The Utilization of Desmos in Enhancing Mathematical Problem- Solving Skills among Secondary Students

Abstract

This study examined the effect of utilizing Desmos on students’ Mathematical problem-solving skills. A quasi-experimental approach was used with 50 Grade-8 students from Pasian National High School in Davao De Oro, Philippines. Two sections were assigned to two groups: the experimental group, which utilized Desmos, and the control group, which utilized direct interactive instruction. Pretests and posttests results showed significant improvement in both groups, with the experimental group who utilized Desmos demonstrating statistically greater gains. Quantitative data revealed that Desmos improved students’ comprehension of Algebraic concepts such as graphing, factoring, linear functions and solving equations, and increased active participation during the problem-solving activity. The study recommends the integration of Desmos as an effective instructional tool in teaching Algebra and encourages its exploration across other branches of Mathematics such as Geometry, Trigonometry, and Calculus. Further qualitative and longitudinal research is suggested to gain deeper insights into student experiences and the long-term impact on Mathematical skills. Additionally, proper teacher training and support are advised to maximize the effective use of Desmos in classroom instruction.