Proposal Defense

1. UTILIZATION OF GEOGEBRA IN
TEACHING LEARNING
OPERATIONS IN GRADE 4
MATHEMATICS
SALDI P. VITORILLO
RESEARCHER
OLGA C. ALONSABE PHD, CESO V
ADVISER

2. GEOGEBRA
• Mathematics is a foundational subject that plays a crucial role in the
academic and future success of students. However, many elementary school
pupils struggle with mathematical concepts and skills, which can lead to
long term difficulties in their education. To address this challenge, teachers
have turned to technology-based instruction as a potential solution.
• is a dynamic mathematics software for all levels of education that brings
together geometry, algebra, spreadsheets, graphing.
• A student can solve word problems and equations using this
software/application.

4. STATEMENT OF THE PROBLEM
• Specifically, it sought to answer the following questions:
1. 1. What is the performance of grade 4 pupils in the control and the experimental groups as reflected in
the pre-test scores?
2. 2. What is the performance of grade 4 pupils in the control and the experimental groups as reflected in
the post-test scores?
3. 3. Is there a significant difference between the pretest scores of the control and experimental group?
4. 4. Is there a significant difference between the postest scores of the control and experimental group?
5. 5. Is there a significant difference between the pre and post test scores in the control and experimental
group?
6. 6. How do the Grade 4 pupils perceive the utilization of GeoGebra mathematics application?
7. 7. What teaching guide on the Utilization of GeoGebra application can be developed based from the
findings of the study?

5. SCOPE AND
LIMITATIONS
OF THE STUDY
The study’s goal is to utilize
GeoGebra as an intervention
for teaching learning
process to the fourth
graders in one school in
South District, 1st
Legislative District, Division
of Cagayan de Oro City.

6. RESEARCH DESIGN
• The study will utilize quasi-experimental as a type of research
design. A quasi-experimental design aims to evaluate an
intervention and demonstrate causality between dependent and
independent variables in the study.
• Pretest and Post-test to test how effective is the intervention to
the mathematical performance skills of grade 4 students.

7. RESPONDENTS OF THE
STUDY
• Two Grade 4 sections/classes
will be used as control and
experimental group in this study.
The experimental group will be
exposed to the intervention while
traditional method for the control
group.

8. DATA GATHERING AND INTERVENTION PERIOD

9. RESEARCH INSTRUMENT
• There are two research instruments that is used in this study.
The first instrument is an examination questionnaire with 30
items for pretest and post-test. The questions has been taken
from Grade 4 Mathematics learning material, learning resource of
the Department of Education.
• The second instrument is a survey questionnaire to know how the
respondents perceive the utilization of GeoGebra mathematics
software.

10. FINDINGS

11. 1. WHAT IS THE
PERFORMANCE OF
GRADE 4 PUPILS IN
THE CONTROL
AND THE
EXPERIMENTAL
GROUPS AS
REFLECTED IN THE
PRE-TEST SCORES?
Pretest Level
of
Performance
Control
Group
Experimental
Group
Frequency Percent Frequency Percent
0 – 8 1 2.2 9 20
9 - 14 24 53.3 29 64.4
15 - 19 18 40.0 5 11.1
20 -24 2 4.4 2 4.4
25 -30 0 0 0 0
Average Score 13.71 100 11.4 100

12. 2. WHAT IS THE
PERFORMANCE OF
GRADE 4 PUPILS IN
THE CONTROL AND
THE EXPERIMENTAL
GROUPS AS
REFLECTED IN THE
POST-TEST SCORES?
Post Test
Level of
Performance
Control
Group
Experiment
Group
Frequency Percent Frequency Percent
0 – 8 0 0 0 0
9 - 14 0 0 0 0
15 - 19 1 2.2 0 0
20 - 24 35 77.8 0 0
25 -30 9 20.0 45 100.0
Average Score 22.29 28.04

13. 3. IS THERE A
SIGNIFICANT
DIFFERENCE
BETWEEN THE
PRETEST
SCORES OF THE
CONTROL AND
EXPERIMENTAL
GROUP?
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
PreControl .176 45 .001 .940 45 .022
PreExp .120 45 .100 .933 45 .012
PostControl .299 45 .000 .831 45 .000
PostExp .287 45 .000 .776 45 .000
a. Lilliefors Significance Correction

14. 3. IS THERE A SIGNIFICANT
DIFFERENCE BETWEEN THE
PRETEST SCORES OF THE
CONTROL AND
EXPERIMENTAL GROUP?
Variable Z Wilcoxon
Signed-
Ranks Test
Probability
Performance
Score
- 2.94* 0.003
• Wilcoxon Signed-Ranks Test for the pretest
scores of the control and experimental group

15. 4. IS THERE A
SIGNIFICANT DIFFERENCE
BETWEEN THE POSTEST
SCORES OF THE CONTROL
AND EXPERIMENTAL
GROUP?
Variable Z Wilcoxon
Signed-
Ranks Test
Probability
Performance Score - 5.86* 0.00
*p < .01, two-tailed.
Wilcoxon Signed-Ranks Test for the
posttest scores of the control and
experimental group

16. 5. Is there a significant
difference between the
pre and post test scores
in the control and
experimental group?
Time Control Experimental Difference
Pre 13.711 11.400 2.311
Post 22.289 28.044 -5.756
Change 8.578 16.644 -8.067
The Pre-test and Post test scores
Control and Experimental group and
the DID result.

17. 5. Is there a
significant
difference between
the pre and post test
scores in the control
and experimental
group?
Unstandardized
Coefficients
Std.
Error t Sig.
(Constant) 13.711 .414 33.122 .000
Timeline 8.578 .585 14.652 .000
Group -2.311 .585 -3.948 .000
Interaction 8.067 .828 9.743 .000
a. Dependent
Variable:
The regression results of double difference
model with Scores as dependent variable.

18. 5. Is there a
significant
difference between
the pre and post test
scores in the control
and experimental
group?
Unstandardized
Coefficients
Std.
Error t Sig.
(Constant) 13.711 .414 33.122 .000
Timeline 8.578 .585 14.652 .000
Group -2.311 .585 -3.948 .000
Interaction 8.067 .828 9.743 .000
a.
Dependent
Variable:
Score
The regression results of double difference
model with Scores as dependent variable.

19. 5. Is there a
significant difference
between the pre and
post test scores in
the control and
experimental group?
A Crossover Interaction plot between the groups
(i.e. control/experimental) and timeline (i.e.
before/after intervention)

20. 6. How do the
Grade 4 pupils
perceive the
utilization of
GeoGebra
mathematics
application?
Student’s Perceptions Mean Std. Deviation Interpretation
I was excited about using GeoGebra software 3.80 0.40 Highly Utilized
I leant a lot using GeoGebra 3.60 0.50 Highly Utilized
I felt confident using the GeoGebra software during the
activities
3.69 0.47
Highly Utilized
I was very engaged in the learning process 3.49 0.55 Highly Utilized
I benefited a lot through the teacher-students interaction 3.79 0.40 Highly Utilized
I was able to visualize and answer the questions after each
activity
3.38 0.49
Highly Utilized
I was able to think creatively and critically in the discussions
and during the question-and-answer session
3.04 0.93
Moderately Utilized
I was able to make logical assumptions when attempting to
solve equations
3.00 0.88
Moderately Utilized
I enjoyed learning mathematics much more using GeoGebra 3.80 0.55
Highly Utilized
I was able to form better connections between previous
learning and new learning
2.98 0.50
Moderately Utilized
I can use the tablet with GeoGebra software anytime on solving
mathematics problems
2.49 0.55
Rarely Utilized
I can discuss freely my problems on using the GeoGebra to my
teacher
3.53 0.59
Highly Utilized
Average 3.38 .67 Highly Utilized

21. CONCLUSION
• According to the study's results, GeoGebra's learning
intervention helps kids perform better in class. When
using GeoGebra in the classroom, all pupils profited
equally. Furthermore, this type of learning intervention
using GeoGebra is successful in influencing students'
various scoring levels to reach equality in each activity.
Using a learning intervention in geometry and algebra
using GeoGebra received generally positive reviews from
students.

22. CONCLUSION
• GeoGebra as an intervention in teaching and learning
mathematics, especially in geometry and algebra can
help boost the interest and performance of the students.
And it shows the collaboration of students and teachers
in enhancing their performance with the help of
GeoGebra. Finally, this study shows how mathematics
teachers can utilize GeoGebra in their own classrooms
that takes them from the traditional role of teaching to
one that is a facilitator.

23. RECOMMENDATIONS
• The findings and conclusions of this study lead
to the following recommendations addressed to
the different school stakeholders:

24. RECOMMENDATIONS
1. The Elementary School Principal. The results can be used to support
teacher education programs utilizing GeoGebra in the teaching and
learning of mathematics. With the development of information
technology, math teachers may find this study useful as a reference for
their action research. They also need to constantly investigate innovative
methods of teaching mathematics.

25. RECOMMENDATIONS
• The Elementary School Teachers. Bearing full responsibility for their
student’s learning, they may seek ways to ensure that they have the functional
abilities to use the program effectively. Mathematics teachers may explore the
different extensions of GeoGebra as it can help to effectively attain the learning
objectives in various topics in mathematics, not just in algebra, and geometry but
also in other branches of mathematics.

26. RECOMMENDATIONS
• The Elementary School Administrators. The idea of one laptop per
student should be stressed because not all schools are fully computerized,
even though computer distribution is still not sufficient in all public
schools, especially for other remote locations. Students can interact with
the software even at home once they have access to their own laptops.

27. RECOMMENDATIONS
• The Elementary School Students. To improve their skills and reduce
misconceptions, particularly for those who are not yet technologically literate, they should
regularly practice using the GeoGebra software. This will help them to learn more
effectively and efficiently. Further, they should affectively and cognitively engage
themselves in their learning for such engagement results in positive learning outcomes
and school success with the use of this mathematical application software.

28. RECOMMENDATIONS
1. The Future Researchers. Other than this Utilization of GeoGebra mathematical
application to teach in subjects of geometry and algebra, more factors with the use of
this application software that can impact students school engagement may be explored.
Such factors include the capability of students to manipulate the application and the
assurance of having good results in solving problems. Future researchers may be
motivated by this study to investigate the other GeoGebra extensions and their value in
educating students about various mathematical concepts.

29. THANK YOU. . . .