ISSN: 2581-8651

Journal of Humanities and

Vol-6, Issue-3, May-Jun 2024
Education Development
https://dx.doi.org/10.22161/jhed.6.3.1
Peer-Reviewed Journal
(JHED)

Using Graphing Application in Illustrating the Conic

Sections: Its Effect on Student’s Performance
Ulson, Kathlene C.

Received: 15 Apr 2024; Received in revised form: 21 May 2024; Accepted: 03 Jun 2024
©2024 The Author(s). Published by TheShillonga. This is an open-access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)

Abstract
Nowadays, there are lots of Mathematics software and applications that learners can use for their learning, especially on
graphing and one of those is GeoGebra. The main objective of this study was to determine the effects of graphing
applications in illustrating the conic sections on student performance. A quantitative design specifically the correlational
method was used to consider the extent to which differences between variables are related to the differences in other
variables and to determine the relationship between student’s perception and performance in illustrating conic sections
using graphing application. The respondents of this study were the Grade 11 Science, Technology, Engineering, and
Mathematics students of Araceli National High School consisting of 17 students. The findings showed a weak positive
correlation between the student’s perception and performance in illustrating conic sections using a graphing application and
a significant difference in the student’s performance in illustrating conic sections before and after using the application. The
research findings suggested that all mathematics teachers should incorporate the use of graphing application – GeoGebra
because it is highly beneficial and applicable in teaching topics involving graphing. Hence, future researchers should
explore other graphing applications that could be used in teaching the conic sections.
Keywords— Graphing Application – GeoGebra, Conic Sections, Level of Performance, Perception

I. INTRODUCTION using graphing application – GeoGebra on student’s

Learning especially during this time of pandemic is performance.
very crucial. Nowadays, 21st century learners are familiar Learners taking up Science, Technology, Engineering,
on different phone applications and computer software that and Mathematics (STEM) track have specialized
can be used either for leisure or for educational purposes. Mathematics subject – Pre-calculus wherein they study the
There are lots of Mathematics software and applications conic sections e.g. circle, parabola, hyperbola, and ellipse.
that learners can use for their learning, especially in In the past school years, teachers are using pen and paper,
graphing. One of those is GeoGebra which is based on my chalk and board and mathematical tools in illustrating the
experience in using it and is useful specifically for conic sections. Since, graphing applications are available
graphing equations related to Geometry, Calculus, for phones and personal computers it’s a great opportunity
Trigonometry, Algebra, etc. to learn, explore, and maximize its usage.
GeoGebra is dynamic mathematics software for all Kabubu N. C. (2019) found out that 65% of the
levels of education that brings together geometry, algebra, students stated that after the use of GeoGebra software,
spreadsheets, graphing, statistics, and calculus in one easy- they could solve more problems in geometry compared to
to-use package. GeoGebra is a rapidly expanding other times when they did not apply GeoGebra software,
community of millions of users located in just about every hence the application of GeoGebra software helps
country. GeoGebra has become the leading provider of stimulate the students’ knowledge. The study recommends
dynamic mathematics software, supporting science, the use of GeoGebra software to improve students’
technology, engineering, and mathematics (STEM) motivation, attitude, and achievement in Euclidean
education and innovations in teaching and learning geometry. With regards to this, this study will find out if
worldwide (Katarzyna Winkowska-Nowak). In this study, the graphing application will be of great help to the
we will be going to find out and determine the effects of

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Ulson, Kathlene C. Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 6(3)-2024

Science, Technology, Engineering and Mathematics 2. What is the student’s perception about using graphing
(STEM) 11 students of Araceli National High School. application in illustrating the conic sections?
The use of GeoGebra in learning geometric 3. Is there a significant relationship between the
transformations increased overall student motivation, student’s perception and performance in illustrating
engagement, and achievement. Students became more conic sections using graphing application?
interested in their learning with the use of the software 4. Is there a significant difference on the student’s
because it provided a dynamic, hands-on, and discovery performance in illustrating conic sections before and
learning environment (Vasquez D.E. 2015). In the study of after using a graphing application?
Tubona G. and Ibibo C.O.G (2019), the result revealed that
Research Hypotheses
students of all ability levels benefitted from the use of
GeoGebra software in the teaching and learning of circle 1. There is a significant relationship between the
geometry. It was also concluded that the use of GeoGebra student’s perception and level of performance in
software to teach circle geometry improved students’ illustrating conic sections using graphing application.
performance of all ability levels and students have a 2. There is a significant difference on the student’s
positive perception of the use of GeoGebra software. performance in illustrating conic sections with or
Adeleke et.al (2016) study concluded that the attitude of without using a graphing application.
students towards the use of GeoGebra instructional
package depend on their perceptions on its usefulness and
its ease of use. II. METHODS
This study will also find out the perceptions of Research Design
students in using the graphing application. Previous This study used quantitative design specifically the
studies indicate that GeoGebra improves the discovery correlational method to consider the extent to which
learning process (Mainali & Key, 2012) and also students’ differences between variables are related to the differences
motivation, engagement, and achievement in mathematics in another variable. Also, quantitative and qualitative
learning (Dogan & Içel, 2011). Several studies have design was used to quantify and describe the data that will
reported positive attitudes of students and mathematics be gathered. The correlational method was also used to
teachers toward using this software in mathematics determine the relationship between student’s perception
teaching and learning (Saha, Ayub, & Tarmizi, 2010; and level of performance in illustrating conic sections
Shadaan & Eu, 2013; Zakaria & Lee, 2012). However, the using a graphing application.
use of GeoGebra has also limitations. According to Wassie
Population
Y.A. and Zergaw G. A. (2019), The difficulty of some
commands in the input bar especially for students and The respondents of this study were the Grade 11
teachers with no prior programming experience is Science, Technology, Engineering, and Mathematics
considered among the limitations of GeoGebra. It is students of Araceli National High School. The researcher
necessary to orient the students first before they use the used the population as respondents since they are only one
said application so that it will not be that difficult for them (1) section and consist of 17 students.
to use and explore the graphing application. Research Instrument
Generally, the main objective of this study was to The researcher used a fifteen (15) items Likert-scale
determine the effects of using graphing applications in survey questionnaire to elicit the perceptions of students in
illustrating the conic sections on student’s performance. the use of graphing applications in illustrating the conic
Furthermore, the study also aimed to investigate if the use sections. Students were given a pre-test and a post-test
of graphing applications in teaching surpassed the about the illustration of the conic sections before and after
traditional method and if students perceived learning using using the graphing application.
graphing applications as helpful and useful. Research Procedure
Statement of the Problem The researcher asked permission through a letter from
Thus, this study sought to answer the following the school head to be allowed in conducting the said study
research questions: and to gather the information needed to find out the effects
1. What is the level of performance of students in of graphing application on student’s performance. There
illustrating the conic sections using graphing was an informed consent that was given to the students
applications? and also to parents since some of them are still minors. and
the researcher makes sure to follow ethical standards in

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Ulson, Kathlene C. Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 6(3)-2024

conducting the study. The pre-test without using the Statistical Treatment
graphing application was conducted on August 17 in the The researcher used Microsoft Office Excel – Mega Stat
morning while the pre-test with the use of the graphing to get the frequencies and percentage to find the level of
application was conducted on August 17 in the afternoon. performance of the student; to get the mean and standard
On August 18 – 24, there comes the discussion and deviation in finding the level of perceptions of students;
exercises about the conic sections. There was also a drill and one-sample t-test was used to find the difference on
on the use of the graphing application and the researcher the student’s performance in illustrating conic sections
let them try to graph two of the four conics so that they with or without using a graphing application. Moreover,
will know how the application runs. On August 25. They the researcher also used IBM SPSS Statistics Software
were given the post-test, in the morning without the use of specifically the Pearson-R to determine and measure the
the graphing application, and in the afternoon, they were strength of relationship between two variables.
allowed to use the graphing application. Then after the
post-test, they are given a 15-item survey questionnaire
about their perception of the use of the graphing
application in illustrating the conic section.

III. RESULTS
Table 1. Performance of Students in Illustrating the Conic Sections Using Graphing Application

Performance in Illustrating
the Conic Section Using Frequency Percentage
Graphing Application

90-100 7 41%
85-89 1 6%
80-84 2 12%
75-79 7 41%
below 75 0 0%
Total 17 100%

Table 2. The indicator of the level of performance

Level of Performance

Descriptors/Remarks Grading Scale

Outstanding 90 - 100
Very Satisfactory 85 - 89
Satisfactory 80 - 84
Fairly Satisfactory 75 - 79
Did Not Meet the Expectation Below 75

Table 1 shows the level of performance of illustration of the conic sections using graphing
students in illustrating the conic sections using graphing application. (The descriptors for the level of performance
application. Out of 17 students, seven (7) or forty-one can be seen in Table 2). Based on the findings, it can be
percent (41%) were outstanding, one (1) or six percent implied that students find it easier to illustrate the conic
(6%) was very satisfactory, two (2) or twelve percent sections when using the graphing application since all of
(12%) were satisfactory and seven (7) or forty-one percent them passed the given test.
(41%) was fairly satisfactory in the test regarding the

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Ulson, Kathlene C. Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 6(3)-2024

Table 3. Student’s Perception About Using Graphing Application in Illustrating the Conic Sections

Statement Mean SD Remarks

Very
1. I like to use graphing application - GeoGebra 3.00 0.00
Positive
2.Graphing application - GeoGebra help me to learn easily Very
3.29 0.46
about the graphing of the conic sections. Positive
3.I feel confident when illustrating conics using the Very
3.00 0.00
graphing application GeoGebra. Positive
4.I can think critically when using graphing application -
2.88 0.47 Positive
GeoGebra
5.I learn faster when using graphing application –
2.88 0.47 Positive
GeoGebra.
6.I prefer to learn illustrating the conic section with Very
4.00 0.00
graphing application – GeoGebra. Positive
7.I am excited to use graphing application when asked to Very
3.29 0.46
explore the conic sections. Positive
8.Graphing application - GeoGebra helps to increase my Very
3.12 0.68
performance in Pre-Calculus subject. Positive
9.I am happy when the teaching of pre-calculus involves Very
4.00 0.00
the use of graphing application – GeoGebra. Positive
10. I was engaged in the learning process using graphing Very
4.00 0.00
application – GeoGebra Positive
11. Graphing application - GeoGebra allows me learn Very
3.00 0.00
content in playful and motivating way. Positive
12. GeoGebra allows me to visualize and manipulate the Very
3.18 0.62
conic sections. Positive
13. I was able to think creatively and critically in the
2.82 0.62 Positive
discussions and during the question and answer session.
14. I enjoyed learning about the conic sections much more Very
4.00 0.00
– using the graphing application – GeoGebra. Positive
15. I was able to form better connections between previous Very
4.00 0.00
learning and new learning Positive
Overall Mean 3.36 Very Positive

Table 4. The qualitative descriptions of student’s performance

Level of Perception

Descriptors/Remarks Grading Scale

Very positive 3.00-4.00

Positive 2.00-2.99
Negative 1.00-1.99
Very Negative 0.00-0.99

Table 3 shows the student’s perception of using teaching of pre-calculus involves the use of graphing
graphing application in Illustrating the Conic Section. The application – GeoGebra, they engaged themselves in the
student’s perception was identified through a set of learning process using graphing application – GeoGebra,
questionnaire consists of fifteen (15) items. The they enjoyed learning about the conic sections much more
questionnaire was distributed to the participants only to – using the graphing application – GeoGebra and they
know their perception on the use of graphing application in were able to form better connections between previous
illustrating the conic sections. learning and new learning. Hence, the mean of 2.82
The study found that the items in the indicates a positive perception while the mean of 4
questionnaire that had the lowest mean were the item that indicates a very positive perceptions on the use of
stated that students were able to think creatively and graphing application.
critically in the discussions and during the question and In addition, the overall mean is 3.36. This tells us
answer session with a mean of 2.82 while the highest mean that all the students have positive feedbacks with the
was 4, which is obtained from that statements saying they statements regarding the use of graphing application.
preferred to learn illustrating the conic section with Additionally, we can probably say that the use of graphing
graphing application – GeoGebra, they are happy when the application has positive effect on the students. Also, it can

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Ulson, Kathlene C. Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 6(3)-2024

be concluded that using graphing application can increase The t-value of 5.76 indicates that there is strong
student’s interest, creativity, motivation and confidence in evidence to prove that there is a significant difference on
illustrating the conic sections. the student’s performance before and after using the
Table 5. Relationship Between the Student’s Perception graphing application. In addition, the p-value is 2.15556E-
and Performance in Illustrating Conic Sections Using 06 which is less than the alpha level 0.05 indicates that the
Graphing Application variables involved are significantly different with each
other. Therefore, the null hypothesis was rejected and the
mean r p-value alternative hypothesis was accepted. Hence, we can say
that there is enough evidence to prove that there is a
Student's
3.36 0.376 0.137 significant difference on the student’s performance in
Perception
illustrating conic sections before and after using a graphing
Performance in application.
Illustrating Conic 87
Sections

IV. DISCUSSION
Table 5 shows the strength of relationship of the The purpose of this study was to determine the effects
student’s perception and performance in illustrating conic of using GeoGebra on student’s performance in illustrating
sections using graphing application. The strength of the conic sections on student’s performance. Furthermore,
relationship between the two variables is 0.250 meaning the study also aimed to investigate if the use of GeoGebra
there is a weak positive correlation between the student’s in teaching surpassed the traditional method and if
perception and their level of performance. This implies students perceived learning using graphing application is
that the more the student’s use graphing application, the helpful and useful.
better their performance would be. Based on the findings, student’s level of performance
On the other hand, since the p-value of 0.137 is only falls on Outstanding, Very Satisfactory, Satisfactory
greater than the significance level of 0.05 then we say that and Fairly Satisfactory. Through this, it can be implied that
there is no significant relationship between the student’s students find it easier to illustrate the conic sections when
perceptions and their performance in illustrating conic using the graphing application. It was also found out that
sections using graphing applications. Though there is a graphing applications was an effective tool in the learning
positive correlation with the two variables, there is not of the conic sections.
enough evidence to prove that their relationship exists. The study also found out that all the Grade 11
Regardless of the student’s perception, their performance Science, Technology, Engineering and Mathematics
in the conic sections may get high or low. (STEM) students preferred to learn illustrating the conic
Table 6. Student’s Performance in Illustrating Conic section with graphing application, they were happy when
Sections with Or Without Using A Graphing Application the teaching of pre-calculus involves the use of graphing
application, they engaged themselves in the learning
Student's
mean t p-value process using graphing application, they enjoyed learning
Performance
Using Graphing about the conic sections much more – using the graphing
43.35 5.76 2.15556E^ (-06)
Application application and they were able to form better connections
Without Using
Graphing 29.47 between previous learning and new learning. With the
Application overall mean is 3.36, we can probably say that using
graphing application can increase student’s interest,
Mean Difference 13.88
creativity, motivation and confidence in illustrating the
conic sections.
The r of 0.250 indicated that there is a weak positive
Table 6 shows the difference on the student’s
correlation between the student’s perception and their
performance in illustrating conic sections before and after
performance. This implies that the more the student’s use
using a graphing application. With respect to the mean,
graphing application, the better their performance would
there is a 13.88 difference on the performance of the
be. However, since the p-value of 0.137 is greater than the
students in illustrating the conic sections. In relation to the
significance level of 0.05 then we say that there is no
findings, student’s performance significantly improves
significant relationship between the student’s perceptions
when using the graphing application in illustrating the
and their performance in illustrating conic sections using
conic sections.
graphing applications.

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Ulson, Kathlene C. Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 6(3)-2024

The mean difference of 13.88 on the performance of To my ever-supportive family, who extend
the students in illustrating the conic sections. Implies that lavishly their resources- financial, gadgets, materials, time,
student’s performance significantly improves when using as well as, encouragement, prayers, and pieces of advice.
the graphing application. With the p-value is 2.15556E-06
which is less than the alpha level 0.05, we reject the null
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