Instructional Efficiency of the Integration of Graphing Calculators in Teaching and Learning Mathematics
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Tarih
2009
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info:eu-repo/semantics/openAccess
Özet
This quasi-experimental study with non-equivalent control group post-test only
design was conducted to investigate the effects of using graphing calculators in
mathematics teaching and learning on Form Four Malaysian secondary school
students’ performance and their meta-cognitive awareness level. Graphing
calculator strategy refers to the use of TI-83 Plus graphing calculator in teaching
and learning of Straight Lines topic. The experimental group underwent learning
using graphing calculator while the control group underwent learning using
conventional instruction. Three instruments were used in this study namely,
Straight Lines Achievement Test, Paas Mental Effort Rating Scale and Metacognitive Awareness Survey. The data were analysed using independent t-test and
planned comparison test. The findings indicated that the graphing calculators’
instruction enhanced students’ performance and induced higher levels of metacognitive awareness among students. Less mental effort were invested during the
learning and test phases and hence increased 3-dimensional instructional
efficiency index in learning of Straight Lines topic. Hence it can be implied that
integrating the use of graphing calculators in teaching and learning of
mathematics was more efficient than the conventional instruction strategy. Even
though some students experience difficulties in using graphing calculators initially
during learning, they responded overwhelmingly that graphing calculators
improves their understanding of the Straight Lines topic. Hence, the usage of the
graphing calculator lends as an effective strategy in teaching and learning of
mathematics.
Açıklama
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Kaynak
International Journal of Instruction
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Künye
Tajuddin, N. M. , Tarmizi, R. A. , Konting, M. M. & Ali, W. Z. W. (2008). Instructional Efficiency of the Integration of Graphing Calculators in Teaching and Learning Mathematics . International Journal of Instruction , 2 (2) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5145/70089
