Impact of Implementing Graphing Calculators on College Algebra Students’ Performance, Satisfaction, and Motivation

Manuel Rodriguez

Abstract


The purpose of this study was to investigate the impact graphing calculators had on students’ performance, satisfaction, and motivation. A quasi-experiment was performed on an experimental group (n = 33) and a control group (n = 42) comprised of college algebra students from Miami Dade College, to compare their final grades. Experimental group participants were also surveyed about their satisfaction and motivation with using graphing calculators.  Results of independent samples t tests revealed insignificant difference between the control and experimental groups’ performance (p = .560), but a significant difference was between the two groups’ motivation (p = .003) and satisfaction (p = .018). These results suggest that graphing calculators may play important roles other than simply enhancing student performance, which then opens the door for future investigations into their use in mathematical education.

https://doi.org/10.26803/ijlter.18.6.6


Keywords


College Algebra; Graphing Calculators; Technology; Mathematical Education

Full Text:

PDF

References


Abu-Naja, M. (2010). The influence of graphic calculators on secondary school pupils' ways of thinking about the topic: Positivity and negativity of functions. International Journal for Technology in Mathematics Education, 15(3), 103-117. Retrieved from https://eric.ed.gov/?id=EJ837652

Barton, S. D. (2001). What does the research say about achievement of students who use calculator technologies and those who do no? In P. Bogacki (Ed.), Electronic Proceedings of the Thirteenth Annual International Conference on Technology in Collegiate Mathematics. Retrieved from http://archives.math.utk.edu/ICTCM/ VOL13/C025/paper.pdf

Bowman, E. W. (2018). Using graphing calculators to graph quadratics. ICME-13 Monographs, 399–408. doi:10.1007/978-3-319-76575-4_24

Brown, R. (2010). Does the introduction of the graphics calculator into system-wide examinations lead to change in the types of mathematical skills tested? Educational Studies in Mathematics, 73(2), 181-203. doi:10.1007/s10649-009-9220-2

Burns, M. (2005). Looking at how students reason. Educational Leadership, 63(3), 26-31. Retrieved from http://www.ascd.org/publications/educational-leadership/nov05/vol63/num03/Looking-at-How-Students-Reason.aspx

Cedillo, T. E. (2001). Toward an algebra acquisition support system: A study based on using graphic calculators in the classroom. Mathematical Thinking and Learning, 3(4), 221-259. doi:10.1207/S15327833MTL0304_01

Colburn, A. (2007). Constructivism and conceptual change. The Science Teacher, 74(8), 14-18. Retrieved from https://www.questia.com/library/journal/1G1-172598337/constructivism-and-conceptual-change-part-ii

Crawford, P., Moseley, D., Nancarrow, M., & Ward, E. (2018). Calculus challenges: An active learning approach. PRIMUS, 28(6), 616–625. doi:10.1080/10511970.2017.1387630

Dewey, B. L., Singletary, T. J., & Kinzel, M. T. (2009).Graphing calculator use in algebra teaching. School Science & Mathematics, 109(7), 383-393. doi:10.1111/j.1949-8594.2009.tb17869.x

Ellington, A.J. (2006). The effects of on-CAS graphing calculators on student achievement and attitude levels in mathematics: A meta-analysis. School Science and Mathematics, 106(1), 16. doi:10.1111/j.1949-8594.2006.tb18067.x

Farmer, P. J. (2016). Teacher preparation programs and calculator pedagogy (Unpublished doctoral dissertation). Texas Tech University. Retrieved from https://ttu-ir.tdl.org/handle/2346/68054

Fennema, E. & Sherman, J. A. (1976). Fennema-Sherman mathematics attitude scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326. doi:10.2307/ 748467

Foshee, C. M., Elliott, S. N., & Atkinson, R. K. (2015). Technology-enhanced learning in college mathematics remediation. British Journal of Educational Technology,47(5), 893-905. doi:10.1111/bjet.12285

Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based learning (Doctoral dissertation, University of New England, 2017). All Theses and Dissertations, 121. Retrieved from https://dune.une.edu/cgi/viewcontent.cgi?article=1120&context=theses

Handal, B., Cavanagh, M., Wood, L., & Petocz, P. (2011). Factors leading to the adoption of a learning technology: The case of graphics calculators. Australasian Journal of Educational Technology, 27(2), 343-360. doi:10.14742/ajet.974

Harris, J. L., Al-Bataineh, M. T., & Al-Bataineh, A. (2016). One-to-one technology and its effect on student academic achievement and motivation. Contemporary Educational Technology 7(4), 368-381. Retrieved from http://www.cedtech.net/articles/74/745.pdf

Hui, W., Hu, P. J. H., Clark, T. H. K., Tam, K. Y., & Milton, J. (2008). Technology-assisted learning: A longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning. Journal of Computer Assisted Learning 24(3), 245-259. doi:10.1111/j.1365-2729.2007.00257.x

Kahveci, M. (2010). Students’ perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales. Turkish Online Journal of Educational Technology,9(1), 185-201. Retrieved from https://www.researchgate.net/publication/230885848_Students'_perceptions_to_use_technology_for_learning_Measurement_integrity_of_the_modified_Fennema-Sherman_attitudes_scales.

Kandemir, M., & DemirbaÄŸ-Keskin, P. (2019). Effect of graphing calculator program supported problem solving instruction on mathematical achievement and attitude. International Journal of Research in Education and Science,5(1), 203-223. Retrieved from https://files.eric.ed.gov/fulltext/EJ1197997.pdf.

Karadeniz, I., & Thompson, D. R. (2017). Precalculus teachers’ perspectives on using graphing calculators: an example from one curriculum. International Journal of Mathematical Education in Science and Technology, 49(1), 1–14. doi:10.1080/0020739x.2017.1334968

King, S., & Robinson, C. (2012). Do undergraduate students view calculator usage as a proxy for learning with understanding? British Journal of Educational Technology, 43(3), E90-E92. doi:10.1111/j.1467-8535.2012.01289.x

Kwon, H. (2017). Effects of 3D printing and design software on students' overall performance. Journal of STEM Education,18(4). Retrieved from https://www.learntechlib.org/p/181996/.

Leng, H. W. (2011). Using an advanced graphic calculator in the teaching and learning of calculus. International Journal of Mathematical Education in Science and Technology, 42(7), 925-938. doi:10.1080/0020739X.2011.616914

Martin, A. (2008). Ideas in practice: Graphing calculators in beginning algebra. Journal of Developmental Education, 31(3), 20-37. Retrieved from https://files.eric.ed.gov/fulltext/EJ832680.pdf

Nzuki, F. (2016). The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction. International Journal of Online Pedagogy and Course Design,6(2), 29-45. doi:10.4018/ijopcd.2016040103

Olsen, A. K., & Chernobilsky, E. (2016).The effects of technology on academic motivation and achievement in a middle school mathematics classroom. Proceedings of the National Economics Research Associates. Retrieved from http://digitalcommons.uconn.edu/nera-2016/2

Paquette, G. (2014). Technology-based instructional design: Evolution and major trends. In J. M. Specto, M. D. Merrill, J. Ellen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology, 4th ed. (pp. 661-671). New York: Taylor & Francis Group

Parrot, M. A., & Leong, K. E., (2018a). Impact of using graphing calculator in problem solving. International Electronic Journal of Mathematics Education,13(3). doi:10.12973/iejme/2704

Parrot, M. S., & Leong, K. E. (2018b). Teaching and learning calculus in secondary schools with the TI-Nspire. The Malaysian Online Journal of Educational Science,2(1), 27-33. Retrieved from http://mojes.um.edu.my/index.php/MOJES/article/view/12822

Porter, R. C., Ofodile, C., & Carthon, J. (2015). Redesigning college algebra for success: An analysis of student performance. Georgia Journal of Science,73(2), 5th ser., 153-159. Retrieved from https://digitalcommons.gaacademy.org/cgi/viewcontent.cgi?article=1168&context=gjs.

Simpson, T. (2002). Dare I oppose constructivist theory? The Educational Forum, 66(4), 347-354. doi:10.1080/00131720208984854

Tan, C., & Tan, C. (2015).Teaching probability with graphic calculator instructional approach. The Journal of Developing Areas, 49(5), 11-23. doi:10.1353/jda.2015.0061


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493