATIONAL HIGH SCHOOL

Aurora Drive, Vergonville Subdivision, Pulanlupa II, Las Piñas City

Effectiveness of using GeoGebra in Learning Graph of

Polynomial Function

A Research

Presented to the Faculty of Junior High School

Las Piñas North National High School

In Partial Fulfillment of the Requirement in

Mathematics 10

By:

Caca, Joannaliza G.

Orido, Lean Alexis T.

Salangsang, Patrick M.

Vito Cruz, Rachelle Anne E.

Ynion, Jhon Roy L.

Co-author:

Mrs. Cherry F. Clerigo

2019-20
 1

Chapter 1

Introduction

1.1 Context and Rationale

Educational technology has long been recognized as a valuable aid to improve a

student’s way of learning as well as a teacher’s way of teaching. Furthermore, using
visualization techniques nowadays lay an important role in learning different subjects
such as Mathematics. When teaching mathematics, teachers use traditional methods that
are commonly used to explain mathematical concepts and procedures. Teachers should
also consider using technology that is useful and beneficial to students. One of the best
applications designed to construct and illustrate some mathematical issues is GeoGebra.
GeoGebra is a free dynamic mathematics software that enables both students and teachers
to learn geometry, algebra, statistics, calculus and also graphing. It was created by
Markus Hohenwarter, an Austrian mathematician in 2001-2002.

Based on SRC data of SY: 2019-2020, Las Piñas North National High School total
grade 10 students are 630 and 75% of the total population uses GeoGebra to graph
Polynomial. Mathematics Dept. have 3 grade 10 teachers who let their students use
Geogebra in graphing polynomial which is the main lesson of second quarter. And this
reflects that most of the students uses GeoGebra.

A review of literature shows that using GeoGebra has an impact on students’

understanding of geometry. Dogan (2010) revealed that GeoGebra had positively affected
students’ learning and achievement and improved their motivation. Another study by
Erhan and Andreasen (2013) also suggested that students improved their mathematics
understanding after using the dynamic geometry software.
 2

1.2 Statement of the Problem

The study of the Effectiveness of Using GeoGebra in Teaching Graph of Polynomial

investigates the effectiveness of using GeoGebra.

It primarily intended to answer the following questions:

1. Is GeoGebra will be an effective tool for students?

2. Is GeoGebra will be beneficial to students in learning how to graph polynomial?

3. Is there a significant difference on the understanding of students before and after using
GeoGebra?

1.3 Innovation, Intervention and Strategy

To find out the effectiveness of using GeoGebra in Graphing Polynomial, the

researcher will conduct a pre-test and post-test to 49 grade 8 students from 8-Anemone.
The researchers will teach and guide the students after they take the pre-test by giving
them knowledge about Graph of Polynomial in two ways: manually and using the
GeoGebra application. After that, they will answer different equation without using
GeoGebra. Next, same sample of test for the post-test. In this way, we can see the
difference of their scores before and after learning polynomial graphing manually and
using GeoGebra. The researchers will also conduct a survey to those grade 8 students and
to know about their perceptions of using GeoGebra.
 3

Chapter 2

Methodology

2.1 Participation and Other Sources of Data and Information

Fourty Nine students from Grade 8 Section Anemone of Las Piñas North
National High School will be the participants of this study. A pre-test and post-test was
administered to the students. After that the researchers conduct a survey on what they feel
when they used GeoGebra software.
2.2 Data Gathering Method
In collecting the data of this research, we conducted pre-test, post-test, a 3-item
test as well as a survey. The pre-test was administered before a tutorial of using
GeoGebra. The purpose of the pre-test is to know the students’ basic knowledge about
graph of polynomial function. The students were given test consisting of 3 given
problems in 40 minutes. The tutorial was conducted during the limited time given by the
teacher and the class schedule of Las Piñas North National High School. The tutorial was
administered for one class. After teaching the class some basic knowledge about graphing
Polynomial Functions, the researchers gave a 3-item test for the respondents for them to
solve without using GeoGebra. After that, the class were given the same sample of pre-
test for the post-test. It was aimed to measure the differences of the student’s
achievement in learning Graphing Polynomial Function using GeoGebra Application.
Then the data were collected and analyzed. From the result of the test answered by the
students manually and post-test, the researchers gained the differences score before and
after using GeoGebra.
2.3 Plan for Desimination and Utilization
The researcher will analyze the data and the research will be discussed to the
school office. The study ensures that the findings in the research will see the
effectiveness of GeoGebra in learning Graphing of polynomial Function
 4

CHAPTER 3

RESULTS AND DISCUSSION

3.1 RESULTS

The researchers conducted a tutorial on how to Graph Polynomial Functions. After that a
pre-test, manual testing, post-test, and survey were administered to the students of Grade
8 Section Anemone. The tables below show the result of the student’s profile and
perception about GeoGebra software.
Table 1: Gender

Gender

Frequency Percent Valid Percent Cumulative

Percent

F 25 51.0 51.0 51.0 The respondents are

Valid M 24 49.0 49.0 100.0
composed of 25 girls and
24 boys with a total of 49
Total 49 100.0 100.0
students.
Table 2: Pre-Test Result

PreTest
Nearly 60% of the
Frequency Percent Valid Percent Cumulative students scored 0 point
Percent in the Pre-Test. This
.0 29 59.2 59.2 59.2 table shows that most
1.0 5 10.2 10.2 69.4
of the students failed
the Pre-Test and have
2.0 3 6.1 6.1 75.5
Valid low knowledge about
3.0 11 22.4 22.4 98.0 Graph of Polynomial.
5.0 1 2.0 2.0 100.0

Total 49 100.0 100.0

 5

Table 3: Seatwork without using GeoGebra

TestwithoutUsingGeoGebra

Frequency Percent Valid Percent Cumulative Percent

3 2 4.1 4.1 4.1

5 1 2.0 2.0 6.1

6 2 4.1 4.1 10.2

8 2 4.1 4.1 14.3

9 1 2.0 2.0 16.3

10 3 6.1 6.1 22.4

11 5 10.2 10.2 32.7

12 10 20.4 20.4 53.1

13 5 10.2 10.2 63.3

Valid
14 5 10.2 10.2 73.5

15 4 8.2 8.2 81.6

17 1 2.0 2.0 83.7

19 1 2.0 2.0 85.7

20 2 4.1 4.1 89.8

21 2 4.1 4.1 93.9

22 2 4.1 4.1 98.0

23 1 2.0 2.0 100.0

Total 49 100.0 100.0

Table 3 shows the scores of the students without using GeoGebra application. The
highest score was 23 points scored by only 1 student out of 49. 7 of the students
somehow score more than 20 while 42 students failed to reach the passing score which is
75% (20).
 6

TABLE 4: POST-TEST RESULTS

PostTest

Frequency Percent Valid Percent Cumulative

Percent

4.0 1 2.0 2.0 2.0

6.0 1 2.0 2.0 4.1

21.0 3 6.1 6.1 10.2

22.0 5 10.2 10.2 20.4

Valid
23.0 6 12.2 12.2 32.7

24.0 8 16.3 16.3 49.0

25.0 25 51.0 51.0 100.0

Total 49 100.0 100.0

Based on the table, most of the 49 students learned and improved their knowledge using
the GeoGebra Software in Graphing Polynomial functions. 51% of the whole class got a
25 points. 8 students got 24 points. 6 students got 23 points, 5 students got 22 points and
3 students got 21 points. 2 students still failed to pass the post test.
 7

TABLE 5.1: MEAN DIFFERENCE BETWEEN PRE AND POST TEST

Paired Samples Test

Paired Differences t df Sig. (2-

tailed)
Mean Std. Std. Error 95% Confidence Interval
Deviation Mean of the Difference

Lower Upper

- 3.9648 .5664 -23.3633 -21.0857 -39.238 48 .000

Pair PreTest -
22.224
1 PostTest
5

We can see here in table 5.1 the mean difference between the scores of the respondents in
Pre and Post-test. We recieved a p-value of .000 which is less than .05 indicating that this
study is effective and significant.

TABLE 5.2: MEAN DIFFERENCE BETWEEN TEST WITHOUT USING

GEOGEBRA AND POST TEST

Paired Samples Test

Paired Differences t df Sig. (2-

tailed)

Mean Std. Std. Error 95% Confidence

Deviation Mean Interval of the
Difference

Lower Upper

TestwithoutUsingG - 4.4310 .6330 -11.5788 -9.0334 - 48 .000

Pair
eoGebra - 10.306 16.282
1
PostTest 1

We can see here in table 5.2 the mean difference between the scores of the students in a
test without using GeoGebra application and the scores of their Post-test. We also
 8

recieved a p-value of .000 which is less than .05 indicating that this study is effective and
significant.

TABLE 6: SURVEY RESULTS

Table 6.1: Using GeoGebra is a form of distruction during class

Statement 1

Frequency Percent Valid Percent Cumulative

Percent The result in statement 1 is
that most of the students
1.0 38 77.6 77.6 77.6 strongly disagree that
GeoGebra software is form
2.0 9 18.4 18.4 95.9
of distraction.
Valid
3.0 2 4.1 4.1 100.0

Total 49 100.0 100.0

Table 6.2: Using GeoGebra helps me to better understand the discussion

STATEMENT 2

Frequency Percent Valid Percent Cumulative

Percent

2.0 22 44.9 44.9 44.9

Valid 3.0 27 55.1 55.1 100.0

Total 49 100.0 100.0

Table 6.2 states that 55.1% strongly agree that GeoGebra helps them to better understand
the discussion in Graphing Polynomial. 44.9% agree just agree that GeoGebra helps them
learn in Graphing Polynomial.
 9

Table 6.3: I can easily graph polynimal when using GeoGebra.

@3

Frequency Percent Valid Percent Cumulative

Percent

Valid 2.0 15 30.6 30.6 30.6

3.0 34 69.4 69.4 100.0

Total 49 100.0 100.0

Nearly 70% (34) of the 49 students strongly agreed that using GeoGebra will help them
to graph polynomial easily and the rest of the students (15) agreed.
Table 6.4: I was able to visualize polynomial functions using GeoGebra.

STATEMENT 4

Frequency Percent Valid Percent Cumulative

Percent

Valid 2.0 16 32.7 32.7 32.7

3.0 33 67.3 67.3 100.0

Total 49 100.0 100.0

33 out of 49 students answered “strongly agree", that indicates most of the students can
visualize polynomial functions using GeoGebra and 16 of the remaining students
answered agree.

Table 6.5: I can solve polynomial functions quickly using GeoGebra.

STATEMENT 5

Frequency Percent Valid Percent Cumulative

Percent

Valid 2.0 18 36.7 36.7 36.7

3.0 31 63.3 63.3 100.0

Total 49 100.0 100.0

 10

Table 6.5 shows that 31 students can solve polynomial functions quickly using the
GeoGebra software and the rest of the students (18) agreed.

Table 6.6: I felt confident using GeoGebra Software during the activities.

STATEMENT 6

Frequency Percent Valid Percent Cumulative

Percent

Valid 2.0 18 36.7 36.7 36.7

3.0 31 63.3 63.3 100.0

Total 49 100.0 100.0

Table 6.6 shows that 31(63%) students out of 49 students strongly agreed that they felt
confident when they used the GeoGebra software while doing the activity and 18 (37%)
only agreed.

Table 6.7: I enjoyed learning Mathematics much more using GeoGebra.

STATEMENT 7

Frequency Percent Valid Percent Cumulative

Percent

Valid 2.0 29 59.2 59.2 59.2

3.0 20 40.8 40.8 100.0

Total 49 100.0 100.0

Nearly 60% of the students agreed that using GeoGebra is enjoyable in learning
Mathematics.

Table 6.8: It is more interesting to use GeoGebra than the traditional way when it
comes to graphing

STATEMENT 8
 11

Frequency Percent Valid Percent Cumulative

Percent

Valid 1.0 3 6.1 6.1 6.1

2.0 29 59.2 59.2 65.3

3.0 17 34.7 34.7 100.0

Total 49 100.0 100.0

Table 6.8 shows that 29 out of 49 students agreed that GeoGebra is more interesting to
use in graphing polynomial than the traditional way. 17 of the students answered strongly
agree and the remaining 3 students disagreed.

Table 6.9: I mostly prefer to learn Mathematics with GeoGebra software.

STATEMENT 9

Frequency Percent Valid Percent Cumulative

Percent

Valid 1.0 4 8.2 8.2 8.2

2.0 29 59.2 59.2 67.3

3.0 16 32.7 32.7 100.0

Total 49 100.0 100.0

Table 6.9 shows that 29 of the students only agreed that they mostly prefer to learn
Mathematics with GeoGebra application.

Table 6.10: .I would like to learn more polynomial concepts using GeoGebra.

STATEMENT 10

Frequency Percent Valid Percent Cumulative

Percent

Valid 1.0 1 2.0 2.0 2.0

2.0 25 51.0 51.0 53.1

3.0 23 46.9 46.9 100.0

 12

Total 49 100.0 100.0

Table 6.10 shows that 25 would likely to learn more polynomial concepts using Geogebra
and 23 of the students strongly agreed while 1 disagreed.

3.2 DISCUSSION

This study was implemented on Grade 8 Section Anemone of Las Pinas North
National High School to test if the usage of GeoGebra application is useful for learning
Graph of Polynomial.The researchers chose the Grade 8 students because they still have
low knowledge about the said topic which supposed to be taught in Grade 10 and it is
perfect for the researchers to test the effectiveness of the study.

Based on the results above, we can see that the use of such application helps the
students to learn more about Polynomial functions. Between the scores of the students in
the test that is answered manually and the score of the Post-test which was answered with
the GeoGebra application, we can see that they recieved a higher grade when they used
GeoGebra. By this, the researchers can say that GeoGebra is valid to be one of the tool
that helps the students in learning Graph of Polynomial. Learning with different mediums
may put a positive effect specially in the grades of the students. Therefore, using such
applications just like the GeoGebra app is much needed to improve the students’ learning
and interest of the topic.
 13

CHAPTER 4

CONCLUSION AND REFLECTION

4.1: CONCLUSION
No doubt Geogebra is a very excellent tool for teaching and learning of mathematics
around the world. The researchers collected data through pre and post test, and survey.
The data were analysed using the SPSS 21 software. Findings of the study show that
students who used GeoGebra to learn Mathematics have higher mathematical conceptual
and procedural knowledge compared to those who learned Mathematics through the
conventional methods. Both experiment groups show that procedural knowledge is a
significant mediator between conceptual knowledge and students' achievement in
Mathematics. In conclusion, GeoGebra software is capable of enhancing students'
conceptual and procedural knowledge, which at the same time significantly improves
students' achievement.

4.2 REFLECTION
Throughout this study, the researchers have learned that creating such important
research involve one's own knowledge, practice, experience, intelligence and
responsibility. Action research is not merely a matter of research where it is, but rather to
be careful about what the researchers are talking about. A researcher must have
confidence in his or her ability, responsibility and courage. Through research it has
helped a lot. For the whole process of our research experience, starting off our research
process was one of a trial and error experience. Not only is this a school requirement but
it is also a contribution to the education system.

The researchers also wanted to take our deepest gratitude to the people who helped
us in this researche. First to God who give us the strength and wisdom to take this kind of
work. Second to our family, for supporting the researchers in this research. And lastly to
 14

our great co-author, Mrs. Cherry F. Clerigo for letting the researchers use her time to
conduct the pre and post test also the survey.

4.3: REFERENCES
 https://www.pfaofahc.com/2013/11/19/survey-results-electronic-devices-in-the-
classroom/
 https://www.surveymonkey.com/r/RJX62KB
 https://www.sciencedirect.com/science/article/pii/S1877042810022007
 https://www.researchgate.net/publication/272523399_The_Effects_of_GeoGebra
_on_Students_Achievement
 https://www.mojet.net/frontend/articles/pdf/v01i04/v01i04-01.pdf
 15

APPENDIX A
DOCUMENTARIES/PICTURES

Figure 1: Administering a
Pre-Test
A Pre-Test were administered to the students of Grade 8 Section Anemone. The test is
composed of 3 different equations and they needed to found out the properties of
Polynomial Function
 16

Figure 2: Test Without Using GeoGebra Software

To find out the effectiveness of GeoGebra software we conduct a test that doesn’t allow
the students to use the said software. This test is also composed of 3 equations.

Figure 3: Administering a Post-Test

A Pre-test were administered to the students of Grade 8 Section Anemone. The test is the
same with Pre-test.
Figure 4: Administering a Survey
 17

A survey was conducted to the students of Grade 8 Section Anemone. In this way, the
researcher would know are the perception of the students in using Geogebra software.

APPENDIX B
PRE AND POST-TEST SAMPLE AND SCORES

Table B1: PRE-TEST SCORES Table B2: POST -TEST SCORES

PreTest PostTest
Frequen Percent Valid Cumulative Frequen Percen Valid Cumulative
cy Percent Percent cy t Percent Percent
.0 29 59.2 59.2 59.2 4.0 1 2.0 2.0 2.0
1.0 5 10.2 10.2 69.4 6.0 1 2.0 2.0 4.1
2.0 3 6.1 6.1 75.5 21.0 3 6.1 6.1 10.2
Valid
3.0 11 22.4 22.4 98.0 22.0 5 10.2 10.2 20.4
Valid
5.0 1 2.0 2.0 100.0 23.0 6 12.2 12.2 32.7
Total 49 100.0 100.0 24.0 8 16.3 16.3 49.0

25.0 25 51.0 51.0 100.0

Total 49 100.0 100.0

 18

APPENDIX C
SURVEY QUESTIONNAIRE SAMPLE AND RESULTS
 19

STATEMENTS STRONGLY AGREE STRONGLY

AGREE DISAGREE
1. Using GeoGebra is a form of
distruction during class
2. Using GeoGebra helps me to
better understand the discussion.
3. I
can easily graph polynimal
when using GeoGebra.
4. I
was able to visualize polynomial
functions using GeoGebra.
5. I
can solve polynomial functions
quickly using GeoGebra.
6. Ifelt confident using GeoGebra
Software during the activities.
7. I
enjoyed learning Mathematics
much more using GeoGebra.
8. It
is more interesting to use
GeoGebra than the traditional way
when it comes to graphing.
9.I mostly prefer to learn
Mathematics with GeoGebra
software.
10.I would like to learn more
polynomial concepts using
GeoGebra.

STATEMENTS STRONGLY AGREE STRONGLY

AGREE DISAGREE
 20

1. Using GeoGebra is a form of 1 9 39

distruction during class
( 77.6%) ( 18.4% ) ( 4.1%) (
2. Using GeoGebra helps me to 27 22 0
better understand the discussion.
( 55.1% ) ( 44.9% ) ( 0.0%) (
3. I can easily graph polynimal 34 15 0
when using GeoGebra.
( 69.4%) ( 30.6% ) ( 0.0% ) (
4. I was able to visualize 32 17 0
polynomial functions using
( 67.3% ) ( 32.7% ) ( 0.0% ) (
GeoGebra.
5. I can solve polynomial functions 30 19 0
quickly using GeoGebra.
( 63.3% ) ( 32.7% ) ( 0.0.% ) (
6. I felt confident using GeoGebra 30 19 0
Software during the activities.
( 63.3% ) ( 32.7% ) ( 0.0% ) (
7. I enjoyed learning Mathematics 18 31 0
much more using GeoGebra.
( 40.8% ) ( 59.2% ) ( 0.0% ) (
8. It is more interesting to use 17 29 3
GeoGebra than the traditional way
( 34.7% ) ( 59.2% ) ( 6.1% ) (
when it comes to graphing.
9.I mostly prefer to learn 16 29 4
Mathematics with GeoGebra
( 32.7% ) ( 59.2% ) ( 8.2% ) (
software.
10.I would like to learn more 23 25 1
polynomial concepts using
( 46.9% ) ( 51.0% ) ( 2.0% ) (
GeoGebra.