Learning Mathematics Through Mobile Applications: Examining Use and Effectiveness among Grade 10 Students

This study examined the extent of use and perceived effectiveness of mobile learning applications (MLAs) and their relationship with mathematics academic performance among Grade 10 students at Dr. Cecilio Putong National High School–Junior High School during School Year 2025–2026. A quantitative descriptive-correlational design was employed. Through stratified random sampling, 271 students were selected from a population of 842. Data were collected using a researcher-developed, content-validated questionnaire and the students’ official final grades in Mathematics. Frequency counts and percentages identified commonly used applications and grade distributions; weighted means described extent of use and perceived effectiveness; and Pearson’s product-moment correlation tested relationhips among the variables. Khan Academy was the most commonly used application, followed by Quizizz and Desmos. Overall use was high (grand weighted mean = 2.66), with level of independence receiving the highest dimension mean (2.73). Students rated MLAs as effective in supporting mathematical literacy (grand mean = 2.93), particularly for solution verification and error correction (3.05). Most respondents achieved Very Satisfactory or Outstanding grades. Extent of MLA use had a statistically significant, very weak positive relationship with final Mathematics grades (r = 0.163, p = 0.007). Perceived effectiveness also had a statistically significant positive relationship with final Mathematics grades (r = 0.237, p < 0.001). The findings suggest that mobile applications can complement mathematics instruction and independent practice, but should not be treated as the sole determinant of academic achievement. The study recommends a proposed action plan to promote purposeful and curriculum-aligned integration of mobile learning applications in mathematics instruction