Abstract

In the modern digital era, technology serves as a major catalyst in improving teaching and learning, especially in mathematics, where abstract ideas often challenge learners. Algebra, particularly linear functions, is one of the most difficult topics for students to master through traditional lectures and textbook instruction. To address this issue, Desmos, a dynamic graphing application available on both web and mobile platforms, offers an interactive space where learners can visualize equations, explore concepts, and understand mathematical relationships more deeply. This study evaluated the use of Desmos in teaching linear equations among Grade 8 learners at Novaliches High School, focusing on its effect on student performance and its effectiveness through the SAMR (Substitution, Augmentation, Modification, and Redefinition) framework. The study employed a quasi-experimental design to examine learning outcomes when random assignment was not feasible. 94 Grade 8 learners were selected through purposive sampling. Researcher-made instruments included a pretest and posttest to measure learning gains and a survey questionnaire to assess perceptions of Desmos. Data were analyzed using descriptive statistics, weighted means, and a t-test to compare scores before and after the intervention. Students strongly agreed with all indicators in the SAMR framework, with composite weighted means of 3.46 for Substitution, 3.49 for Augmentation, 3.52 for Modification, and 3.55 for Redefinition. These findings suggest that learners viewed Desmos not only as a digital substitute for traditional tools but also as a platform that supported experimentation, problem-solving, and creative engagement with mathematical concepts. Statistical analysis indicated a significant difference between pretest and posttest performance. Reported challenges included low interest in graphing, difficulty among first-time users, internet-connectivity problems, and limited device access. Despite these challenges, the findings shows that Desmos supported engagement, comprehension, and performance by making abstract concepts more interactive and meaningful. The study concluded that Desmos can serve as an effective educational technology for mathematics instruction when access and implementation issues are addressed.