Acton Research Final Na

“Effects on Students’ Mathematics Performance in Cellular Phone aided
Instructional Environment”
Submitted by:
Amosin, Ian Jade

Bolonos, Rey Jane
Cagalawan, Joebeth
Dumalaoron, Teddie Jr
Quiros, Joan
A SPECIAL PROBLEM SUBMITTED TO THE SCIENCE EDUCATION

DEPARTMENT OF THE COLLEGE OF EDUCATION, CENTRAL,
MINDANAO UNIVERSITY, MUSUAN, BUKIDNON, IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS IN SCIENCE EDUCATION 40
(SCIENCE, TECHNOLOGY AND SOCIETY)
DECEMBER 2018
Acknowledgement
This study is a partial requirement of the researchers’ subject, Math 97
(Action Research) in Mathematics. The privilege and honor felt of the
researchers during this study was very overwhelming for this could help them
grow. With the cooperation of the student participants, it has been a great to
ponder.
Firstly, the researchers would like to thank the Almighty God for the
guidance and power to conduct and make the research successful. Despite of
many circumstances that we have encountered before and after the research
still He is there to guide us and give us the knowledge and wisdom.
Next, the researchers would like to thank Mrs. Maris Jade Orongan, the
adviser of the researchers, for the never ending patience, guidance and support
to the research.
Also, the researchers would like to thank their co-researchers for trying
their very best to help and make the research a success.
And lastly, the researchers would also like to thank Mr. Braullo Peñalosa
and his students, Grade 11 ABM1A for giving their time to conduct our study
and for their full cooperation
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ABSTRACT
This study was undertaken to determine the performance of students
before and after exposing to Cellular Phone aided instruction through their
pretest and posttest. One section in senior high school grade 11 at Central
Mindanao University was used in this study. This aim to evaluate if significant
difference exist between students’ performance in Mathematics before and
after exposing to Cellular Phone aided Instruction.
The instrumentation which was used for data collection was a teacher
made test. The purpose of this study is to review the changes that cellular
phone have on mathematics itself and on mathematics curriculum. The study
aims at investigating different applications of cellular phone in education in
general, and mathematics education in particular and their applications on
mathematics curriculum and on teaching and learning of mathematics.
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Table of Contents
ABSTRACT................................................................................................................................... 3
INTRODUCTION .......................................................................................................................... 5
Background of the Study........................................................................................................ 5
Statement of the problem ..................................................................................................... 7
Objectives of the study .......................................................................................................... 7
Significance of the study ........................................................................................................ 8
Scope and limitation .............................................................................................................. 9
Definition of Terms ................................................................................................................ 9
THEORETICAL FRAMEWORK .................................................................................................... 10
Review on Related Literature .............................................................................................. 10
Conceptual Framework ........................................................................................................ 12
Research Paradigm .............................................................................................................. 14
Research Hypotheses ........................................................................................................... 14
METHODOLOGY ....................................................................................................................... 15
Research Design ................................................................................................................... 15
Locale of the study ............................................................................................................... 15
Respondents of the study .................................................................................................... 15
Instrumentation ................................................................................................................... 15
Data Gathering ..................................................................................................................... 16
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA................................................... 16
SUMMARY ................................................................................................................................ 19
CONCLUSION............................................................................................................................ 19
RECOMMENDATION ................................................................................................................ 20
Appendix .................................................................................................................................. 21
Appendix 1: Communication letters .................................................................................... 21
A. Letter for validation ................................................................................................. 21
b. letter for pilot testing................................................................................................... 22
c. letter of Validated exam ............................................................................................... 24
Appendix 2: Detailed lesson plan......................................................................................... 25
Appendix 3: TOS ................................................................................................................... 49
Appendix 4: Exams ............................................................................................................... 52
Appendix 5: Documentation ................................................................................................ 58
REFERENCES ............................................................................................................................. 59
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INTRODUCTION
Background of the Study
The idea of using technology to enhance education has been around for
a long time. Back in 1928, courses began being offered through radio. These
classes were for enrichment or credit and were centered in Ohio and Wisconsin
(Clark, 2003). CAI, “defined as the use of a computer to provide instructional
contents” (Seo & Bryant, 2009), allows for interaction between user and
computer with immediate feedback. Throughout this time period, computers
began to filter more into the education world and in 1959 at the University of
Illinois the first large scale use of a computer assisted instruction (CAI) system,
PLATO, was introduced (Molnar, 1997).
CAI has helped accomplish by promoting higher level thinking skills
(Wenglinsky,1998), making math less of a memorization task, especially with
regard to formulas (Hale,1985), developing links between abstract and non-
abstract concepts (Lei, Joon, & Shaffer, 2003), and even more so for high
school students than elementary (Wenglinsky,1998).
CAI helps struggling students by providing individualized instruction that
adjusts to new levels as mastery occurs. Another use is for remediation.
Students needing reinforcement on specific benchmarks or standards can use
CAI to build their skills and knowledge. CAI helps struggling students by
providing individualized instruction that adjusts to new levels as mastery occurs.
Another use is for remediation. Students needing reinforcement on specific
benchmarks or standards can use CAI to build their skills and knowledge.
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Teachers have an impact on the effectiveness of CAI on students
learning content in the classroom. Solely using technology as a tool to deliver
information will “not influence student achievement any more than the truck that
delivers our groceries causes change in nutrition” (Clark, 1983).
Since we are now in millennial generation, students are really fun of
using technology. So in order to let them have interest and not to hate
mathematics, computer aided instruction can be one of the solution in solving
that problem. The central issue that this research focuses are the effects on
performances of the students in mathematics through computer sided
instruction environment. This research aims to know the effects on how
students face the technological world. And how computer sided instruction
affect their own ways of learning. We will be conducting this research at
CMUSHS, University Town, Musuan, Maramag, Bukidnon. Recently, there has
been a growing interest in how to teach mathematics effectively. The
development of effective teaching tool in mathematics is a classic problem in
teaching mathematics. Traditional way of teaching nowadays is no longer
applicable to the new generation of students. Students nowadays tend to learn
more and learn effectively with the use of technology and engaging themselves
to collaborative learning (Bochniak 2014). With the help of technology, students
discover and learn new things or even the deeper meaning of it. They will just
use a computer or a gadget and then browse it. In this research, we want to
know that in learning mathematics is computer sided instruction effective or not
on the performances of the students. If it helps them become independent or
more dependent on computer. If the teaching strategy using a computer,
interesting or will it be boring. And by conducting this research, we can use the
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results in improving our teaching strategies or techniques in the future. Since
we will become teachers in the future, we want to know what will be the right
thing to do in teaching our students and what are the right way in approaching
them.
Statement of the problem
. This study examined the effects of Cellular Phones on students’
performance of Grade 11 students in Senior High School, College of education,
Central Mindanao University, Musuan, Bukidnon through Cellular-phone aided
instruction environment. Specifically, the study searched to answer the
following questions:
1. What is the student’s level of performance in mathematics exposed to
Cellular-phone aided instruction in their pretest and posttest scores?
2. Is there a significant difference of students’ performance exposed to
Cellular-phone aided instruction in their pretest and posttest scores?
Objectives of the study
The study focused on the effects of Cellular Phone Assisted Instruction
on the performance of Grade 11 STEM students in Senior high school, College
of Education, Central Mindanao University, Musuan, Bukidnon.
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Specifically, this study answered the following
1. Determined the performance of students before and after exposing to
Cellular Phone aided instruction through their pretest and posttest
scores.
2. Evaluated if significant difference exist between students’ performance
in Mathematics before and after exposing to Cellular Phone aided
Instruction.
Significance of the study
When the research study is undertaken and finished, it was been useful
and it has created an impact in education today. This can give abrupt response
to the issue about technology integration to education particularly in the subject
mathematics. The results of the study have been of great benefits to the
following:
TEACHERS. The results provided the teachers with some knowledge about the
students’ level of performance in mathematics exposed to CPAI. It can also
guide them on what they need to teach and on how to integrate technology in
teaching.
STUDENTS. The result of this study enhanced the quality of education they
experienced with the use of technology.
SCHOOL. This helped them to identify if technology is effective in teaching
mathematics. It also enhanced the quality of education.
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Scope and limitation
The study focused on the level of students’ performance in mathematics
through Cell Phone aided instructional environment to be conducted in
CMUSHS, University Town, Musuan, Maramag Bukidnon
Definition of Terms
The following terms are operationally defined:
Cellular Phone aided Instruction Environment refers to the type of
instruction used by the instructor/s through the help of cellular phones.
Collaborative Learning refers to the exchanging of ideas and work
between groups or colleagues in order to achieve or do something
Integrating Technology refers to the use of technology tools in general
content areas in education in order to allow students to apply computer and
technology skills to learning and problem-solving.
Technological World refers to the total knowledge and skills available
to any human society for industry, art, science, etc. through the help of
technology.
Instruction Environment refers to the instructional, behavioral, and
personal aspects of the classroom experience.
Mathematics Performance of the Students refers to the data that the
researcher has gathered according to the educational accomplished of the
students.
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Non- Computer Aided Instruction Environment refers to the type of
instruction that does not use computer such as lecture method.
Pre-Test refers to the test given before taking up the lesson.
Post-Test refers to the test given after taking up the lesson.
THEORETICAL FRAMEWORK
This section presents the literatures related to the effects of students’
performance of students in mathematics thru cellular phone instruction
environment.
Review on Related Literature
On cellular phone aided instruction in Teaching Mathematics
Teachers need to be trained on the benefits of integrating this technology
into their classrooms and then trained on how to integrate the computers
effectively. Students need to challenge their mental models of what a classroom
should look like and have an open mind about what it could look like if each
student had direct access to mobile learning tools (Righi, 2012). Teachers by
using cellphones in class are able to make the inappropriate and inflexible
content of textbooks more attractive for students. Also the teacher's role as the
only speaker is changed into a director where the traditional way results in an
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authoritative teaching and presenting inappropriate education methods by
emphasizing the memory and speed which is boring for students.
In a study conducted by Yerushalmy and Ben-Zaken, using cellphones
in the classrooms is useful to the students and user friendly.
Cellular phone aided Instruction and the Academic Performance of Students in
Mathematics
Several studies have been conducted and give different results. In the
study of Taleb, Amadi and Musavi (2015), using mobile phones in teaching
mathematics can increase students’ motivation. It also improves learning and
results to a better performance in school because students find it interesting
and enjoyable. Another result of their study is that, it can increase students’
participation and collaboration. Fabian and Barron (2015) stated according to
their study that student’s shows positive attitude in using cellphone in the class
and enjoyed the mobile-based activities. In using cellphone in the classroom,
the students can experience collaborative learning with their classmates
through helping and sharing their ideas.
The use of mobile phone in the classroom resulted in the students’
positive attitude toward mathematics because the learning is engaging,
fun and useful (Fabbian, Topping & Barron, 2018). Also, students’ enjoyment,
self-confidence and value of mathematics increases. With regards to students’
mathematics achievement, students said that it helps them better recall prior
knowledge and be able to visualize the concepts that was being presented.
A study conducted by Supandi, Ariyanto, Kusumaningsih and Aini (2017)
resulted that the use of cellphone in the classroom can increase the students
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interest because students can access the software in the cellphone outside
classes hours.
Conceptual Framework
This study anchored to Constructivist learning theory. In the work of
Craig and Lom about Impact Constructivist Learning Theory and Mobile
Technology Integration they state that the integration of mobile technology
should be a revival of constructivist learning theory as a basis for the new
dawning age of mobile technology integration. Constructivist theories propose
that “knowledge is being actively constructed by the individual and knowing is
an adaptive process, which organizes the individual’s experiential world”
(Mayer, 1992; Hendry, 1996). This theory allows students to work
independently and have a teacher as a facilitator. The integration of mobile
technologies into education is a tool that can be utilized to supplement or
enhance education.
This study anchored to the Havighust’s Development task theory by
Robert J. Havighurts. This theory suggest that we are active learners who
continually interact with a similarly active social environment. In our world
today we are living in a modern world were everything become so easy and
fast through technology, should we allow to be left behind by the trend
especially in the world of learning. Using cellular phone as a mean of
instruction is very interactive to the learning of students since no student don’t
know how to use cellular phone. This is also exercise an active social
environment to the students to make learning more easy and essential.
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This study also anchored within the realm of constructivist learning
theories, there is a branch called social constructivism. Social constructivism
emphasizes culture and environment as part of the learning process. Learning
can be formed through interaction with other students. The effectiveness of
learning community can be seen when all members share ideas and reflect on
the process together. Cellular environment can create an interactive
environment rand allow the students to work independently.
Distance education theory is concerned with explaining the functioning
of the concept of interaction in enhancing and supporting learning in distance
education. The idea is to find an accessible and available technological tool
that can be used to support distance education students. The world of
technology has gone mobile, cellular phones provides a avenue for a distance
education possible.
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Research Paradigm
Independent Variable Dependent Variable
Cellular Phone aided

Instruction
Students’ Academic
Performance
(Post-test)
Figure 1. Schematic diagram of the relationship between the independent and
dependent variables.
Research Hypotheses
Ho: There is a significant difference between the students’ performance before
and after exposing to CPAI in terms of pre-test and post-test scores.
Ha: There is a no significant difference between the students’ performance
before and after exposing to CPAI in terms of pre-test and post-test scores.
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METHODOLOGY
This chapter discusses the research design, sample of the study, and
the materials and instrumentation. It includes the data collection and statistical
data analysis.
Research Design
The study involved 1 section of grade 11 ABM students, exposed to

cellular phone aided instructional environment. A pretest has been conducted
before the intervention. After the intervention, a posttest has also been
conducted.
Locale of the study
This study has been conducted in Central Mindanao University,

University Town, Musuan, Maramag, Bukidnon, specifically, Grade 11. The
researchers have selected one (1) section randomly among the different
sections of Grade 11 Senior High School, College of Education, Central
Mindanao University.
Respondents of the study
The participants of this study were one of the sections from Grade 11
ABM Senior High School of the College of Education from Central Mindanao
University for the academic year 2018-2019.
Instrumentation
The researchers have made a test which is comprised of (20) twenty

objective items. The objective items were multiple choice items. There were
three sets of topics that have been discussed. Before discussing each topic, a
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pretest has been conducted. After the discussion using cellular phone, a
posttest has also been conducted.
Data Gathering
A formal letter of request for data collection was forwarded to the

College of Education of Central Mindanao University, Musuan, Maramag,
Bukidnon. A permit was secured to allow the researchers to use the
instruments and conduct an interview through the association of the College
of Education Dean. This study used the simple random sampling procedure.
The researchers used 50 students in the ABM1A of CMU Senior High School.
First, the researchers have conducted a pretest and then discussed a topic in
mathematics using a cellular phone as an instructional material and after that,
the students are requested to answer posttest that the researchers made. The
data that has been collected was personally carry out by the researchers after
all the necessary permissions have been obtained. The respondents of this
study were given exactly (30) thirty minutes which is enough to answer the
questionnaires given.
Statistical Analysis
The statistical tool that was used in this study was paired samples t-
test using the SPSS software.
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This part presents the results, findings and discussion of this research. An
analysis was conducted after the intervention was being made to determine the
effects on students’ mathematics performance in cellular phone aided
instructional environment. Before the intervention of each topic, a pretest was
being conducted. After the intervention, a posttest was conducted.
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The pretest and posttest were taken from 50 students of the senior high
school grade 11 ABM 1A. Analysis of the data was carried out using the SPSS
(ver. 16.0). The independent variable of this study is the cellular-phone aided
instruction environment and the dependent variable is the students’ posttest
scores.
a. Students performance on cellular-aided instructional environment,
Table 1. Results of the first topic on Change of Bases

LEARNING N MEAN SD T PROBABILITY-
OUTCOME DIFF. VALUE
Pretest 1 50 3.46622
1.7 3.710 0.000
Posttest 1 50 2.17790
As shown in Table 1, using the paired sample T-test of SPSS, it resulted

that there is a significant difference between the posttest and pretest result in
the first topic presented since the p-value (0.000) <0.05 level of significance.
This also means that the students statistically performed better after the
intervention was utilize, that is, using cellphone aided instruction. Since the
average difference between the posttest and pretest result is positive (1.7)
Table 2. Results of the second topic on Solving Exponential and

Logarithmic Equations
OUTCOME DIFF. VALUE
Pretest 2 50 2.18380
3.62 9.268 0.001
Posttest 2 50 2.17790
As shown in table 3, it resulted that there is a significant difference

between the posttest and pretest result in the second topic presented since the
p-value (0.001) <0.05 level of significance. This also means that the students
statistically performed better after the intervention was utilize, that is, using
cellphone aided instruction. Since the average difference between the posttest
and pretest result is positive (3.62)
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Table 3. Results of the third topic on Solving Exponential and
Logarithmic Inequalities and Applications of Exponential and Logarithmic
Function
OUTCOME DIFF. VALUE
Pretest 3 50 2.40111
5.1 10.406 0.000
Posttest 3 50 2.26779
As shown in Table 3, using the paired sample T-test of SPSS, it resulted

that there is a significant difference between the posttest and pretest result in
the third topic presented since the p-value (0.000) <0.05 level of significance.
This also means that the students statistically performed better after the
intervention was utilize, that is, using cellphone aided instruction. Since the
average difference between the posttest and pretest result is positive (5.1). The
findings of the study agree with the results of Eyyam & Yaratan (2014) and
Zaranis (2014), revealed that students’ academic performance increased with
the use of technology in the classroom and it shows positive effects to students.
The first objective of this study is, what is the student’s level of
performance in mathematics exposed to cellular-phone aided instruction in their
pretest and posttest scores was answered after conducting the pretest and the
posttest? There were 3 sets of test that was being conducted in order to
determine their academic performance. The p-value of each table resulted <
0.05. Thus, the students shows improvement in their academic performance
after conducting the intervention.
The second objective of the study is to test if there a significant difference

of students’ performance exposed to Cellular-phone aided instruction in their
pretest and posttest scores. Results of the exams that was being conducted
shows positive mean difference between the posttest and the pretest. In the
three sets of exam, the mean difference were 1.7, 2.26 and 5.1 respectively.
Truly, students in mathematics performance is increasing through the use of
cellular phone aided instructional environment.
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SUMMARY
The researchers decided to conduct this kind of study because the

researchers want to determine the student’s level of performance in
mathematics that are exposed in cellular phones. And they want to evaluate if
there are some significant difference exist between student’s performance in
mathematics before and after exposing to cellular phone aided instruction.
This study was conducted in Central Mindanao University with the

participation of the section ABM 1A. To get an accurate results, we first have
the pre-test, followed by a discussion about the given topic, during the
discussion we let them use their cellular phone as their learning tool, and then
we proceed to the post-test to evaluate their learnings if there is some
improvement. The researchers did this procedure 3 times, since the instructor
of the said section gave the researches 3 topics. The researchers used
cellular phone as their learning tool, and then test questionnaire as a form of
evaluation.
For the differentiation of the results, the researchers found out that the
mean of the first pre-test up to the third pre-test was went good. The mean of
each test was accurate increasing. As well as the post-test. The mean of each
post-test was accurate increasing.
From the gathered data, it means that the used of cellular phone aided
instruction was effective.
CONCLUSION
As a conclusion, integration of cellular phone in teaching mathematics

is a very helpful way to have an effective teaching and learning process.
During their pretest, their scores are very low. But after the intervention has
done, when they take the posttest their scores really got higher. Their
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performances really have improved. After the researches conduct the
research, some students said that they really understand the lessons well
because of the intervention that the researchers did. Their performances are
really different from the beginning to the end.
The study contributes a large effect on the performances of the
students. It improves their collaboration and deepen their understanding on a
specific topic. But this study also has a limitation. It is limited because not all
students have a cellular phone with them. And during their collaboration, other
students only depend on those students who have understood the topic.
RECOMMENDATION
The study emits the following recommendations:
1. It is highly recommended since most students own or have access to
cellular phones, the teacher as a matter of resourcefulness should devise a
means of properly channeling their untiring skill on the use of cellular phones
in achieving educational objectives.
2. Teachers should be acquainted with other uses of the cellular phone to
obtain relevant and appropriate information and instructional materials for
their lesson preparation and presentation. They should explore the use of the
cellular phone to improve and update their knowledge and teaching, in their
subject areas.
3. The cellular phone is a rich and comprehensive educational resource.
Therefore, as much as it is possible every student should be encouraged to
have one.
4. Teachers should have a good knowledge of new instructional
technologies so that they will be relevant to students of this age and time.
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5. Parents, teachers and other relevant authorities should educate the
youths and students in particular on the good, the bad and the harmful use of
the cell phone so they could be wisely guided.
Appendix
Appendix 1: Communication letters
A. Letter for validation
` Republic of the Philippines

Central Mindanao University
College of Education
University Town, Maramag, Bukidnon
November 9, 2018
BRAULLO PEÑALOSA
Department of Mathematics
College of Arts and Sciences
This University
Sir:
Greetings!
We, the Fourth Year students of Secondary Education major in Mathematics

who currently enrolled in Math 97 with the descriptive title Action Research in
Mathematics. One of the requirements of this course is to conduct an action
research in the said field.
In view hereof, may we humbly ask a permission from your good office to
validate the prepared test question that will be employed in our research. The
topic covered Exponential and Logarithmic Function. We believe that your
expertise in the field of mathematics will help improve the quality of the said test
questions.
We are hoping for your kind approval and support in this academic endeavour.
Thank you and God bless you abundantly!
Respectfully Yours,
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TEDDIE A. DUMALAORON, JR.
Math 97 Student
Noted:
MARIS JADE Q. ORONGAN

Math 97 Subject Teacher
Approval:
BRAULLO PEÑALOSA
General Mathematics Instructor
b. letter for pilot testing
Republic of the Philippines

November 9, 2018
REYNARD T. FERNANDEZ
Department of Mathematics
College of Arts and Sciences
This University
Sir:
Greetings!
We, the Fourth Year students of Secondary Education major in Mathematics

who are currently enrolled in Math 97 with the descriptive title Action Research
22
in Mathematics. One of the requirements of this course is to conduct an action
research in the said field.
In view hereof, may we humbly ask a permission from your good office to allow
us to conduct our research entitled “Effects on Students Mathematics
Performance in Cellular Phone-Aided Instructional Environment”. This will
include pilot testing, survey questionnaire, class observation and others related
works. The respondent will be ABM 1B Senior High School students under this
college. The research will be indeed helpful for us as future teachers since we
will be observing and analysing student’s behaviour/performances in a real
classroom setting. Hence, the data to be collected will be used within the
parameters of the study. We will assure that the confidentiality of all the data to
be collected will be strictly held.
We are hopefully looking forward to your favourable approval. Thank you and
God bless you abundantly!
Respectfully yours,
TEDDIE A. DUMALAORON, JR.

Math 97 Student
Noted:

Approval:
REYNARD T. FERNANDEZ
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b. letter of Validated exam
` Republic of the Philippines

November 9, 2018

Science Education Department
This University
Ma’am:
Greetings!
This is to certify that I have already validated the exam created by the group of
Amosin, Ian Jade, Bolonos, Rey Jane, Cagalawan, Joebeth, Dumalaoron,
Teddie Jr, and Quiros, Joan for the conduct of their action research.
Respectfully Yours,
BRAULLO PEÑALOSA
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Appendix 2: Detailed lesson plan
1st topic
A Detailed Lesson Plan in Educ 97
Cellular Phone- Aided
Subject: Action Research Date: November
13, 2018
Year & Section: BS Ed- Math4A Class Schedule:
M (3:00-6:00pm)
Number of students: 50
I. OBJECTIVES
At the end of the lesson, the students must have;
a. Derived the formula of the change-of-base

b. Solved formula involving logarithm of any positive number to any
base to some other base b.
II. SUBJECT MATTER

A. Topic: Exponential and Logarithmic Function
a. Change of Bases
B. Reference:
C. Materials: Textbooks.
Laptop
Projector
III. PROCEDURE
Teacher’s Activity Student’s Activity
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A. Preliminaries
a. Prayer
“Everybody please stand
for a prayer. Kindly lead us John: “Let us put ourselves in the
a prayer John.” holy presence of God.
In the name of the father, and of the
son and in the holy spirit, Amen.
Our father in heaven, holy be your
name, your kingdom come, your
will be done, on earth as it is in
heaven, give us this day our daily
bread, and forgive us our sins, as
we forgive those who sins against
us, do not bring us to the test, but
deliver us from evil, Amen.”
b. Greetings
“Good afternoon class.”
“Good afternoon Sir Teddie! Praise
be Jesus Christ and Mary!”
“How are you?”
“We are doing great Sir”

“Did you eat your lunch?
That’s good class!”
“Yes Sir!”
c. Classroom Management
“Before you take your seat,

kindly pick up some pieces
of papers under your chairs
and arrange your chairs as
well.”
“You can now take your “Thank you teacher.”

seat.”
d. Checking of attendance
“Let’s check who are

present today. Kindly say
present when your name is “Present Sir.”
called.”
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“Very good! Everybody is
present!”
e. Review of the topic
“Before we are going to

start with our new lesson in
this afternoon. Who among Francis: “Laws of Logarithmic, Sir”
you here could still recall
what our topic was in our
previous lesson?”
“Yes Francis?”
“Very good.” Jairah: “3, sir”
“How many Laws that was

presented?”
“Yes Jairah”
“Very good.”
B. Motivation
“Before we start our

discussion, please get your
cellular phones. Because
there will be a very light
distribution of information.
To make your studies more
interesting, we will give you “Yes, Sir”
a soft copy for this kind of
presentation. And also we
will share to you some
Mathematical software for
your checking. We will give
you 5 minutes, and I think 5
minutes is enough to share
this to your classmates.”
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“Are you done?”
“Before we will proceed to

our discussion, my co-
teacher will give you some
ideas how to use the
software”
(INTRODUCTION OF
SOFTWARE) All: “ Let 𝑦=𝑙𝑜𝑔𝑎 𝑥. Rewriting in
exponential form, we have 𝑥 = 𝑎 𝑦 ”
“Thank you Teacher”
C. Lesson Proper
“ To formally started,
please open your softcopy
and please bare with me.
Because I will pick random
students later on.
So, in this section, we shall
discuss how to find the
logarithm of any positive
number to any base 𝑎 to Joanalyn: “The final
some other base 𝑏, where equation above
𝑎 and 𝑏 are any positive expresses an important
numbers not equal to 1.” property of logarithms
called the change-of-
“Everyone, please read.” base formula. Formally,
we state this theorem as
follows:
Theorem 4.4.6.
“Thank you” If a,b>0, a,b,≠ 1 and x >
𝑙𝑜𝑔 𝑥
0, then 𝑙𝑜𝑔𝑏 𝑎 .”
𝑏
“ Taking the logarithms of

both sides to the base 𝑏
yields:
𝑙𝑜𝑔𝑏 𝑥 = 𝑙𝑜𝑔𝑏 𝑎 𝑦
𝑙𝑜𝑔𝑏 𝑥 = 𝑦 𝑙𝑜𝑔𝑏 𝑎 by Theorem
4.4.1
28
𝑙𝑜𝑔 𝑥
𝑦 = 𝑙𝑜𝑔𝑏 𝑎 solving for
𝑏
y
𝑙𝑜𝑔 𝑥
𝑙𝑜𝑔𝑎 𝑥 = 𝑙𝑜𝑔𝑏 𝑎 by
𝑏
substitution
“Joanalyn please read”
( Students are trying to use the

software)
“Thank you Joanalyn”
“To clearly understand what

this theorem talks about, let
solve this following
examples.” All: “Yes, Sir!”
“ Find an expression, in
terms of logarithms to base
e, for 𝑙𝑜𝑔5 10 and give an
approximate value for the
quantity.”
Solution: “ From the

change-of-base formula,
ln 10
𝑙𝑜𝑔5 10 = ln 5 ≈ 1.43”
“You may now use the

software or specifically the
MalMath for the checking
and also you can freely use
your scientific calculator”
“ What was the result? Is it

ln 10
true that , 𝑙𝑜𝑔5 10 = ln 5
≈ 1.43?” John: “Yes Sir”
29
“Okay, here are some
examples:”
“Let log 2 = 0.3010, log 3=

0.4771 and log 5= 0.6990.
Evaluate the following
logarithms:”
1. 𝑙𝑜𝑔3 9
Solution: All: “Yes Sir”
𝑙𝑜𝑔 9
1. 𝑙𝑜𝑔3 9 = 𝑙𝑜𝑔 3
𝑙𝑜𝑔 32
= 𝑙𝑜𝑔 3
2𝑙𝑜𝑔 3
=
𝑙𝑜𝑔 3
=2
“John, by the use the software, is it

correct that the answer is equal to 2?”
“Okay, we will proceed to the next

example.”
𝑙𝑜𝑔 8
2. 𝑙𝑜𝑔√2 8 = 𝑙𝑜𝑔
√2
𝑙𝑜𝑔 23
= 1 All: “Yes, Sir”
𝑙𝑜𝑔 22
3𝑙𝑜𝑔 2
= 1
𝑙𝑜𝑔 2
2
=6
“Is it correct?”
“Here are some very light challenging

example:”
“Suppose 𝑙𝑜𝑔𝑏 2 = 𝑚, 𝑙𝑜𝑔𝑏 3 = 𝑛,

𝑙𝑜𝑔𝑏 5=p. Using the properties of
logarithms, express the following in
terms of m, n,and p.
30
1. 𝑙𝑜𝑔𝑏 180 = 𝑙𝑜𝑔𝑏 (22 ∙ 32 ∙ 5)
= 𝑙𝑜𝑔𝑏 22 +𝑙𝑜𝑔𝑏 32 + 𝑙𝑜𝑔𝑏 5
= 2𝑙𝑜𝑔𝑏 2+ 2𝑙𝑜𝑔𝑏 3 + 𝑙𝑜𝑔𝑏 5
=2m+3n+5p
“Do you follow?”
“Good. Okay let’s proceed.”
6 6 1
2. 𝑙𝑜𝑔𝑏 √5= 𝑙𝑜𝑔𝑏 (5)2
1 2∙3
= 𝑙𝑜𝑔𝑏 ( 5 )
2
1
= 𝑙𝑜𝑔𝑏 2+ 𝑙𝑜𝑔𝑏 3 − 𝑙𝑜𝑔𝑏 5
2
𝑚+𝑛+1
= 2
IV. EVALUATION
A. Formative Assessment
 30-item quiz
31
Prepared by:
Ian Jade G. Amosin
Rey Jane S. Bolonos
Joebeth Y. Cagalawan
Teddie A. Dumalaoron Jr.
Joan C. Quiros
2nd topic
13, 2018
M (3:00-6:00pm)
I. OBJECTIVES
a. Solved equations involving logarithmic function

b. Solved equations involving exponential functions.
c. Applied the properties of logarithm.
II. SUBJECT MATTER
A. Topic: Solving Exponential and Logarithmic Equations
a. Equations Involving Exponential Functions
b. Equations Involving Logarithmic Functions
B. Reference:
C. Materials: Textbooks.
Laptop
Projector
32
III. PROCEDURE
A. Preliminaries
a. Prayer
“Everybody please stand Rey: “Let us put ourselves in the
for a prayer. Kindly lead us holy presence of God.
a prayer Rey” In the name of the father, and of the
son and in the holy spirit, Amen.
Our father in heaven, holy be your
name, your kingdom come, your will
be done, on earth as it is in heaven,
give us this day our daily bread, and
forgive us our sins, as we forgive
those who sins against us, do not
bring us to the test, but deliver us
from evil, Amen.”
b. Greetings
“How are you?”

“Good afternoon Sir”
“Did you eat your lunch? “We are doing great Sir”
That’s good class!”
“Yes Sir!”
c. Classroom Management

kindly pick up some pieces
of papers under your
chairs and arrange your
chairs as well.”
“You can now take your

seat.” “Thank you teacher.”
d. Checking of attendance
“Let’s check who are

present today. Kindly say
33
present when your name is “Present Sir.”
called.”

present!”
e. Review of the topic
“Before we are going to

start with our new lesson in
this afternoon. Who among
you here could still recall
what our topic was in our Ian: “Change of Bases, Sir”
previous lesson?”
“Yes Ian?”
“Very good.”
(Students are attentively listening)
B. Motivation
“Since you already know

how to use the software
that we had shared to you,
you could also use it
today.”
C. Lesson Proper
“We will discuss first the

equations involving
exponential functions.”
“In mathemaics, we
encounter certains types of
equations whose solutions All: “ For b>0 and b≠1, the following
can not easily determined properties are true for all x and y:
by algebraic methods
familiar to us. In this 1.𝑏 𝑥 = 𝑏 𝑦 if and only if x=y
section, we shall show how 2.log 𝑏 𝑥 = log 𝑏 𝑦 if and only if x=y
understanding the 3.𝑏 log𝑏 𝑥 = 𝑥
34
properties of logarithms 4.log 𝑏 𝑏 𝑥 = 𝑥
may be used to advantage
in solving such types of
equation.
“Everyone, please read.”
Joanalyn: “Exponential
equations are equations
that involve a variable in n
exponent.”
“Thank you”
“Equations involving
exponential functions”
“Joanalyn please read”
Anna: “ Guidelines for solving

exponential equations”
“1.Isolate the exponential
“Thank you Joanalyn” expression on one side of the
equation.
2. Take the logarithm of
“ The crucial step in each side, then use the Laws of
solving an exponential Logarithms to bring down the
equations is generally to exponent.
take the logarithm of both 3. Solve for the variable.”
sides to an appropriate
base, commonly base 10
or base e.”
“ Anna, please read the

guidelines”
“Thank you Anna”
35
“To understand what those
guidelines talks about,
here are some examples.”
“Example 4.5.3. find the

solution set of the following
equations:
1. 32𝑥+1 = 31−𝑥
Solution: Since the base of
the exponential
expressions are equal.
2x+1 = 1-x
2x+x =1-1
3x = 0
x =0
Thus, SS={0}
2
2. 9𝑋 = 3𝑥+3
Solution: Both 9 and 3 can
be written using as the
base.
2
9𝑋 = 3𝑥+3
2
(32 )𝑥 =
3𝑥+3
2
32𝑥 =
3𝑥+3
2𝑥 2 =
𝑥+3
2𝑥 2 − 𝑥 − 3 = 0
(2x-3)(x=1) = 0
2x-3=0 or x+1
=0
3
x=2 or x=1
3
Hence, SS= {2 , 1}
3. 𝑒 𝑥 = 3
36
Solution: note that the two bases in
the equation are not equal and
cannot be written using the same
base.
𝑒 𝑥 =3 Take the logarithms
of both sides
ln 𝑒 𝑥 = ln 3 Apply the function-
inverse function
relation
𝑥 = ln 3
Hence, SS={ln 3}
4. 2𝑥 = 6
Solution: Take logarithms of both
sides to base e(base 10 could
equally be used, but base e is
standard in most calculus situations).
ln 2𝑥 = ln 6
𝑥 ln 2 = ln 6
ln 6
𝑥= Exact answer Chris:’ Logarithmic Equations are
ln 2
equations that involve the logarithm
𝑥 ≈2.58 Approximate answer of a variable or a variable
expression.”
Alternatively, take logarithms of both

sides to base 2 and apply the change
of base formula.
log 2 2𝑥 = log 2 3 John: “1.Isolate the logarithmic term
on one side of the equation; you
𝑥 = log 2 6 might first need to combine the
logarithmic terms.
2.Write the equation in exponential
Hence, SS= {log 2 6} form (or raise the base of the
equation)
3.Solve for the variables.
“Now, we will proceed to the
equations involving Logarithmic
Functions.”
“Chris, please read the definition of
the Logarithmic Equations.”
37
Here are some guidelines for
solving Logarithmic Equations:
“John please read”
Thank you, John.
Example 4.5.5
Find the solution set of the following
equations:
1.log 2 (𝑥 + 5) = 3
1
2.3 log 8 (𝑥 + 1) = 2 log 8 3 −
2
log 8 (𝑥 + 1)
3
“Here are the solution for problem

number 1”
Solution number 1:
log 2 (𝑥 + 5) = 3 Rewrite in
exponential form
23 = 𝑥 + 5 Isolate the
variable
𝑥 = 23 − 5
𝑥=3
Hence, SS= {3}
2. Simplifying the given equation, we

have
1
log 8 (𝑥 + 1) = 2 log 8 3 −
3
2
log 8 (𝑥 + 1)
3
2 1
log 8 (𝑥 + 1) + 3 log 8 (𝑥 +
3
1) = 2 log 8 3
log 8 (𝑥 + 1) = log 8 32
𝑥=8
38
Hence, SS= {8}
IV. EVALUATION
A. Formative Assessment
 30-item quiz
Prepared by:
Ian Jade G. Amosin
Rey Jane S. Bolonos
Joan C. Quiros
39
3rd topic
13, 2018
M (3:00-6:00pm)
III. OBJECTIVES
a. Understood the concept of exponential and logarithmic

inequality
b. Solved and plot exponential Inequalities
c. Solved and plot Logarithmic Inequalities
d. Understood the Law of Growth and Law of Decay
e. Solved problems involving the Law of Growth
f. Solved problems involving the Law of Decay
IV. SUBJECT MATTER

D. Topic: Solving Exponential and Logarithmic Inequalities
E. Applications of Exponential and Logarithmic Functions
F. Reference:
G. Materials: Textbooks.
Laptop
Projector
III. PROCEDURE
40
D. Preliminaries
f. Prayer
“Everybody please stand for a Mark: “Let us put ourselves in
prayer. Kindly lead us a prayer the holy presence of God.
Mark” In the name of the father, and of
the son and in the holy spirit,
Amen. Our father in heaven,
holy be your name, your
kingdom come, your will be
done, on earth as it is in
heaven, give us this day our
daily bread, and forgive us our
sins, as we forgive those who
sins against us, do not bring us
to the test, but deliver us from
evil, Amen.”
g. Greetings
“How are you?”
“Good afternoon Sir”
h. Classroom Management “We are doing great Sir”

kindly pick up some pieces of
papers under your chairs and
arrange your chairs as well.”
“You can now take your seat.”
“Thank you teacher.”
i. Checking of attendance
“Let’s check who are present

today. Kindly say present when
your name is called.”

present!” “Present Sir.”
41
j. Review of the topic
“Before we are going to start

with our new lesson in this
afternoon. Who among you
here could still recall what our
topic was in our previous
lesson?”
“Yes Ian?” Ian: “Solving Exponential and

Specifically in
Equations Involving
“Very good.” Exponential and
Functions Equations
Involving Logarithmic
E. Motivation Functions,Sir”
“Since you already know how

to use the software that we
had shared to you, you could
also use it today.”
F. Lesson Proper
“At this time, we will discuss on

the Solving Exponential and
Logarithmic Inequalities”
“Everyone, please read.”
All: “Definition 4.6.1. An

exponential inequality in one
variable is an inequality that can
be written in the form 𝑎𝑏 2 + 𝑘 <
0, 𝑎𝑏 2 + 𝑘 ≥ 0, 𝑎𝑏 2 + 𝑘 ≤
“Thank you” 0 𝑜𝑟 𝑎𝑏 2 + 𝑘 ≥ 0, where 𝑎 ≠
0, 𝑏 > 0 𝑎𝑛𝑑 𝑏 ≠ 1.
“Definition 4.6.2. A logarithmic

inequality in one variable is an
inequality that can be written in
the form log 𝑏 𝑥 log 𝑏 𝑥 + 𝑘 >
42
0, log 𝑏 𝑥 + 𝑘 ≤ 0, log 𝑏 𝑥 + 𝑘 ≥
0, where 𝑏 > 0 𝑏 ≠ 1.
This methods used to solve

polynomial inequalities can be
used to solve exponential and
logarithmic inequalities.
Here are some examples:

Find the solution set of the
following:
1. 4𝑥+1 ≥ 32
2. log 5 𝑥 < 2
3. log 4 𝑥 + 8 ≥ 11
1. 4𝑥+1 ≥ 32
Solution: Write and solve the
equation obtained by replacing
≥ 𝑤𝑖𝑡ℎ =.
4𝑥+1 ≥ 32 Write
equation that
corresponds to
inequality
log 4 4𝑥+1= log 4 32 Take 𝑙𝑜𝑔4
of each
side
𝑥 = log 4 32
log 𝑏 𝑏 𝑥 = 𝑥
𝑥 = log 4 32 − 1 Subtract
1 from
each
side
log 32
𝑥 = log 4 − 1 Change-
of- base
formula
3
x=2 Use a
calculator
The solution consists of all real

3
numbers in the interval [2 , +∞)
43
2. log 5 𝑥 < 2
Solution: Write and solve the
equation obtained by replacing
< 𝑤𝑖𝑡ℎ =.
log 5 𝑥 = 2 Write equation that

corresponds to
inequality
5log5 𝑥 = 52 Exponentiate each
side using base
5
𝑥 = 25 𝑏 log𝑏 𝑥 = 𝑥
Hence, SS= (0,25)
3. log 4 𝑥 + 8 = 11
Solution: Write and solve the equation
obtained by replacing < 𝑤𝑖𝑡ℎ =.
log 4 𝑥 + 8 = 11 Write equation that

corresponds to
inequality
log 4 𝑥 = 3 Subtract 8 from
each side
4log4 𝑥 = 43 Exponentiate
each side using
base 4
x= 64 𝑏 log𝑏 𝑥 = 𝑥
Hence, SS=[64, +∞)

Remark 4.6.4: In solving the inequalities
of the form
log 𝑏 (𝑓(𝑥)) > log 𝑏 (𝑔(𝑥)), we have the
following cases:
1,If b>1, then we wish to find all 𝑥 such
that 𝑓(𝑥) > 𝑔(𝑥) > 0.
44
2.If 0<b<1, then we wish to find all 𝑥 such
that 0 < 𝑓(𝑥) < 𝑔(𝑥).
Note that in either cases, both
𝑓(𝑥)𝑎𝑛𝑑𝑔(𝑥) must be greater than zero
in order for both logarithms to exist.
Example 4.6.5. Solve the following

logarithmic inequalities:
1. log(2𝑥 + 5) > log(3𝑥 − 1)
Solution:
Since b=10>1, it follows that 2𝑥 + 5 >
3𝑥 − 1 > 0. Solving this linear inequality
1 1
yields 3 < 𝑥 < 6,that is SS= (3 , 6).
2.log 0.5 (7𝑥 − 3) ≥ −2

Solution: We express the given inequality
to logarithms of same base. Thus,
log 0.5(7𝑥 − 3) ≥ −2
log 0.5(7𝑥 − 3) ≥ − log 0.5 4
This implies that 0< 7𝑥 − 3 ≤ 4. So, we
3
have 7 < 𝑥 < 1.
3.log 3 (𝑥 + 1) < 1 − log 3 (2𝑥 − 3)

Solution: Simplifying the given inequality;
we have
log 3 (𝑥 + 1) < 1 − log 3 (2𝑥 − 3)
log 3 (𝑥 + 1)(2𝑥 − 3) < log 3 3
This implies that (𝑥 + 1)(2𝑥 − 3) <3,

where 𝑥 + 1 > 0 and 2𝑥 − 3 > 0. Solving
this quadratic inequality yields 𝑥 ∈
3 3 Mica:” Laws of Growth and
(− 2 , 2). But 𝑥 > 2.in order for both Decay arise when the rate of
logarithm to exist. Thus, the solution of change of the amount of
3 3 quantity with respect to time is
the given inequality is (− 2 , 2) ∩ (2 , ∞) =
3 proportional to the amount
(2 , 2) present at any time.
45
“At this moment, we will discuss Jhana: “If a quantity with initial
about the Application of Exponential and amount C is increasing
Logarithmic Functions.” exponentially at a rate k, then
the quantity present at time t is
“Mica, please read”. given by
𝐴(𝑡) = 𝐶𝑒 𝑘𝑡
“Thank you..”
“Jhana, please read the Theorem 4.7.1.”
Thank you Jhana.

Remarks:
1.If A increases with time t, then k>0. In
this case, the Law of growth arises.
2.If A decreases as t increases, then
k<0. In this case, the Law of Decay
arises.
Example 4.7.2.
“The rate of decay of radium is
proportional to the amount present at any
time. If 60 mg of radium are present now,
and its half-life is 1690 years, how much
radium will be present 100 years from
now?
Solution:
Let A be the amount of radium present at
any time t. Using the formula A= 𝐶𝑒 𝑘𝑡 , we
proceed with the following computations:
When t=0,
60= 𝐶𝑒 𝑘𝑡
46
60= 𝐶𝑒 0
C= 60
This implies that A= 60𝑒 𝑘∙0

When t= 1690,
30= 60𝑒 𝑘(1690)
1
𝑒 𝑘(1690) = 2
1
1690k= ln(2)
1690k=ln 1 − ln 2
1690𝑘 = − ln 2
−ln 2
𝑘= 1690
𝑘 ≈ −0.004
When t=100
𝐴 = 𝐴100 = 60𝑒 (−0.004)(100)
𝐴100 ≈ 58 𝑚𝑔
Thus, 58 mg of radium will be present

100 years from now.
IV. EVALUATION
B. Formative Assessment
 30-item quiz
47
Prepared by:
Ian Jade G. Amosin
Rey Jane S. Bolonos
Joan C. Quiros
48
Appendix 3: TOS

COLLEGE OF EDUCATION
University town, Musuan 8710, Bukidnon
______________________________________________________________
Table of Specification for Exponential and Logarithmic Functions in

Grade 11 ABM 1A General Mathematics (S.Y 2018-2019)
LEARNING COMPETENCIES
(min.)
Time span
e
Percentag
# of items
ring
Remembe
ding
Understan
Applying
Analyzing
Evaluating
At the end of the grading the student
must have:
1 4 6
1 Derived the formula of the 20 33.3 7 2 5 7
change-of-base. % 3 6
40 66.7 13 8 1 1
Change of Bases
2 Solve problems involving % 9 5 7

logarithm of any positive 1 1 1
number to any base a to some 0 6 8
other base b 1 1
1 9
1 2
2 0
1
3
1
4
Tot 60 100 20 3 3 7 2 5
al %
49
______________________________________________________________

(min.)
Time span
e
Percentag
# of items
ring
Remembe
ding
Understan
Applying
Analyzing
Evaluating
must have:
1 2 3
1 Applied the properties of 10 16.7 3
logarithm. %
Solving Exponential and
20 33.3 7 4 5 6 9
2 Solve equations involving % 7 1
exponential function 8 0
3 Solve equations involving 30 50 10 1 1 1
logarithmic function % 1 5 7
1 1 1
2 6 8
1 1
3 9
1 2
4 0
Tot 60 100 20 3 3 7 2 5
al %
50
______________________________________________________________

`
(min.)
Time span
e
Percentag
# of items
ring
Remembe
ding
Understan
Applying
Analyzing
Evaluating
must have:
1
1 Understood the concept of 5 8.3 2 2
Solving Exponential and
Logarithmic Inequalities
exponential and logarithmic %

inequality
2 Solved and plot Exponential 15 25% 5 3 4
Inequalities 5 6
7
15 25% 5 8 9
3 Solved and plot Logarithmic 1 1
Inequalities 0 1
1
2
4 Understood the Law Growth 5 8.3 2 1
and Law of Decay % 3
Applications of Exponential
and Logarithmic Function
1
4
5 Solved `problems involving the 10 25% 3 1 1 1
Law of Growth 5 6 7
6 Solved `problems involving the 10 25% 3 1

Law of Decay 8
1
9
2
0
Tot 60 100 20 5 1 9 5
al %
51
Appendix 4: Exams

______________________________________________________________
Name: Section: Score:
Instruction: Shade the letter of the correct answer in the answer sheet
provided. Please do not write anything on this questionnaire.
1. What is the equation of the Logarithmic form?
a. 𝑥 = 𝑙𝑜𝑔𝑎 𝑦 c. 𝑎 = 𝑙𝑜𝑔𝑥 𝑦
b. 𝑦 = 𝑙𝑜𝑔𝑎 𝑥 d. 𝑥 = 𝑙𝑜𝑔𝑦 𝑎
2. What is the exponential form of the answer in number 1?

a. 𝑦 = 𝑏 𝑥 d. 𝑦 = 𝑥 𝑏
b. 𝑏 = 𝑦 𝑥
c. 𝑥 = 𝑏 𝑦
3. What is the formula for the change-of-base?
𝑙𝑜𝑔 𝑥 𝑙𝑜𝑔 𝑥
a. 𝑙𝑜𝑔𝑎 𝑥 = 𝑙𝑜𝑔𝑏𝑎 c. 𝑙𝑜𝑔𝑏 𝑥 = 𝑙𝑜𝑔𝑎𝑎
𝑥 𝑏
𝑙𝑜𝑔𝑏 𝑎 𝑙𝑜𝑔𝑏 𝑥
b. 𝑙𝑜𝑔𝑏 𝑥 = 𝑙𝑜𝑔 d. 𝑙𝑜𝑔𝑎 𝑥 = 𝑙𝑜𝑔
𝑏𝑥 𝑏𝑎
2
4. What is the logarithmic form of 9 = 𝑥 ?
a. 𝑥 = 𝑙𝑜𝑔9 2 c. 2 = 𝑙𝑜𝑔𝑥 9
b. 2 = 𝑙𝑜𝑔9 𝑥 d. 𝑥 = 𝑙𝑜𝑔𝑥 9
5. What is the exponential form of 3 = log 5 𝑥?
a. 35 = 𝑥 c. 53 = 𝑥
b. 3 = 𝑥 5 d. 5 = 𝑥^3
6. Evaluate 𝑙𝑜𝑔2 16
a. 0.25 c. 2.77
b. 1.2 d. 4
7. Evaluate 𝑙𝑜𝑔3 3
a. 1 c. 0.48
b. 0.43 d. 1.1
8. Solve the logarithmic function 𝑙𝑜𝑔4 16?
a. 0.25 c. 1.2
b. 1 d. 2
9. Solve 𝑙𝑜𝑔2 64
a. 0.9 c. 4
b. 1.81 d. 6
1
a. -5 c. 5
b. 2.4 d. 11.5
a. 1.096 c. 2.5237
b. 2.3027 d. 5.8111
52
1
a. -4.6052 c. -0.8686
b. -2 d. 2
a. 0.301 c. 2.1714
b. 2.1532 d. 4.9583
14. Solve 𝑙𝑜𝑔5 75 − 𝑙𝑜𝑔5 3
a. 2 c. 0.8686
b. 2.9 d. 1.3979
15. Condense 5 𝑙𝑛(𝑥 + 2) − 𝑙𝑛 𝑥 into a single logarithm
(𝑥+2)5 (𝑥+2)
a. c. 5 𝑙𝑛 𝑥
𝑥
(𝑥+2)5 (𝑥+2)5
b. ln d. 𝑙𝑛
𝑥 5𝑥
16. Expand 2 ln 4𝑥 √𝑥 + 1
a. ln 16 + 2 ln 𝑥 + ln(𝑥 + c. ln 16 + 2 ln 𝑥 + ln(𝑥 −
1) 1)
b. ln 16 + ln 2𝑥 + ln(𝑥 + d. 16 ln +2 ln 𝑥 + ln(𝑥 +
1) 1)
17. ln 54
a. -3.989 c. 1.7324
b. -1.7324 d. 3.989
18. ln 0.85
a. -0.1508 c. 0.1508
b. -0.1625 d. 0.07
19. ln 25.83
a. 3.252 c. 1.84
b. 1.412 d. 2.303
20. ln (103.48 )
a. 1 c. 3.48
b. 2.303 d. 8.013
53
______________________________________________________________
1. In the properties of logarithm, 𝑏 𝑥 = 𝑏 𝑦 if and only if?
a. 𝑥 < 𝑦 c. 𝑥 ≠ 𝑦
b. 𝑥 = 𝑦 d. 𝑥 > 𝑦
2. log 𝑏 𝑥 = log 𝑏 𝑦 if and only if
a. 𝑥 = 𝑦 c. 𝑥 ≤ 𝑦
b. 𝑥 ≠ 𝑦 d. 𝑥 ≥ 𝑦
𝑥
3. Solve 3 = 243
a. 5 c. 7
b. 6 d. 8
4. An/a , is an equation containing a variable in an exponent
a. Base c. Exponential
b. Exponent d. Logarithm
5. What is the exponential form of 𝑥 = log b 𝑦?
a. 𝑦 = 𝑏 𝑥 d. 𝑦 = 𝑥 𝑏
𝑥
b. 𝑏 = 𝑦
c. 𝑥 = 𝑏 𝑦
6. Convert log 3 245 = 5 to exponential form.
a. 245 = 35 c. 3 = 2455
3
b. 245 = 5 d. None of these
𝑥
7. Find the value of x in the equation 5 = 625.
a. 3.6 c. 5
b. 4 d. 6
8. Find the value of x in the equation 7𝑒 2𝑥 = 63
a. 0.4771 c. 1.3767
b. 1.0986 d. 3.1699
For numbers 9 and 10
Find the solution set of each equation.
2
9. 9𝑥 = 3𝑥+3
2 2
a. {3 , 1} b. {3 , −1}
3 3
c. {2 , 1} d. {2 , −1}
1 𝑥
10. Find the value of x in the equation (3) = 81.
a. {−9} c. {4}
b. {−4} d. {9}
54
For numbers 11-14, solve the logarithmic function
11. log 5 (8 + 10) = 3
a. 109 c. 118
b. 117 d. 133
12. log 2 + log 2 (𝑥 − 6) = 4
a. -8,-2 c. 8,-2
b. -8,2 d. 8,2
13. 4 ln 2𝑥 = 12
𝑒2 𝑒3
a. c.
2 2
𝑒2 𝑒3
b. 3 d. 3
14. 5 + 2 ln 𝑥 = 4
1
a. 𝑒 2 c. 𝑒 −2
b. 𝑒 𝑙𝑛𝑥 1
d. 𝑒 2
15. Research indicates that the risk of having a car accident increases
exponentially as the concentration of alcohol in the blood increases the
risk. This is modeled by the formula 𝐴 = 6𝑒 12.75𝑥 where x is the blood
concentration and A, given as a percent in the car accident risk. What
blood alcohol concentration corresponds to a 20% risk of car accident?
a. 0.09443 c. 1.20397
b. 0.26144 d. 1.30948
𝑥 𝑥
16. Find the solution set of 4 + 3 ∗ 2 − 4 = 0.
a. {0} c. {4,1}
b. {-4.1} d. {4.0}
For numbers 17-20, determine if the following statement is TRUE or FALSE.
17. If log(𝑥 + 4) = 2, then 𝑒 2 = 𝑥 + 4.
a. True c. Maybe true
b. False d. Maybe false
18. If log(4𝑥 + 5) − log(3𝑥 + 2) = 4, then in exponential form 10𝑥 =
(4𝑥 + 5) − (3𝑥 + 2).
1
19. If 𝑥 = 𝑘 ln 𝑦, 𝑡ℎ𝑒𝑛 𝑦 = 𝑒 𝑘𝑥 .
20. The equation 10𝑥 = 4.71, 𝑒 𝑥 = 0.73 and 𝑥10 = 8.71 are exponential
equation.
55
______________________________________________________________
1. Is an inequality that can be written in the form of 𝑎𝑏 𝑥 + 𝑘 < 0, 𝑎𝑏 𝑥 + 𝑘 ≥
0, 𝑎𝑏 𝑥 + 𝑘 ≤ 0, 𝑜𝑟 𝑎𝑏 𝑥 + 𝑘 ≥ 0, where a 𝑎 ≠ 0, 𝑏 > 0, 𝑎𝑛𝑑 𝑏 ≠ 1.
a. Exponential inequality c. Logarithmic inequality
in one variable in one variable
b. Exponential inequality d. Logarithmic inequality
in two variable in two variable
2. Is an inequality that can be written in the form log 𝑏 𝑥 + 𝑘 < 𝑜, log 𝑏 𝑥 + 𝑘 >
0, log 𝑎 +𝑘 ≤ 0, log 𝑏 +𝑘 ≥ 0, 𝑤ℎ𝑒𝑟𝑒 𝑏 > 0, 𝑎𝑛𝑑 𝑏 ≠ 1.
a. Exponential inequality c. Logarithmic inequality
in one variable in one variable
b. Exponential inequality d. Logarithmic inequality
in two variable in two variable
𝑥−2
3. Find the solution set of 3 ≥ 81
a. {0} c. [6, +∞)
b. {6} d. (−∞, 6}
4. What is the graph of the answer in #3

a. c.
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
b. d.
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9
5. Find the solution set of 2−3−𝑥 ≤ 4
a. (−5, +∞) c. (−∞, −5]
b. (−∞, −5) d. [−5, +∞)
6. What is the graph of the answer in #5?
a. c. -9 -8 -7 -6 -5 -4 -3 -2
1 2 3 4 5 6 7 8 9
b. d. -9 -8 -7 -6 -5 -4 -3 -2
1 2 3 4 5 6 7 8 9
5 x 4
7. Find the solution set of (2) > 25
a. (−2, +∞) c. {−2, +∞)
b. (−∞, −2} d. (−∞, −2)
8. Find the solution set of log 4 (𝑥 + 1) ≥ 2.
56
a. (15. +∞) c. [15, +∞)
b. (−∞, 15) d. (−∞, 15]
a. c.
12 13 14 15 16 17 18 19 12 13 14 15 16 17 18 19
b. d. 12 13 14 15 16 17 18 19
12 13 14 15 16 17 18 19
2
10. Find the solution set of log 𝑥 25 > 3.
a. (−∞, 125) c. [125, ∞)
b. (−∞, 125] d. (125, ∞)
a. 120 121 122 123 123 124 125
c. 123 123 124 125 126 127 128
b. 120 121 122 123 123 124 125
d. 123 123 124 125 126 127 128
3
12. Find the solution set of log 𝑥 (0.001) ≤ − 2.
a. (100, +∞) c. (−∞, 100]

b. [100, +∞) d. (−∞, 100)
13. What law arises if A increases with time t, then k>0.
a. Exponential Decay c. Law of Decay
b. Exponential Growth d. Law of Growth
14. What law arises if A decreases as t increases, then k<0.
a. Exponential Decay c. Law of Decay
b. Exponential Growth d. Law of Growth
15. If a quantity with initial amount C is increasing exponentially at a rate k,
then the quantity present at time t is given by.
a. 𝐴(𝑡) = 𝐶𝑒 𝑘𝑡 c. 𝐶(𝑡) = 𝐴𝑒 𝑘𝑡
b. 𝐴𝐶(𝑡) = 𝑒 𝑘𝑡 d. 𝑡 = 𝐴𝐶𝑒 𝑘𝑡
16. From the answer in number 15, how can you find the value of C?
𝑒 𝑘𝑡 𝐴(𝑡)
a. 𝐶 = c. 𝐶 = 𝑒 𝑘𝑡
𝐴(𝑡)
𝑡
𝐴𝑒 𝑘𝑡 d. 𝐶 = 𝐴𝑒 𝑘𝑡
b. 𝐶 = 𝑡
17. Two years ago, Town A had a population of 20,000. Last year there were
800 births and 200 deaths, for a net growth of 600 (considering that the
births and deaths were the only sources of population change). The
∆𝑝 600 𝑝𝑒𝑜𝑝𝑙𝑒
average growth rate was ∆𝑡 = 1𝑦𝑒𝑎𝑟 . What is the most likely average
growth rate for Town A this year, assuming no change in living conditions?
a. 3% per year c. 5% per year
b. 4% per year d. 6% per year
For numbers 18-20. Dr. Roberto Amador received 10.4 grams of
plutonium-241 and stored it for future use in experiment.
18. If he did not use any amount of the substance for experimental purposes,
how much would remain one year later?
a. 10 g c. 7 g
b. 11 g d. 8 g
19. Find the average decay rate.
a. 0.4 g/year c. 4 g/year
b. -0.4 g/year d. -4 g/year
57
20. Find the relative decay rate.
a. 26 1
c. − 26
b. -26 1
d. 26
Appendix 5: Documentation
58
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“Effects on Students’ Mathematics Performance in Cellular Phone aided

Amosin, Ian Jade

A SPECIAL PROBLEM SUBMITTED TO THE SCIENCE EDUCATION

This study is a partial requirement of the researchers’ subject, Math 97

(Action Research) in Mathematics. The privilege and honor felt of the

still He is there to guide us and give us the knowledge and wisdom.

their very best to help and make the research a success.

and for their full cooperation

Background of the Study

(Clark, 2003). CAI, “defined as the use of a computer to provide instructional

computer with immediate feedback. Throughout this time period, computers

PLATO, was introduced (Molnar, 1997).

CAI has helped accomplish by promoting higher level thinking skills

(Wenglinsky,1998), making math less of a memorization task, especially with

regard to formulas (Hale,1985), developing links between abstract and non-

school students than elementary (Wenglinsky,1998).

CAI helps struggling students by providing individualized instruction that

adjusts to new levels as mastery occurs. Another use is for remediation.

Students needing reinforcement on specific benchmarks or standards can use

providing individualized instruction that adjusts to new levels as mastery occurs.

Another use is for remediation. Students needing reinforcement on specific

learning content in the classroom. Solely using technology as a tool to deliver

delivers our groceries causes change in nutrition” (Clark, 1983).

Since we are now in millennial generation, students are really fun of

mathematics, computer aided instruction can be one of the solution in solving

performances of the students in mathematics through computer sided

instruction environment. This research aims to know the effects on how

affect their own ways of learning. We will be conducting this research at

CMUSHS, University Town, Musuan, Maramag, Bukidnon. Recently, there has

been a growing interest in how to teach mathematics effectively. The

development of effective teaching tool in mathematics is a classic problem in

teaching mathematics. Traditional way of teaching nowadays is no longer

applicable to the new generation of students. Students nowadays tend to learn

to collaborative learning (Bochniak 2014). With the help of technology, students

know that in learning mathematics is computer sided instruction effective or not

on the performances of the students. If it helps them become independent or

more dependent on computer. If the teaching strategy using a computer,

Statement of the problem

. This study examined the effects of Cellular Phones on students’

performance of Grade 11 students in Senior High School, College of education,

Central Mindanao University, Musuan, Bukidnon through Cellular-phone aided

instruction environment. Specifically, the study searched to answer the

1. What is the student’s level of performance in mathematics exposed to

Cellular-phone aided instruction in their pretest and posttest scores?

2. Is there a significant difference of students’ performance exposed to

Cellular-phone aided instruction in their pretest and posttest scores?

Objectives of the study

The study focused on the effects of Cellular Phone Assisted Instruction

on the performance of Grade 11 STEM students in Senior high school, College

of Education, Central Mindanao University, Musuan, Bukidnon.

1. Determined the performance of students before and after exposing to

Cellular Phone aided instruction through their pretest and posttest

2. Evaluated if significant difference exist between students’ performance

in Mathematics before and after exposing to Cellular Phone aided

Significance of the study

to the issue about technology integration to education particularly in the subject

students’ level of performance in mathematics exposed to CPAI. It can also

experienced with the use of technology.

SCHOOL. This helped them to identify if technology is effective in teaching

mathematics. It also enhanced the quality of education.

The study focused on the level of students’ performance in mathematics

through Cell Phone aided instructional environment to be conducted in

CMUSHS, University Town, Musuan, Maramag Bukidnon

The following terms are operationally defined: