INVESTIGATING THE INFLUENCE OF DESMOS APPLICATION ON THE

CREATIVITY AND PROBLEM-SOLVING SKILLS AMONG BSED

MATHEMATICS

_______________________________________

A Thesis Presented to the Faculty of the

College of Teacher Education
BOHOL ISLAND STATE UNIVERSITY
Main-Campus, Tagbilaran City, Bohol

___________________________________________________

In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Secondary Education
Major in Mathematics

___________________________________________

Princess Louren S. Cajes

Ana Marie S. Lamoste
Marianne Grace L. Lumagod
Jerilyn L. Sister

DECEMBER 2024
 ii

APPROVAL SHEET

The thesis entitled “INVESTIGATING THE INFLUENCE OF DESMOS

APPLICATION ON THE CREATIVITY AND PROBLEM-SOLVING SKILLS
AMONG BSED MATHEMATICS STUDENTS, submitted by Princess Louren S.
Cajes, Ana Marie S. Lamoste, Marianne Grace L. Lumagod, & Jerilyn L. Sister in
partial fulfilment of the requirements of the degree of Bachelor of Secondary
Education major in Mathematics, has been examined and recommended for
acceptance and approval for oral defense.

THESIS COMMITTEE

RENARIO G. HINAMPAS JR. PhD

Chairperson

EDELMARIE A. CELLAN, MSci SHIELA MARIE S. RANQUE, PhD

Statistician Editor

EDELMARIE A. CELLAN, MSci RENMARK P. DEMETILLO, MEEM

Adviser Instructor

Approved by the Examining Panel during the Final Oral Defense conducted on
__________with a rating of_____.
___________________________________________________________

EXAMINING PANEL

RENARIO G. HINAMPAS JR. PhD

Chairperson

ANALYN D. PESIDAS, EdD

Member

RONELYN M. TUBIANO, MS-Math MARK T. BEROU, MAT-Math

Member Member

Approved and accepted as partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education major in Mathematics.

DECEMBER 6,2024 RENARIO G. HINAMPAS JR. PhD

Date of Final Oral Defense Dean, College of Teacher Education
 iii

ACKNOWLEDGEMENT

The researchers would like to extend their gratitude and heartwarming

thanks to the following people who have been very compassionate in the
realization and fulfillment of this study.

To the Almighty God, the source of the immeasurable insights, potency,

and supremacy, through Him, the success of this study was made possible.

To Dr. Samuel J.Gulayan, Campus Director of Bohol Island State

University-Main Campus, for the trust he bestowed to the researchers in
conducting the study for giving approval to the thesis group.

To Dr. Renario G. Hinampas Jr., Dean of the College of Teacher

Education, for approving the letters in conducting the study in his officiated
college.

To Mrs. Edelmarie A. Cellan, thesis adviser and data analyst, for imparting
her skills and knowledge during the conduct of this study, for encouraging the
researchers, and for providing her friendly guidance and expert advice to improve
and accomplish this study.

To Shiela Marie S. Ranque, thesis editor, for sharing her knowledge and
expertise in editing the manuscript, as well as her patience, guidance, and
support during the progress of the study.

To the panelists, thank you for sharing your time, effort, and expertise and
for giving significant suggestions and constructive comments to improve the
study.

To the researchers' families for their undying help, encouragement, and

support, both emotionally and financially, for the accomplishments of this study.
 iv

To the respondents for serious participation in the study; without them, this
research would not have been accomplished.

And to all the people who extended their support and encouragement,
thank you so much for your valuable time and effort in making this work possible.

Thank you so much!

The Researchers
 v

ABSTRACT

The main thrust of this study was to investigate the influence of Desmos application on the creativity and
problem-solving skills of the 2nd year BSEd-Mathematics students at Bohol Island State University-Main
Campus in the School Year 2024-2025. Specifically, it aimed to determine the difference between the
pretest and posttest performances of the control and experimental groups as well as to determine the
relationship between Artistic Creativity and Problem-Solving using the Desmos Application. This study used
a quasi-experimental design. The questionnaire had undergone pilot testing and item analysis. Then, it was
administered to both groups before and after exposure to Desmos Application. The respondents are then
divided into two groups: the control and the experimental group. Each group has 31 respondents which was
formed by matching the obtained scores during the pretest. The control group was exposed to the
Conventional Way of Teaching while the experimental group was exposed to Desmos Application. The
result of the study showed a significant difference between the pretest and posttest of the experimental
group in their artistic creativity using the Desmos Application. On the other hand, for the problem solving
there was a significant difference between the pretest and posttest of the experimental group. Furthermore,
there was an insignificant difference between the pretest and posttest performance of the control group as
well as the posttest of both groups in their artistic creativity. For problem-solving, the result of the study
showed an insignificant difference between the pretest and posttest performance of the control groups. The
relationship between artistic creativity and problem-solving showed that there was insignificant difference.
This means that Desmos is equally or more effective than the conventional way of teaching. The overall
weighted mean in the level of acceptance of the students towards Desmos is 3.27 which was rated as
“Strongly Agree” (SA) and was willingly accepted by the students. The gathered data were analyzed and
interpreted using the Paired Sample T-test, Whitney U Test, Wilcoxon Signed Rank Test, and Pearson
Rank. The students’ level of acceptance towards Desmos was also determined through the weighted mean.
Moreover, this study proposed an action plan for the implementation of Desmos as a learning tool in
Calculus 1 with Analytic Geometry. Future researchers who want to study concerns related to this may use
this as a guide or reference for further study development. With the result of the study, the researchers
recommend using Desmos as one of the learning tools in creating artistic creativity and problem-solving for
this will promote improvement and success of students’ performance in Mathematics, particularly in Calculus
1 with Analytic Geometry.
 vi

Keywords: Creativity, Problem-Solving, Desmos Application, Educational Technology, Conventional-Way

TABLE OF CONTENTS

TITLE PAGE......................................................................................................i

APPROVAL SHEET......................................................................................... .ii

ACKNOWLEDGEMENT……………………………………………………………..iii

ABSTRACT ......................................................................................................v

TABLE OF CONTENTS…………………………………………………………......vi

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale................................................................................................ 1

Literature Background............................................................................2

Theoretical and Conceptual Framework ………………………...…...……4

THE PROBLEM

Statement of the Problem....................................................................... 18

Significance of the Study........................................................................ 20

Scope and limitation ………………………………………………………….20

RESEARCH METHODOLOGY

Design.................................................................................................... 21

Environment and Participants................................................................. 22

 vii

Instruments.............................................................................................22

Desmos.................................................................................................. 24

Procedures.............................................................................................24

Statistical Treatment...............................................................................26

DEFINITION OF TERMS..................................................................................32

CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Pretest & Posttest Performances of the Respondents in the

Artistic Creativity Skills......................................................................................35

Pretest & Posttest Performances of the Respondents in

Problem-Solving Skills......................................................................................37

Difference between the Performance of the Students in

Artistic Creativity................................................................................................39

Difference between the Performance of the Students in

Problem-Solving................................................................................................41

Relationship between Artistic Creativity and Problem-Solving ………… 41

Student’s Level of Acceptance towards Desmos …………………………42

CHAPTER 3
SUMMARY, CONCLUSION AND RECOMMENDATIONS
 viii

Summary ..................................................................................................... 46

Findings ..................................................................................................... 47

Conclusions ..................................................................................................... 50

Recommendations............................................................................................. 50

Proposed Plan for the Implementation of the Desmos....................................... 52

REFERENCES....................................................................................................60

APPENDICES

A. Letters...............................................................................................65
B. Table of Specifications......................................................................76
C. Lesson Plan......................................................................................77
D. Pretest-Posttest Questionnaire.........................................................80
E. Answer and Solution.........................................................................82
F. Pretest-Posttest Creativity Direction & Rubrics ................................88
G. Student’s Level of Acceptance towards Desmos..............................90
H. Instruments
 Pretest – Posttest Performance of the
Control and Experimental Group in Creativity Skills ...................................96
 Inter-rater Reliability Test (pretest)……………………………………...99
 Inter-rater Reliability Test (posttest) ………………………………… 101
 Pretest – Posttest Performance of the
 Control and Experimental Group in Problem Solving Skills ..............98
 Relationship between Creativity and Problem-Solving Skills
Posttest Performance of the Students....................................................100
 Normality Test ………………………………………………………………..103
 Item Analysis………………………………………………………………….112

RESEARCHER’S BIODATA………………………………………………………115
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Mathematics plays a crucial role in education, impacting advancements in

various fields. However, it remains a challenging subject for students, leading to

stress and poor performance. In the Philippines, low mathematics proficiency is

evident from international assessments like the Program for International Student

Assessment (PISA, 2018) and the National Achievement Test (NAT, 2017).

Traditional teaching methods in the Philippines often rely on rote learning,

hindering critical thinking and creativity. To address this, integrating technology—

such as the Desmos application—can enhance mathematics education. Desmos,

a geometric graphing tool, allows students to visualize complex graphs and

explore mathematical concepts interactively.

One effective technological tool for mathematics education is the Desmos

application. Desmos is a geometric graphing application that can be accessed

online or offline. It allows users to draw various graphs, such as linear programs,

trigonometry, linear equations, circles, and quadratic functions. According to

Haryani and Hamidah (2023), Desmos facilitates creativity and problem-solving,

making learning mathematics fun and interesting.

 2

Husna (2020) highlights its utility in drawing and visualizing complex

graphs, aiding students' understanding of mathematical concepts. Research by

Engelbrecht et al. (2020) indicates that Desmos transforms traditional

mathematics instruction into a more interactive and student-centered

environment. Students reported that using Desmos was both easy and enjoyable,

leading to positive outcomes in their academic achievements and deeper

conceptual understanding.

The researchers aim to explore how integrating Desmos into mathematics

education can enhance BSEd-Mathematics students' artistic creativity and

problem-solving skills. This integration is expected to provide a more engaging

and effective learning experience, ultimately improving the overall quality of

mathematics education in the Philippines. By equipping future teachers with

these innovative tools and methods, the education system can better address the

current challenges in mathematics teaching and learning, fostering a generation

of students who are proficient and confident in their mathematical abilities.

Literature Background

Education is crucial worldwide. The Department of Education oversees

basic education in the Philippines, while the Commission on Higher Education

handles tertiary education. The goal is to ensure quality education for Filipinos,

aligning with national development objectives (Alampay, 2019). Mathematics is

 3

emphasized in the Philippine education system because its relevance is seen in

all aspects of life, making it a valuable tool for national progress.

Mathematics is real life (NCTM, 2000). It plays a key role in human

reasoning and understanding the world, serving as a cornerstone for logical

thinking and mental discipline. It fosters logical reasoning and mental sharpness,

aiding in comprehending the world effectively. Mathematics is the study of

patterns, relationships, and structures using numbers, symbols, and shapes. In

various branches of mathematics, such as functions and calculus, graphs serve

as visual representations of mathematical concepts.

According to NCTM (2000), “Technology is essential in teaching and

learning mathematics; it influences the mathematics that is taught and enhances

student learning” (p. 24). As teachers continue to teach technology to natives, the

application of technology to mathematics will become increasingly demanding.

Technology can be more than a tool or inspiration; it can also be an

independent learning environment if the student is not isolated from the computer

instruction. As mentioned before, technology can offer opportunities for research

on independent study of math topics, communication with mathematical experts,

and actual real-time instruction for accelerated students. The Internet can provide

a vast and exciting source of problems to solve and a way to communicate with

other students of similar interests and abilities.

 ----------------------

-------------

E-Learning Theory 1987Constitution of the

Republic of the
“Demonstrates how to use and
design of educational Philippines, Article- XIV
technology can enhance Section 12
effective learning
.” (Papert,
1960) "The State shall regulate the
transfer and promote the
adaptation of technology from
Figure all sources
1: Theoretical and for theFramework
Conceptual national
Constructivist Learning benefit.”
-
Theory
“Learners actively build their
understanding by integrating Republic Act No. 10844
–
new informationwith their Section 2
existing knowledge.
Encouraging learners to create “To promote the use of ICT for
the enhancement of the key
mental representations fosters
----------------------
public services, such as
deeper comprehension.”
education, public health, and
(Glasersfeld,
1974)
system, revenue generation,
 5

Through online platforms and apps, students can access a variety of math

resources, including tutorials, simulations, and practice exercises. These tools adapt to

individual learning styles and paces, providing personalized support and feedback. It

also enables teachers to track student progress more efficiently and tailor instruction

accordingly.

A study entitled “Impact of Professional Development on Teachers’ Orientations

and Instrumental Genesis in Their Use of Desmos in Instruction” indicated a cyclic

relationship between the teachers' orientations and their instrumental genesis in

implementing Desmos. The teachers believed that using Desmos informed their

instruction. Thus, they used Desmos's features to create learning experiences for their

students. The teachers also believed in using.

Desmos created opportunities for them to be facilitators of learning.

Correspondingly, the teachers utilized Desmos tools to create student-centered

environments (Kassel, 2022).

In mathematics learning, the Technological Pedagogical Content Knowledge

(TPACK) framework emphasizes integrating technology, pedagogy, and content

knowledge (Punya M & Matthew Kohler, 2006). Students benefit when educators

effectively merge mathematical concepts with appropriate teaching methods and

technology tools. TPACK encourages educators to creatively blend digital resources,

instructional strategies, and mathematical content to enhance student engagement and

understanding. By leveraging TPACK, teachers can tailor their instruction to address

students' diverse learning needs while promoting mathematical proficiency.

Implementing TPACK in mathematics education fosters an enriched learning

 6

environment where students can develop both conceptual understanding and practical

problem-solving skills.

A study examined how well technology and applications were used to improve

university students’ performance, acceptance, interest, and skills in understanding and

visualizing mathematics learning. They found that these technologies guided academic

institutions, instructors, and schools seeking innovative and future-ready instruction

(Jaafar et al., 2022). The point to consider a researcher is that students are motivated

and thrilled as they learn mathematics using digital technology. With the increasing

integration of technology in education, researchers like Jones and Smith (2020) have

explored its impact on student engagement, learning outcomes, and teacher practices.

Higher-order thinking skills and the use of technology have been targeted as

areas for research by some (Duan & Pecka, 2014). There have been attempts to

measure the effectiveness of technology and the development of higher-order thinking

skills (Mojica & Zenisky, 2014). Mojica concluded that technology did not have a

statistically significant effect on student’s higher-order critical thinking skills, nor did the

effects vary by gender, age, or the learner’s academic ability.

However, this area of research relating to the use of technology and the

development of higher-order thinking has not been studied systematically, and it is an

area that requires more exploration.

Verzosa et al. (2021) stressed the design of mobile mathematics apps that

harness techniques to promote higher-order thinking skills (HOTS). They also stated in

their study that to maximize the benefits of mobile technology, such as mobility and
 7

portability, and to overcome time and space constraints in the learning environment,

educators should be interested in increasing both content knowledge and students'

problem-solving abilities. A study found that increased availability and use of calculator

technology in the mathematics classroom improved the ways students can efficiently

solve math problems. Specifically, the graphing calculator decreased the number of

steps it took to solve math problems, thereby increasing the accuracy and precision by

which students solved problems. This alone did not account for better problem-solving

abilities since the students' metacognitive awareness, as measured by student self-

checking, was significantly higher than the control group. This implied that the graphing

calculator, as it assisted students in writing linear equations, helped with the problem-

solving abilities of the students and increased their academic achievement (Jamaal et

al., 2018).

Higher-order thinking Skills (HOTS) in mathematics learning involve critical

thinking and problem-solving beyond basic memorization (Lenawati et al., 2022).

Students apply analytical skills to analyze complex problems and develop innovative

solutions. HOTS challenges students to evaluate information, make connections

between concepts, and draw conclusions independently. Engaging in HOTS activities

fosters deeper understanding and mastery of mathematical concepts. Through HOTS,

students become proficient in applying mathematical principles to real-world situations,

preparing them for success in academic and professional endeavors.

McLoughlin and Luca (in Widodo & Sri, 2013:162) State that higher-order

thinking means the ability to understand information by applying critical attitudes,

evaluation, awareness, and problem-solving skills. It requires a lot of cognitive

 8

processes. Correspondingly, the higher-order thinking skills of King, Goodson, and

Rohani (2004: 1–2) include critical thinking, logical, reflective, meta-cognitive, and

creative.

A study examined how well technology and applications improved university

students’ performance, acceptance, interest, and skills in understanding and visualizing

mathematics learning (Jaafar et al., 2022). They found that these technologies guided

academic institutions, instructors, and schools seeking innovative and future-ready

instruction. The point to consider a researcher is that students are motivated and thrilled

as they learn mathematics using digital technology.

The integration of technology, specifically the Desmos application. Desmos

application is a geometric graph application that can be accessed online through the

Desmos website or offline using the downloaded Desmos application (Smith & Johnson,

2019). It can draw graphs such as linear programs,

Trigonometry, linear equations, straight circles, and quadratic functions (Husna et al.,

2020). This significantly enhanced students' engagement and understanding of

mathematical concepts. Similarly, another study underscored Desmos' adaptability to

diverse learning environments and its potential to bridge the gap between traditional

and digital pedagogies (Garcia et al., 2020).

Desmos is a powerful online graphing calculator that enables students to

visualize mathematical concepts intuitively. With Desmos, students can graph

equations, plot data, and explore functions dynamically, fostering a deeper

understanding of mathematical relationships. Its user-friendly interface allows students

to experiment with various functions and parameters, promoting active learning and
 9

problem-solving skills. Desmos also offers interactive activities and lessons, making it a

versatile tool for both in-class instruction and independent study. Furthermore, Desmos

provides real-time feedback, helping students to correct misconceptions and build

confidence in their mathematical abilities.

According to E-learning Theory, it emphasizes constructivist approaches, where

learners actively build knowledge. This theory explores the integration of educational

technology to optimize learning outcomes. It emphasizes the importance of utilizing

digital tools in educational design to facilitate more engaging and impactful learning

experiences. By understanding and applying learning principles, educators can harness

technology to create dynamic and effective learning environments tailored to diverse

student needs (Papert, 1960).

Furthermore, Desmos, when integrated into e-learning settings, aligns with

constructivist principles, emphasizing active engagement and learner-centered

approaches. Through hands-on exploration of mathematical concepts using Desmos'

interactive features, students construct their understanding, fostering deeper learning

experiences. Desmos promotes collaborative learning environments by facilitating peer-

to-peer interaction and group collaboration through shared graphs and activities, thus

promoting the social construction of knowledge within virtual learning communities.

Additionally, integrating Desmos into e-learning platforms optimizes cognitive

load management by providing a user-friendly interface and computational capabilities

that alleviate the cognitive burden associated with manual calculations, allowing

students to focus on conceptual understanding and problem-solving strategies. The

Desmos' adaptive features enable personalized learning experiences tailored to

 10

individual student needs, accommodating diverse learning styles and pacing, thus

promoting learner autonomy and self-directed learning. Desmos' real-time feedback

mechanisms support formative assessment practices by providing instant feedback on

graphing and problem-solving tasks, enabling educators to offer timely guidance and

support, and facilitating ongoing student progress and learning mastery.

According to Cognitive Theorists, learning is an active process where learners

construct understanding by integrating new information with their existing knowledge.

This process involves learners actively engaging with the material, forming mental

representations of concepts, and connecting them to prior knowledge. By encouraging

learners to create these mental representations, educators facilitate deeper

comprehension as it prompts learners to organize, interpret, and make sense of the

information. Through this process, learners not only absorb new information but also

internalize and apply it in various contexts, leading to more robust learning outcomes.

Ultimately, fostering an environment where learners are encouraged to actively

construct their understanding enhances their cognitive processes and promotes

meaningful learning experiences (Glasersfeld, 1974).

The integration of Desmos applications into the learning environment resonates

with the principles outlined by cognitive theorists. Desmos allows learners to actively

engage with mathematical concepts by manipulating graphs, equations, and data in real

time. Through this interactive process, learners form mental representations of

mathematical concepts and connect them to prior knowledge. By encouraging learners

to explore and experiment with mathematical ideas using Desmos, educators facilitate

deeper comprehension and understanding. This active learning approach prompts

 11

learners to organize, interpret, and make sense of mathematical information, leading to

enhanced problem-solving skills and creativity. By fostering an environment where

learners actively construct their understanding through hands-on exploration with

Desmos, educators promote meaningful learning experiences that align with the

principles of active learning advocated by organizations like the American Association

for Higher Education (AAHE).

Aside from the theories, there is also a legal basis grounded to support the study

further. In the 1987 Constitution of the Republic of the Philippines,

Article XIV, Section 12 states that,

"The State shall regulate the transfer and promote the adaptation of technology from all sources for the
national benefit. It shall encourage the widest participation of private groups, local government, and
community-based organizations of science and technology."

This section further states the utilization of science and its application

(technology), for they could not be realized if mathematics is withdrawn from its

application since mathematics is relevant to the major advancements of science and

technology, whether mathematical enthusiasts, scientists, researchers, or even

investors are to be equipped with the correct mathematical knowledge to achieve a

more exact result in research and/or inventing a device for mankind's aid and benefit for

the people in general (The New Book of Popular Science, 2016).

The study emphasizes the importance of tailored interventions in education,

particularly within the context of Bohol Island State University-Main Campus and its

educational programs. By focusing on BSEd-Mathematics sophomores, the research

addresses sectoral needs and aims to enhance their creativity and problem-solving

skills using the Desmos application. This approach reflects the State's commitment to
 12

educational innovation and contributes to ongoing efforts to improve mathematics

education in the Philippines. Through rigorous investigation and data collection, the

study generates evidence that can inform educational policies and decision-making

processes at both local and national levels, ultimately advancing education in the

country.

Moreover, the Education Act of 2015, Republic Act No. 10844 Section 2 states

that,

“To promote the use of ICT for the enhancement of the key public services, such as
education, public health and system, revenue generation, and socio-civic purposes.”

Information and communication have vital roles in nation-building. With this, it

should be the State's policy to ensure universal access to quality, affordable, reliable,

and secure ICT services. The research study aims to enhance the quality of basic

education in the Philippines. By integrating innovative approaches like Desmos into the

curriculum, the study contributes to promoting accessible and high-quality education for

all Filipinos. It empowers educators with evidence-based insights, supporting their

professional development and effective teaching practices as mandated by the law.

Embodying a student-centered approach, the study prioritizes the needs and learning

outcomes of students, aiming to enrich their educational experience and foster holistic

development.

Furthermore, by generating knowledge and evidence through its evaluation, the

study contributes to the continuous improvement of the Philippine education system,

aligning with the objectives of Republic Act No. 10844 to enhance the quality and

relevance of basic education in the country.

 13

Regarding math literacy, the integration of Desmos was found to promote a

deeper and more holistic understanding of mathematical concepts among students.

Smith and Johnson (2019) observed that Desmos enabled students to visualize abstract

mathematical concepts through interactive graphs and simulations, thereby enhancing

their spatial reasoning and mathematical intuition. Likewise, Garcia et al. (2020) noted

that Desmos facilitated the development of critical thinking skills and mathematical

literacy by allowing students to explore real-world applications of mathematical concepts

dynamically and interactively. The studies collectively emphasize Desmos' role as a

catalyst for innovation in mathematics education, providing educators and students with

a dynamic platform for exploring, creating, and communicating mathematical ideas.

A study on “Creativity in High School Through Drawing with Polynomials ” reveals

that utilizing digital technology to draw with polynomials plays a significant role in

helping high school students complete mathematical projects. It not only aids in better

understanding mathematical problem-solving, function graphing, equation behavior, and

real-world applications of high school math but also transforms their overall learning

experience while fostering the application of creativity (Baez et al.,2024).

In terms of enhancing creativity using digital apps, Lee and Wang (2020) have

underscored the importance of nurturing creativity in educational contexts to prepare

students for the challenges of the 21st century. Their research advocates for fostering a

supportive classroom environment, providing opportunities for open-ended tasks, and

integrating arts-based activities to cultivate students' creative thinking skills across

disciplines. Creativity flourished because of integrating Desmos into the mathematics

curriculum, as evidenced by both studies. Smith and Johnson (2019) noted that
 14

Desmos' interactive features sparked students' imagination and encouraged them to

creatively experiment with different mathematical concepts. Similarly, Garcia et al.

(2020) observed that Desmos empowered students to express their mathematical ideas

through visual representations and multimedia formats, fostering a culture of creativity

and innovation in the classroom.

In terms of enhancing problem-solving skills, Desmos has garnered attention

from educators seeking to enhance math instruction and student engagement. A foreign

study by Chen and Wang (2020) investigated the impact of Desmos on students'

problem-solving abilities in mathematics. The study revealed that using Desmos

enabled students to approach problem-solving tasks more systematically and efficiently

by providing dynamic visualization tools and immediate feedback. A local study by

Garcia et al. (2020) corroborated these findings, emphasizing the positive impact of

Desmos on students' mathematical proficiency and problem-solving abilities. Similarly, a

local study by Cruz and Santos (2020) explored the effects of Desmos on problem-

solving strategies among Filipino students. Their research demonstrated that Desmos

supported the development of students' problem-solving skills by offering interactive

problem-solving environments and promoting collaborative learning experiences.

A study about the effects of Desmos on the problem-solving skills of students

revealed that the student’s perceptions of their problem-solving abilities are of great

interest to educators, given the fact that social cognitive theory discusses how one’s

schemas and expectations interact with one’s environment to influence behavior (Myers,

2014). Problem-solving is the bridge between learning and performance because it

entails many behavioral and cognitive multistep activities (governed by metacognitive

 15

awareness and emotions) that convert what is learned into behavior and toward

performance (Dörner & Funke, 2017).

Chen et al. (2021) have investigated effective strategies for developing students'

problem-solving skills in mathematics education. They emphasize the significance of

metacognitive strategies, collaborative problem-solving tasks, and feedback

mechanisms in scaffolding students' problem-solving processes, fostering

perseverance, and promoting deeper conceptual understanding. A foreign study by Kim

and Park (2020) examined how Desmos can foster

creativity in problem-solving activities. The study found that Desmos' interactive features

encouraged students to explore mathematical concepts creatively and generate

innovative solutions to problems.

In a local context, Reyes and Hernandez (2020) conducted a similar study

focusing on the relationship between Desmos usage and students' creative thinking

abilities in solving mathematical problems. Their findings suggested that integrating

Desmos into classroom instruction stimulated students' creativity and divergent thinking

skills, leading to more imaginative problem-solving approaches. Based on this literature

review, one can conclude that prior studies demonstrate a positive impact of the use of

digital tools in mathematics education. These learning improvements can meet many of

the difficulties learners demonstrate when working to understand function

representations. Smith and Johnson (2019) emphasized how Desmos facilitated a shift

towards student-centered instruction, enabling teachers to adopt a more facilitative role

and empower students to explore mathematical concepts independently.

 16

Similarly, Garcia et al. (2020) highlighted the efficacy of Desmos as a

pedagogical tool for promoting active learning and fostering collaborative problem-

solving among students. The studies collectively suggest that Desmos not only

enhances traditional teaching methods but also encourages innovative approaches to

instruction that prioritize student engagement and conceptual understanding. Kusuma et

al. (2020) highlighted that 21st-century learners are expected to demonstrate 21st-

century competencies such as collaboration, digital literacy, critical thinking, and

problem-solving to be able to thrive in the world.

The articles, theories, legal basis, related literature, and studies are the basis of

the researchers conducting this study to determine the effectiveness of Desmos in

enhancing the creativity and problem-solving of BSED Math students.

 17

THE PROBLEM

Statement of the Problem

The general objective of this study was to investigate the influence of utilizing the

Desmos application on artistic creativity and problem-solving skills in Calculus 1 with

Analytic Geometry among the sophomore BSEd-Mathematics students of Bohol Island

State University-Main Campus, CPG North Ave., Tagbilaran City, Bohol for the school

year 2024-2025.

Specifically, this study sought to answer the following questions:

1. What is the pretest and posttest performance in the artistic creativity skills of the

students exposed to:

1.1 control group, and

1.2 experimental group?

2. What is the pretest and posttest performance in the problem-solving skills of the

students exposed to:

2.1 control group, and

2.2 experimental group?

3. Is there a significant difference in the performance of the students in

artistic creativity skills during:

3.1 pretest of both groups;

3.2 pretest and posttest of the control groups;

3.3 pretest and posttest of experimental groups, and

3.4 posttest of both groups?
 18

4. Is there a significant difference in the performance of the students in problem-

solving skills during:

4.1 pretest of both groups;

4.2 pretest and posttest of the control groups;

4.3 pretest and posttest of experimental groups, and

4.4 posttest of both groups?

5. Is there a significant relationship between artistic creativity and problem-solving

skills using the Desmos application?

6. What is the level of acceptance of the students towards Desmos in terms

of:

6.1 procedure or rules;

6.2 learning content;

6.3 design of the application;

6.4 experience with the application and

6.5 Learning Outcomes?

7. What action plan can be proposed based on the findings of the study?

Statement of Null Hypotheses

H0: There is no significant difference in the performance of the students in

artistic creativity skills during:

1.1 pretest of both groups;

1.2 pretest and posttest of the control groups;
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1.3 pretest and posttest of experimental groups; and

1.4 posttest of both groups?

H0: There is no significant difference in the performance of the students in problem-

solving skills during:

1.1 pretest of both groups;

1.2 pretest and posttest of the control groups; 1.3pretest and

posttest of experimental groups; and

1.4 posttest of both groups?

H0: There is no significant relationship between artistic creativity and problem-solving

skills using the Desmos application.

Significance of the Study

The results of the study will be a great benefit to the following:

Students. The findings of the study helped them explore and enhance their

creativity and problem-solving skills in mathematics, specifically in studying the graphs

of the concepts in Calculus 1 with Analytical Geometry.

Teachers. The product of this study informed them of the functions of Desmos as

a mathematical software application. Then encouraged them to use Desmos as an

alternative tool for introducing mathematical concepts, especially in graphing the field of

different branches in mathematics.

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School Administrators and Staff. The results of the study provided them with

feedback regarding the level of acceptance of some students towards Desmos, as well

as its effectiveness as a manipulative tool for learning and enhancing creativity and

problem-solving skills in branches of mathematics. This encouraged them to support

and integrate Desmos as a manipulative tool for teaching and learning mathematics.

Future Researchers. This study will serve as database information for future

researchers and reference material for those who are interested in studying similar

concerns and problems.

Scope and Limitation

This study investigates the impact of the Desmos application in enhancing artistic

creativity and problem-solving skills among 62 sophomore BSEd-Mathematics students

at Bohol Island State University-Main Campus during the academic year 2024-2025. It

focuses on students' performance in Calculus 1 with Analytic Geometry, specifically

during the midterm coverage, and compares conventional teaching methods with

Desmos-based instruction. Pretests and posttests were administered to control and

experimental groups, with statistical analysis conducted to evaluate performance

differences, explore the relationship between problem-solving and artistic creativity, and

assess students’ acceptance of Desmos. However, the study is limited by its small

sample size, restricting generalizability to other year levels, institutions, or disciplines. It

spans only one semester, which may not reflect long-term effects on skill retention or

performance. Instructional time for the conventional method was limited to 8 hours (2

hours per day) due to respondents’ prior knowledge of the topics, potentially affecting
 21

pretest results. The study exclusively highlights Desmos, without comparing it to other

tools or technologies, and scheduling conflicts also influenced the allocation of

instructional time. Despite these limitations, the study provides valuable insights into the

potential of the Desmos application within its defined context.

RESEARCH METHODOLOGY

Design

This study utilized a quasi-experimental design, particularly the matching design.

This design employs matching the respondents' characteristics to form two groups,

namely, the controlled and experimental groups. The pretest was first administered to

the respondents of both groups, and the results became the basis of the grouping. After

that the experimentation and posttest were then employed. The control group

experienced the traditional method of teaching. The experimental group was exposed to

the use of the Desmos application. This happened before both groups were given the

posttest.

Environment and Participants

The study was conducted at Bohol Island State University-Main Campus, a state

university that offers Teacher Education programs, particularly a Bachelor of Secondary

Education Major in Mathematics. It is located at C.P.G North Avenue, Tagbilaran City,

6300 Bohol, Philippines.

 22

The respondents of this study were sixty-two BSEd-Mathematics students from

the 2nd year level of the academic year 2024-2025. They were divided into two groups—

experimental and control—based on their pretest results to ensure parallel groups. The

researchers selected these students because the study's focus was both relevant and

applicable to their curriculum. Additionally, this study provides a practical lesson on the

course subject, Calculus 1 with Analytic Geometry, for the first semester. Due to the

extensive scope of this course, the researchers decided to limit their discussion to the

material covered up until the midterm examination. This approach ensured that they had

sufficient time to

interpret the data collected.

Instruments

The researchers were designing a 20-item open-ended test questionnaire

focused on problem-solving skills. These test items were intricately linked to the 2 nd year

BSEd-Mathematics course syllabus to ensure relevance and alignment with the

curriculum. Each item consists of one point for a total possible score of 20 points. In

fostering creativity, a performance task centered around artistic creativity was

incorporated to gauge students’ comprehensive understanding of the subject matter.

The graphing paper was provided so that the control group could conduct the study

effectively. In contrast, the experimental group utilized the advanced Desmos

application, showcasing a blend of traditional and modern assessment methods. The

questionnaire’s structure and content were enriched by references from the esteemed

textbooks “Modern Analytic Geometry & Solutions to Problems in Calculus with Analytic

Geometry” by Florentino T. Feliciano, Fausto B. Uy, and Ricardo C. Asin, embodying a

 23

holistic approach to assessment. The researchers implemented a Table of

Specifications (TOS) to meticulously outline the distribution of test items, ensuring a

balanced and comprehensive evaluation of the student’s learning outcomes.

In this study, questionnaires were used to gather data. The pretest and posttest

were conducted in both groups and the student's level of acceptance towards the

Desmos Application was measured in the experimental groups.

The instrument undergoes pilot testing to test the content validity and assess reliability.

The pilot testing was conducted in the 3 rd year of BSEd-Mathematics students at Bohol

Island State University-Main Campus. The data gathered was subjected to an item

analysis to assess and improve the reliability of the test items. The final drafting of the

questionnaire was followed.

Desmos
is an advanced graphing calculator implemented as a web application. Launched

in 2011 by Eli Luberoff, Desmos aimed to modernize math education with its intuitive

interface and powerful features. The tool gained popularity for its ability to create

interactive visualizations and graphs, making it a valuable resource for students and

educators. Over time, Desmos expanded its capabilities to include geometry, statistics,

and other mathematical functions, enhancing its utility in various educational settings.

The experimental group will actively use Desmos during the sessions, engaging in

graphing, problem-solving, and creative activities.

 24

Procedures

In gathering data relevant to the study, the researchers followed these

procedures:

I. Asking for Permission

The researchers sent a letter asking for permission to conduct the study on the

2nd year BSEd-Mathematics students to the Dean of the College of Teacher Education

and the Campus Director. The letter contains the purpose of the study and requests for

approval to conduct the study to its chosen respondents.

II. Administration of the Pretest

To assess problem-solving skills, researchers created a 20-item test for

participants to complete within 2 hours. Additionally, participants were given 1 hour to

complete a performance task for creativity skills. The test results will be analyzed by

grouping participants with similar knowledge levels before the experiment begins.

III. Grouping of Respondents

The researchers will use a matching method to group the respondents based on the

pretest result. The scores were paired, and the respondents were evenly distributed to

both groups to avoid biases and assure reliability, fairness, and accuracy. One of the

groups will be the control group, and the other will be the experimental group.

IV. Experimentation Phase

The researchers conducted a 2-hour discussion a day per group during their vacant

hours. The researchers taught the following topics in Calculus 1 with Analytic Geometry:
 25

lines, circles, limits of functions, and derivatives. Following this, the experimental group

was introduced to how to use Desmos. The researchers started by demonstrating how

to use the application.

The students were asked to explore and manipulate Desmos independently.

V. Administration of Experiment

A total of sixteen sessions were allotted for the experimentation. First, the control group

does not use the Desmos application. They were engaged in discussions using

conventional assessment methods. Additionally, they took the test in a face-to-face

setting, with ample time provided to answer the questions and create an artistic calculus

output.

Second, the experimental group will also answer the problems in a face-to-face

setting. This occurs after they have mastered the concepts and features of the Desmos

application. They were given sufficient time to complete the questionnaire and produce

an artistic calculus output.

VI. Survey for the Level of Acceptance

The experimental group was asked to complete a questionnaire designed to assess

their problem-solving skills, evaluate their performance on artistic tasks using the

application, and gauge their level of acceptance towards using the Desmos application

in learning Calculus 1 with Analytic Geometry.

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Statistical Treatment of Data

A simple percentage was used to determine the percentage equivalent to the

frequencies of the respondents' responses.

Simple Percentage

f
P= × 100 %
N

Where:

P = percentage

f = frequency

N = total number of respondents

To determine the reliability of the rubrics in the artistic creativity. The ratings of the three

raters undergone an Inter-rater Reliability test. The interclass correlation coefficient was

used to measure reliability or agreement of measurements made by multiple raters.

Interpretation
Below 0.5: Poor reliability This suggests that the raters do not agree
well, and their ratings are not consistent.
0.5 to 0.75 Moderate reliability. This level of agreement is somewhat
acceptable, but there is still room for
improvement.
0.75 to 0.9 Good reliability This suggests a good level of agreement
among the raters.
 27

Above 0.9 Excellent reliability This indicates very high agreement and
consistency among the raters.

To determine the student's level of artistic creativity of the control and

experimental group in their pretests and posttests, the average weighted mean was

used based on the rubric presented to the experts. The table below shows its

interpretation:

Range Level of Artistic Interpretation

Creativity
17.00-20.00 Extraordinary Creativity The performance is
extraordinary and
surpasses expectations.
13.00-16.00 Above Average The performance is
Creativity above average and
meets expectations with
high proficiency.
9.00-12.00 Average Level The performance is the
Creativity average level of
expectations but may
benefit from
improvement.
5.00-8.00 Below Average The performance is
Creativity below expectations and
requires significant
improvement.
0-4.00 No Creativity The performance has no
expectations and needs
urgent improvement.

Fig. 2 Hypothetical Interpretation of Scores

To determine the student's performance in problem-solving skills of the control

and experimental groups in their pretests and posttests, the sum of

 28

correct answers, frequency count, and percentage are obtained, and the result

were interpreted using the following scale:

Range Level of Problem- Interpretation

Solving
17.00-20.00 Excellent The performance is
extraordinary and
surpasses expectations.
13.00-16.00 Very Satisfactory The performance is
above average and
meets expectations with
high proficiency.
9.00-12.00 Satisfactory The performance is the
average level of
expectations but may
benefit from
improvement.
5.00-8.00 Fair The performance is
below expectations and
requires significant
improvement.
0-4.00 Poor The performance has no
expectations and needs
urgent improvement.

To assess whether a significant difference exists in the pretest and posttest of

both groups, the gathered data will be subjected to a normality test. The result were the

basis of the appropriate statistical test to be used. A Paired Sample T-test was used in

the pretest and posttest of both groups of artistic creativity since the test normality

results were normal.

Paired Sample T-test

t=
∑d
√ n¿ ¿ ¿ ¿

Where:
 29

d : the difference per paired groups

n : sample size

Further, to find out if there is a significant difference in the pretest of both groups

of artistic creativity and problem-solving, the Mann-Whitney U test will be utilized since

the test normality was violated.

Mann Whitney U Test

n1 ( n1 +1 )
U 1=n1 n 2+ −R1
2

n2 ( n2 +1 )
U 2=n1 n 2+ −R 2
2

Where:

U : Mann- Whitney U test

n1 : sample size one

n2 : sample size two

Ri : rank sample size

To find out if there is a significant difference in the post-test of both groups in

artistic creativity, the Independent Sample test will be utilized since the data were

normal.

Independent Sample test

 30

x 1−x 2
t=

√
2 2
s1 s2
+
n1 n 2

Where:

x 1 : the mean for group 1

x 2 : the mean for group 2

2
s1 : the variance of the group 1

2
s2 : the variance of the group 2

n1 : the size (number of observations) of the first group

n2 : the size (number of observations) of the second group

To find out if there is a significant difference in the pretest and posttest of

problem-solving, the Wilcoxon Signed Rank test will be utilized since the data were

violated.

Wilcoxon Signed Ranked Test

W : Wilcoxon Signed Rank Test

N r : sample size

sgn : sign function

Ri : rank

To determine the degree of relationship between artistic creativity and problem-

solving since the data were normal.

Pearson Correlation Coefficient

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r=
∑ (x i−x ¿ )( y i− y ) ¿
√ ∑ ( xi −x)2 × ∑ ( y i− y )2
Where:

x i : individual data points for group 1

y i : individual data points for group 2
x : mean variable x
y : mean variable y

To determine the computed value of this test.

T-test

r √n−2
t=
1−r 2
Where:
r : Pearson correlation coefficient
n : number of paired observation (sample size)

In distinguishing the level of acceptance of the Desmos Application in enhancing

creativity and problem-solving, the researchers made use of the weighted mean, which

was interpreted according to the following scale:

Range Qualitative Description Interpretation

3.25 – 4.0 Strongly Agree (SA) The respondents strongly
agree, which indicates
that they perceive the
Desmos application to be
highly effective to a very
great extent (IVGE).
2.50 – 3.24 Agree (A) The respondents agree,
which signifies that they
perceive the Desmos
application to be primarily
effective (IGE).
 32

1.75 – 2.49 Disagree (D) The respondents disagree,

which suggests that they
perceive the
Desmos application to be
moderately effective to a
moderate extent (IME).
1.00 – 1.74 Strongly Disagree (SD) The respondents strongly
disagree, which implies that
they perceive the
Desmos application to be
minimally effective to a small
extent (ISE).

DEFINITION OF TERMS

To avoid the obscurity of the study, the following terms were operationally

defined.

Artistic Creativity. Refers to BSEd-Mathematics students' ability to use imaginative

thinking to solve problems and create visual representations with the Desmos

application. It involves generating unique ideas, approaching problems from various

perspectives, and producing accurate and appealing graphs, blending mathematical

precision with creative expression.

Calculus 1 with Analytic Geometry. A branch of mathematics that combines the

concepts of calculus and analytic geometry. It involves the study of functions, limits,

derivatives, integrals, and their applications in analyzing geometric shapes and curves.

Conventional Method. The traditional approach or established practice is commonly

used for teaching and learning a particular subject, mathematics, in this context. It

typically involves lectures, textbooks, and pencil-and-paper exercises.

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Desmos Application. A digital tool and educational technology platform designed

specifically for mathematics education. Desmos provides graphing calculators,

interactive mathematical visualizations, and collaborative features that support teaching

and learning various mathematical concepts.

Digital Technology. Technological tools, devices, and systems that operate using

digital information and processes. In education, digital technology encompasses a wide

range of digital resources, including software applications, online platforms, and

multimedia content used for teaching, learning, and assessment.

Educational Technology. The integration of technological tools, resources, and

strategies into educational practices to facilitate teaching and learning.

Educational technology encompasses the use of hardware, software, digital platforms,

and online resources to enhance the delivery of instruction, engage learners, and

support educational objectives.

Problem-Solving. Refers to BSEd-Mathematics students’ ability to identify, analyze,

and solve complex problems effectively. This involves logical reasoning, critical thinking,

and the application of mathematical concepts to find solutions. Using the Desmos

application, students enhance their problem-solving skills by visualizing problems and

verifying their solutions through interactive and dynamic graphing tools.

Student-Centered Approach. An instructional approach that prioritizes the needs,

interests, and experiences of students in the teaching and learning process. In contrast

to teacher-centered approaches, which emphasize direct instruction and passive

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learning, student-centered approaches promote active engagement, collaborative

learning, and personalized instruction tailored to individual learners' needs.