These are about research format materials for academic purposes

1. RAZEL C. SORIANO
Researcher
June 17, 2021
THE EFFECTS OF INFOGRAPHIC AND GEOGEBRA INTEGRATED
TEACHING APPROACH ON STUDENTS’ CONCEPTUAL
UNDERSTANDING, REASONING FLUENCY
AND PROBLEM-SOLVING PERFORMANCE
IN MATHEMATICS
A Dissertation Proposal

2. Students’ learning topic in algebra like graphing linear algebra or systems of linear equations
and inequalities are facing problems with the topic related to concepts and not with those
involving algorithms and procedures (Ghazali & Zakaria, 2011).
Poor level of understanding mathematical concept would lead to poor level of
reasoning skills in solving mathematical problems (Mukucha & Arslan, 2010).
This study aims to investigate whether infographic and GeoGebra integrated
teaching approach can improve the conceptual understanding, reasoning fluency
and problem solving performance of the students.

3. What are the control and experimental groups of students’ level
of conceptual understanding in grade 8 mathematics topic
domain of the study before and after the intervention?
01
2. Are there significant differences on the conceptual
understanding test mean and mean gain score of students
exposed to infographic and GeoGebra integrated teaching
approach than those who are not?
02
How do the level of conceptual understanding of the students
exposed to Infographic and GeoGebra integrated teaching
approach change?
03

4. Are there significant differences on the reasoning fluency
test mean score and mean gain of students exposed to
infographic and GeoGebra integrated teaching approach than
those who are not?
05
How do the level of reasoning fluency of the students
exposed to infographic and GeoGebra integrated teaching
approach change?
06
What are the control and experimental groups of students’ level
of reasoning fluency in grade 8 mathematics topic domain of
the study before and after the intervention?
04

5. What are the control and experimental groups of students’ level
of problem solving performance in grade 8 mathematics topic
domain of the study before and after the intervention
07
Are there significant differences on the problem-solving
performance test mean score and mean gain of students
exposed to infographic and GeoGebra integrated teaching
approach than those who are not?
08
How do the level of problem solving performance of the
students exposed to infographic and GeoGebra integrated
teaching approach change?
09

6. Is there a significant relationship between students’ Conceptual
Understandings and Reasoning fluency in Mathematics?
10
Is there a significant relationship between students’ Conceptual
Understandings and Problem-solving performance in
Mathematics?
11
Is there a significant relationship between students’ Reasoning
and fluency Problem-solving performance in Mathematics?
12

7. Bruner’s Constructivism
01
Piaget‘s Developmental theory
02
Situated Learning Theory and
Experiential Learning Theory
Thorndike‘s S-R (Stimulus – Response) theory
03

8. Independent Variable Dependent Variable
Figure 1. Research Paradigm
Methods of Teaching
• Infographic and
GeoGebra
Integrated
Teaching Approach
(Experimental
Group)
Students’ Mathematics
Conceptual
Understandings
Students’ Problem –
Solving Performance
• Traditional Lecture
Discussion
Approach
• (Control Group)
Students’ Reasoning
Fluency

9. Chapter 3

10.  Matching – Only Pretest and Posttest Control Group Design
Experimental Group M O X O
Control Group M O C O
Adapted from Fraenkel, J. R. and Wallen, N. E. (2009). How to design and evaluate research
in education (7th ed.). Boston: McGraw-Hill.
Quasi-Experimental Design

11. Figure 2. Map of Iligan . Reprinted from https://www.iligan.gov.ph/city-map-2/

12. There will be two (2)
sections of the grade 8
students will be matched in
this study.

13. Data Gathering Procedure
2ND
STEP
Development of
Infographic
instructional
materials and
preparation of
GeoGebra
Software
3RD
STEP
Construction of
Instruments
4TH
STEP
Preparation of
Lesson Plans
1ST
STEP
Obtain
Permission
.
PRE-INTERVENTION

14. Data Gathering Procedure
2ND
STEP
Selection of
students to be
either Control
Group and
Experimental
group by tossing of
coins
3RD
STEP
Implementation of
the Teaching
approaches of the
to group.
1ST
STEP
Pilot testing of the
Instruments
SCUT, SRFT, and
SPSPT
.
INTERVENTION PHASE

15. Data Gathering Procedure
2ND
STEP
Collection of
responses from FGD,
Individual Interview,
students’ journal of
the randomly selected
students.
3RD
STEP
Statistical analysis of
the quantitative data
1ST
STEP
Collection of QN
data to be checked
and scored and to
be analyzed
.
POST-INTERVENTION PHASE

16. Research Instruments
Students’ Conceptual Understanding Test
(SCUT)
01
Students’ Problem Solving Performance Test
(SPSPT) and Students’ Reasoning Fluency
Test
02
Focus Group Discussion Protocol
03
Interview Guide
04
05 Students’ Journal

17. Statistical Treatment of Data
• Descriptive Statistics
(M, f, %, SD)
• T-test (Independent)
• Pearson’s Correlation
• Chi-Square

18. Statement of the Problem Instrument Type of Data Data Analysis
1. What are the control and experimental groups of students’ level of conceptual
understanding in grade 8 mathematics topic domain of the study before and after
the intervention?
SCUT Quantitative Desciptive Statistics
2. Are there significant differences on the conceptual understanding test
mean and mean gain score of students exposed to infographic and
GeoGebra integrated teaching approach than those who are not?
SCUT Quantitative
T-Test
Chi-Square
3. How do the level of conceptual understanding of the students exposed to
infographic and GeoGebra integrated teaching approach change?
SCUT
Students' Journal
Qualitative Thematic Analysis
4. What are the control and experimental groups of students’ level of reasoning
fluency in grade 8 mathematics topic domain of the study before and after the
intervention?
SRFT with rubrics Quantitative Descriptive Statistics
Are there significant differences on the reasoning fluency test mean score
and mean gain of students exposed to infographic and GeoGebra integrated
teaching approach than those who are not?
SRFT with rubrics Quantitative
T-Test
Chi-Square

19. Statement of the Problem Instrument Type of Data Data Analysis
6. How do the level of reasoning fluency of the students exposed to
infographic and GeoGebra integrated teaching approach change?
SRFT
Students' Journal
Qualitative Thematic Analysis
7. What are the control and experimental groups of students’ level of problem
solving performance in grade 8 mathematics topic domain of the study before
and after the intervention?
SPSPT with rubrics Quantitative Desciptive Statistics
8. Are there significant differences on the problem-solving performance
test mean score and mean gain of students exposed to infographic and
GeoGebra integrated teaching approach than those who are not?
SPSPT with rubrics Quantitative
T-Test
Chi-Square
9. How do the level of problem solving performance of the students exposed
to infographic and GeoGebra integrated teaching approach change?
SPSPT
FGD
Interview Guide
Students' Journal
Qualitative Thematic Analysis

20. Statement of the Problem Instrument Type of Data Data Analysis
10. Is there a significant relationship between students’ Conceptual
Understandings and Reasoning fluency in Mathematics?
SCUT and SRFT Quantitative Pearson's Correlation
11. Is there a significant relationship between students’ Conceptual
Understandings and Problem-solving performance in Mathematics?
SCUT and SPSPT Quantitative Pearson's Correlation
12. Is there a significant relationship between students’ Reasoning and
fluency Problem-solving performance in Mathematics?
SRFT and SPSPT Quantitative Pearson's Correlation