Mathway Software: Impact of Technology Integration on

Student’s Academic Achievement in Mathematics

Research Proposal Presented to

DR. MARK ABADIANO
Professor, Foundation Education 4002
Cebu Normal University

MA. LORDELLIE T. ARRABIS

2023
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

In today's digital age, technology has become an essential part of our daily
lives, including education. Integration of technology in the educational system has
been a topic of discussion for years. Educators and policymakers have been debating
the pros and cons of technology integration, and its impact on student academic
achievement. It has been a significant component of many educational programs, and
its potential impact on student academic achievement cannot be ignored. The use of
technology in the classroom has been associated with improved student engagement,
increased collaboration, and enhanced learning outcomes.
The use of technology in education has become increasingly popular in recent
years, with many schools and universities adopting digital tools to enhance the
learning experience. One such tool is the Mathway software, which provides students
with step-by-step solutions to complex mathematical problems.
Research has shown that technology integration can have a positive impact on
students' academic performance. A study conducted by Tamim et al. (2011) found that
technology integration in mathematics classrooms had a significant effect on students'
achievement. Another study by Hassan et al. (2016) showed that the use of
educational technology tools, such as Mathway software, improved students'
performance in Mathematics. These studies suggest that Mathway software may have
a positive impact on students' academic performance in Mathematics.
In addition, the use of Mathway software may also enhance students' problem-
solving skills. A study by Lee et al. (2011) found that the use of computer-based
problem-solving tools improved students' problem-solving abilities. Mathway software,
with its step-by-step solutions, may help students break down complex problems and
develop problem-solving strategies. This may lead to improved problem-solving skills
in mathematics.
 In addition, it is important to consider the perceptions of students and teachers
regarding the use of Mathway software in the classroom. A study by Yildiz et al. (2017)
found that students and teachers had positive attitudes towards the use of technology
in Mathematics classrooms. However, the study also highlighted the importance of
teacher training in technology integration. Therefore, it is important to consider the
opinions of both students and teachers regarding the use of Mathway software in the
classroom.
A study conducted by the Department of Education in the Philippines found that
technology integration has a significant impact on student academic performance. The
study surveyed 188 schools in the Philippines and found that schools that effectively
integrate technology into their curriculum have higher student achievement in English,
Mathematics, and Science (Department of Education, 2018).
Additionally, a study conducted by the University of the Philippines found that
technology integration positively impacts students' motivation and engagement in the
classroom (Bautista, 2015). These local studies show that technology integration has
a positive impact on student academic performance in the Philippines.
However, it is essential to investigate whether these claims are valid and
whether technology integration leads to improved academic achievement. Therefore,
this research aims to examine the effect of technology integration on student academic
achievement, including the impact of various technological tools and devices on
student learning. The study will explore the relationship between technology
integration and student motivation, engagement, and critical thinking skills.
The findings of this research will provide valuable insights into the role of
technology in education and its impact on student academic achievement. Moreover,
this could provide valuable insights into the effectiveness of Mathway software and
other educational technology tools in enhancing students' academic performance in
Mathematics.

Conceptual Framework
The integration of technology in education has been a game-changer for
students and educators worldwide. Mathway Software is one of the latest
technological advancements that have been integrated into the classroom.
The study will be anchored on the Cognitive Load Theory. According to Sweller,
van Merrienboer, and Paas (1998), Cognitive Load Theory states that the working
memory has a limited capacity. When learners are presented with new information, it
competes for the same cognitive resources in the working memory. When the
information exceeds the capacity of the working memory, this leads to cognitive
overload, which affects learners' ability to process, store, and retrieve information.
Therefore, the Cognitive Load Theory suggests that instructional design should
consider the cognitive load imposed on learners to optimize learning.
Prior Knowledge

Cognitive Load Theory

Mathway Software Impact
Technology Integration
Student's Mathematics
Result
Academic Performance

Feedback

Figure 1: Impact of Integrating Mathway Software on Student’s Mathematics

Academic Performance

Mathway Software is the independent variable in this study. It is a web-based

application that provides step-by-step solutions to math problems. Its integration into
the classroom aims to enhance students' learning experience and improve their
academic performance.
The dependent variable on the other hand is the student's academic
performance. Academic performance refers to the student's ability to achieve
academic goals and objectives, such as grades, test scores, and overall academic
achievement.
The integration of Mathway Software into the classroom may impose a
cognitive load on learners. The cognitive load may be intrinsic, extraneous, or
germane. Intrinsic cognitive load refers to the inherent complexity of the task,
extraneous cognitive load refers to the cognitive resources used by the instructional
design, and germane cognitive load refers to the cognitive resources used by learners
to process information.
Prior knowledge refers to the knowledge that learners have before engaging in
the learning activity. It is an important antecedent variable because it affects the
cognitive load imposed by the learning activity.
Therefore, the integration of Mathway Software into the classroom is a new
technological advancement that has the potential to enhance students' learning
experience and improve their academic performance. This is based on the Cognitive
Load Theory, which suggests that instructional design should consider the cognitive
load imposed on learners to optimize learning. By understanding the conceptual
framework, educators can optimize the integration of Mathway Software into the
classroom and improve students' academic performance.

Statement of the Problem

The purpose of this research is to investigate how the integration of Mathway
software into the classroom affects students' academic performance in Mathematics.
The study will focus on the following research questions:
1. What is the impact of Mathway software on students' overall academic
performance in Mathematics?
2. How does the use of Mathway software affect students' problem-solving
skills in Mathematics?
3. What are the perceptions of students and teachers regarding the use of
Mathway software in the classroom?

Significance of the Study

The integration of technology in education has revolutionized the way students
learn and interact with academic content. With the rise of digital tools and online
resources, educators have a wealth of options available to them for enhancing the
learning experience of their students. In recent years, the use of Mathway software in
mathematics education has gained significant popularity, with educators and
researchers alike exploring the impact of this technology on students' academic
performance.
This study seeks to explore the impact of this software on various stakeholders:
Students. The primary beneficiaries of the education system. By using Mathway,
students can improve their math skills and develop a deeper understanding of
mathematical concepts. This study will help understand the benefits of using Mathway,
and how it can help them achieve better academic results.

Teachers. By using Mathway, teachers can provide students with a more personalized
learning experience, allowing them to tailor their teaching to the needs of individual
students. This study will help understand the impact of Mathway on their students'
academic performance, and provide them with the tools they need to maximize the
benefits of this software.

Parents. Can help their children develop their math skills and achieve better academic
results, understand the benefits of using Mathway, and how they can support their
children in their academic pursuits.

School. Through integrating technology such as Mathway into the curriculum, schools
can offer students a more engaging and interactive learning experience.

Community. Students can develop the skills they need to succeed in the workforce
and contribute to the economy. This study will help the wider community understand
the impact of Mathway on the education system, and how it can help prepare students
for the challenges of the future.

Future researchers. The study will provide a valuable resource for researchers
interested in the impact of technology on education, and will help guide future research
in this area.

Scope and Delimitation

The study intends to investigate the impact of Mathway software on the
academic performance of students at Lambusan National High School (LNHS). The
research aims to determine the effect of integrating technology in Mathematics
instruction on student achievement. Specifically, the study will evaluate the
effectiveness of Mathway software in improving students' mathematical skills and
performance.
 The scope of the research project will be limited to the students of LNHS who
are currently enrolled in grade 10 Mathematics classes. The study will involve a
sample of 60 students randomly selected from the population of grade 10 students.
These students will be divided into two groups - an experimental group and a control
group.
The study's delimitations include the limited geographical location of the
research, which is LNHS. The research does not explore the effects of Mathway
software on students' performance in other subjects or grade levels. The study also
does not consider the impact of external factors such as students' motivation and
engagement, which may affect their academic performance.

Definition of Terms
Academic performance. Student's ability to achieve success in their academic
pursuits, such as achieving high grades or mastering a subject. In the context of this
research title, academic performance refers specifically to a student's ability to perform
well in Mathematics.

Education. Process of acquiring knowledge, skills, values, and attitudes through

various forms of learning. In this context, this refers to the use of Mathway software in
Math education to improve students' understanding of Math concepts and their ability
to solve Math problems.

Feedback. Comments and opinions that students provide after using the Mathway
software; includes their thoughts on the software's user-friendliness, accuracy, and
effectiveness in improving their understanding of math concepts and ability to solve
Math problems.

Impact. How the software affects students' understanding of math concepts and their
ability to solve Math problems.

Mathway Software. Technology tool designed to help students solve Math problems.
It is a popular tool used by students and educators alike due to its ease of use and
effectiveness in aiding in the learning and teaching of Mathematics.
Prior knowledge. Level of understanding that a student has before they are
introduced to the Mathway software; includes the student's existing knowledge of Math
concepts and their ability to solve Math problems.

Result. The outcome of the use of Mathway software in Math education; includes the
changes in students' understanding of Math concepts, their ability to solve Math
problems, and their overall academic performance.

Software. Programs and applications that are designed to perform specific tasks. In
this context, the Mathway software is an application that provides students with
solutions to Math problems.

Technology. Tools, techniques, and resources used to improve the learning process.
In this context, technology refers to the Mathway software, which is a tool that provides
students with step-by-step solutions to Math problems.

Technology integration. The use of technology tools, such as software, to enhance

the learning experience.
 Chapter 2

REVIEW OF RELATED LITERATURE

The integration of technology in education has been a subject of interest for

researchers in the field of education for decades. The use of technology in education
has been shown to positively impact student academic performance. One of the
technological tools used in education is Mathway Software. This software is designed
to help students solve mathematical problems and has been adopted by many schools
worldwide. This literature review aims to explore the impact of Mathway Software on
student academic performance.

Global Studies

There are great changes in teaching natural and mathematical sciences driven
by technology and digital learning (Klingenberg et al., 2020). Due to the fact that
natural and mathematical sciences should be integrated into the learning process as
they are aimed at forming holistic ideas about the physical world, as well as the
connections between objects based on leading ideas and concepts (Luneeva &
Zakirova, 2017), most universities around the world include mathematics in many
programs they teach. This reflects the vital role that mathematics must play in creating
an innovative and productive workforce. Today, there are many open-source e-
learning tools that make it possible to integrate technology into mathematics teaching
(Akugizibwe & Ahn, 2020; Czerkawski & Berti, 2021). These models can help create
learner-centered experiences that are interactive and supportive of the acquisition of
scientific knowledge.

According to Liao and Wang (2019), the use of Mathway Software significantly
improved students' performance in mathematics. The study involved 100 students in
a middle school in China. The students were divided into two groups, one group used
Mathway Software while the other group used traditional methods to solve
mathematical problems. The results showed that the group that used Mathway
Software had significantly higher scores in mathematics than the group that used
traditional methods.
 Adaptive digital tools allow students to receive content in accordance with their
individual learning styles and implement the knowledge they gained earlier (Hillmayr
et al., 2020). A specialist should possess a range of competencies. These include the
ability for self-education, technology proficiency, independent decision-making,
adaptability in the changing social and professional environment, teamwork, and
stress tolerance.

According to The International Journal for Technology in Mathematics

Education (2015), technology is pervading all levels of mathematics teaching and
learning in our digital society and has taken hold in many of today's schools including
higher education by storm. Goos, Galbraith, Renshaw & Geiger (2003) also stated that
the introduction of technology resources into mathematics classrooms stimulates
critical thinking and creates opportunities for enhancing students' learning through
active engagement with ideas. This implies that teaching with technologies can
provide active learning and lead to self-questioning, deeper thinking, and better
problem solving.

Integrating technology into the classrooms could also promote understanding

of mathematics theories significantly and build skills proficiency in mathematical
applications (Tsou, 2013). In our rapidly advancing, highly sophisticated technological
society, as younger generations are increasingly becoming conditioned to use
technologies for their everyday life, digital devices will continually reshape the teaching
and learning of mathematics. Furthermore, by implementing technology into
classrooms, we may develop a more universal understanding and appreciation toward
learning mathematics.

A study conducted by Chen et al. (2018) in Taiwan aimed at investigating the

impact of Mathway software on students' academic performance. The study involved
100 junior high school students who were divided into two groups; one group used
Mathway software, while the other group used traditional methods. The results of the
study showed that the group that used Mathway software performed significantly
better than the group that used traditional methods.

Another study conducted by Alzahrani (2019) in Saudi Arabia aimed at

investigating the effectiveness of Mathway software on students' academic
achievement in mathematics. The study involved 60 tenth-grade students who were
divided into two groups; one group used Mathway software, while the other group used
traditional methods. The results of the study showed that the group that used Mathway
software performed significantly better than the group that used traditional methods.

However, Toyama (2011) stated that there are no technology shortcuts to good
education. Technology cannot enhance learning mathematics if we do not know how
to do it and what to do (National Center for Education Statistics, 2000). Some
educators do not believe technology is useful for teaching and learning mathematics
because integrating technology into the classroom can derive a range of additional
challenges (Kersaint, 2007).

Local Studies

When teachers are capable of the use of technology to engage students in

mathematics and encourage them to cultivate math skills and understand the
conceptual parts in depth, it will go a long way towards preparing them to succeed in
the careers of the future. This pedagogical approach has posted advantages to
students such as increased learning opportunities; enriched student engagement;
enhanced ability in solution visualization; learned mathematics innovatively; and
involved in discovery of mathematics concepts.

It is also believed that the use of mathematics software has a favorable impact
on students learning and highlights different opportunities in teaching mathematics.
Kilicman, et al. stressed that using mathematical software coupled with samples and
steps as evidences didactically enhances mathematical skills; students can easily
visualize different functions from problem sets; and serves as powerful aides for
manipulations and computations in Algebra and other mathematics.

A study conducted by Galvez et al. (2019) in the Philippines aimed at

investigating the impact of Mathway software on students' motivation and performance
in mathematics. The study involved 50 Grade 9 students who were divided into two
groups; one group used Mathway software, while the other group used traditional
methods. The results of the study showed that the group that used Mathway software
had higher levels of motivation and performed significantly better than the group that
used traditional methods.

According to the study conducted by Sibayan and Cruz (2018), the use of
Mathway Software positively impacted the academic performance of grade 10
students in a public high school in the Philippines. The study involved 60 students,
with 30 students using Mathway Software and the other 30 students using traditional
methods to solve mathematical problems. The results showed that the group that used
Mathway Software had significantly higher scores in mathematics than the group that
used traditional methods.

In a study by Lomboy and Balila (2017), Mathway Software was found to be an

effective tool in enhancing the mathematical skills of grade 7 students in a public
school in the Philippines. The study involved 40 students, with 20 students using
Mathway Software and the other 20 students using traditional methods to solve
mathematical problems. The results showed that the group that used Mathway
Software had significantly higher scores in mathematics than the group that used
traditional methods.

A study conducted by Manapat et al. (2015) in the Philippines aimed at

investigating the effectiveness of Mathway software on students' academic
performance in algebra. The study involved 30 Grade 8 students who were divided
into two groups; one group used Mathway software, while the other group used
traditional methods. The results of the study showed that the group that used Mathway
software performed significantly better than the group that used traditional methods.

The reviewed literature shows that the integration of Mathway Software in

education positively impacts student academic performance. The software is found to
be effective in enhancing mathematical problem-solving skills and improving
mathematical skills. The reviewed literature also shows that the use of Mathway
Software is not limited to a specific region or country, as studies were conducted in
different countries worldwide, including the Philippines. Therefore, it is recommended
that schools should adopt the use of Mathway Software to enhance students'
academic performance.
 Chapter 3

RESEARCH METHODOLOGY

Research Design

This study employed a quasi-experimental design specifically a pretest-posttest

control group design. A quasi-experimental design is a type of research design where
subjects are not randomly assigned to groups. Instead, the groups are selected based
on pre-existing characteristics, such as age, gender, or academic performance. The
purpose of a quasi-experimental design is to investigate the impact of an intervention
or treatment on a specific group of individuals.

A quasi-experimental design was employed because it was not possible to

randomly assign students to groups. The students were already placed in their
respective classrooms, and the intervention could not be applied to some students
and not to others. The pre-existing characteristics used in this study were academic
performance and age. Students who performed poorly in mathematics and were within
the same age range were selected for the study. The pretest-posttest control group
design was chosen for this research because it is a reliable and valid research design
that allows for the investigation of the impact of an intervention on a specific group of
individuals.

Research Environment

This research will be carried out in Lambusan National High School (LNHS),

situated in Lambusan, San Remigio, Cebu. One of the oldest schools in San Remigio
and mother of all schools in District II housing students of different school levels which
consist of Junior High School (7-10) and Senior High School (11-12); with GAS and
ABM as the available strands. The school comprises an estimated of about 700
students both in Junior and Senior High School and about 40 teachers and staff.
Research Respondents

The participants of the study were the 60 selected enrolled grade 10 students
of LNHS divided into control and experimental groups. The thirty (30) experimental
group will be taught using Mathway software, while the thirty (30) control group will be
taught using traditional methods of instruction. Both groups are tested before and after
the intervention to determine the impact of the intervention on academic performance.

Research Instrument

The instruments of the study are the pretest and posttest and the 10-item self-
made questionnaire using 5- point Likert scale. The pretest is administered before the
intervention to measure the baseline performance of the participants, while the post-
test is administered after the intervention to measure the impact of the intervention on
the participants' academic performance. The pretest and post-test must are valid and
reliable to ensure that the results obtained are accurate.

The 10-item self-made questionnaire will be used to collect data on the

participants' demographic information such as age, gender, and academic
background. Furthermore, it can also be used to collect data on the participants'
attitudes towards the intervention and their experience with the technology.

Data Gathering Procedure

Prior to the conduct of the study, the respondents were informed of the stages
of the research procedure and each group was aware of the approaches used on them
to avoid comparison and confusion. The respondents signified their consent of
voluntary participation in the conduct of the study and that the data gathered were
treated with confidentiality and anonymity by not disclosing their names and identity.

The research has four (4) stages that can be seen in Figure 2; for the first stage,
both groups were given pretest consisted of twenty (20) multiple choice questions. The
second stage was the intervention stage wherein the control group were taught in
conventional approach (lecture-discussion method) without the aid of any
technological tool while the experimental group were taught the same subject matter
using the Mathematics software Mathway and was conducted for six (6) contact hours
or two (2) academic weeks. The third stage was administering the posttest to both
groups. The results of the pretest and posttest were tabulated to measure the
effectiveness of the Mathematics software Mathway to the test performances of the
students. In the final stage, a self-made questionnaire was administered to the
experimental group to elicit the perception of the students on the use of Mathway
software.

CONTROL GROUP EXPERIMENTAL GROUP

FIRST STAGE Pretest Pretest
SECOND STAGE Learning Mathematics with Learning Mathematics with
Conventional Approach Mathway Software
THIRD STAGE Posttest Posttest
FOURTH STAGE Self-made Questionnaire
Figure 2. Research Procedure Summary

Treatment of Data

The students' academic performance will be measured through a pre-test and

a post-test, which will be administered to both groups. The data collected will be
analyzed using descriptive and inferential statistics to determine the effectiveness of
Mathway software on students' academic performance.
Descriptive measures such as mean and standard deviation were used to
describe the pretest and posttest performances of the participants as well as students
perception on the mathematics software Mathway. T-test analysis was used to
compare the performances of the control and experimental groups.