The Use of Desmos Graphic Calculator in Teaching Rational Functions

Abstract

INTRODUCTION

Various computational software programs and applications have been developed and improved in the recent decades up to the present, which have been used in the teaching and learning of Mathematics. The development of these technologies allows learners the opportunity to engage themselves in a more responsive and in-depth learning and accountable for their learning through creative and stimulating investigation. Primarily, this study determined the effectiveness of Desmos graphing calculator apps in teaching Rational Functions to Grade Eleven (11) students under Humanities and Social Sciences (HUMSS) classes for SY 2017-2018.

METHODS

The study employed a quasi-experimental, non-equivalent control group design. It involved two groups, one served as the experimental group and used iPads with installed Desmos graphing calculator apps while the other as the control group learned using the traditional approach. Each group comprised 30 students selected through simple random sampling. The two groups were given pretest and posttest constructed by the researcher and validated by Mathematics Master Teachers. The internal consistency of the instrument established using the Cronbach's alpha. A dependent sample t-test was used to determine the significant differences between the pre-test and post-test scores within a certain group, whereas, an independent sample t-test was conducted in order to determine whether significance differences exist between those using the traditional approach and those using Desmos graphing calculator.

RESULTS

Comparing the pre-test results, both groups performed poorly in Rational Functions, implying that the two groups did not differ in the level of performance before the experiment was conducted. After five weeks of delivery of the lesson, the experimental group that was aided with Desmos had a significant improvement in their posttest performance as compared to the pretest. In like manner, the control group, which was taught merely by lecture method of instruction, also showed significant improvement in their performance. However, the mean gain score of the experimental group was significantly higher than the mean gain score of the control group.

DISCUSSIONS

Results obtained show that the experimental group, which was aided by Desmos graphing calculator during the teaching-learning process, performed significantly higher than the control group. This indicates that the use of Desmos graphing calculator had elicited as a positive result on students' understanding in Rational Functions. Other researchers who viewed supported this that android-based educational applications can be used to increase or enhance mathematical comprehension, speed up the graphing process, free learners to analyze and reflect on the relationships between data. Thus, the need to integrate Math applications such as Desmos graphing calculator in Mathematics classroom is deemed essential.