effects of calculator on the performance of students
TRANSCRIPT
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Effect of Calculators on the
Performance of Students
Keith Henrich Chua
Harwin Maynard Chen
Patrick Jason Isaac
Jill Andrelene Li
Miguel Paulo Maceda
David Jonathan Ordonez
De La Salle University Manila
Term 1, SY 2009 2010
Soctec2
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Introduction
From simple to complex, everything comes from the basics. Toddlers are first said to take
it unhurriedly when it comes to solving their simple multiplications, taking the long-cut instead
of the short for the purpose of honing and widening their understandings of the lessons beingconferred. As students grow mature, they begin to see and uncover other ways of solving
mathematical equations for the reason that they start to learn higher degree of mathematics, this
is where the use of scientific calculators come into play. Scientific calculators were invented to
aid its users to solve problems with accuracy and speed. However, this poses both negative and
positive sides in affecting the learning capacity, behavior and outlook of its users. Consumers of
this tool are somehow more focused in analyzing and solving higher degrees of calculation.
Computer software is a good metaphor of scientific calculators because like scientific
calculators, computer software does the basic calculations leaving the users to focus more on the
analytic side of the equation. At the same time, the users can give out their full conviction for the
device because it is programmed to have zero error. On the other hand, because of this
advancement, consumers tend to put a massive amount of trust in this product that they
somehow become dependent to it. Along with dependency comes the behavior of being indolent
or lazy. Sometimes, consumers tend to forget how to solve manually thus turning this
dependency into a necessity.
Statement of Problem
Does the use of scientific calculators have a more negative effect on students in
terms of their behavior, physical and learning capacity?
The group wants to know if the use of scientific calculators is more beneficial to
students or if students are better off without it. It was stated earlier that the learning
capacity can greatly be affected due to the dependency and laziness developed with its
use. However, it was weighed out because of the said advantage on analytical focus for
its users. Alongside the behavioral and mental sectors, the group also wishes to know if
there are any physical pains experienced with its use.
Hypothesis
The group answers yes to the question above since the group believes that there
can be more negative effect on students behavior, physical health and learning capacity
by using the scientific calculator than vice versa.
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I. Objectives
At the end of the research, the group must complete the following objectives:
To know if students experience discomfort or physical pain in using scientific
calculators. To know the negative and positive effects in using scientific calculators to
students.
To know the insights and perception of its users.
To prove/disprove the hypothesis.
II. Methodology
This research is a quantitative type of research. A qualitative and quantitative research
differs in the type of data that will be collected and the analysis of the data itself. The data
collected in a quantitative research are actual numbers, percentages from the experience or
observations of the people. Meanwhile, in a qualitative research, researchers, in some instances,
should immerse with the subjects and experience their lifestyles in order to collect the data
required.
There are different ways of collecting data from the subjects. Some of these waysinclude: Observation, interviews, questionnaire surveys, internet surveys, participation of the
researchers and others. The group chooses surveying as the way to collect data since the paper
itself is a quantitative type of research and it is the most common and fastest way to collect data.
This also ensures that all students answering the survey will be inside the limitation of our scope
since the group members are the ones giving out the survey.
One critical factor in gaining data from a large group of students is thru proper sampling
technique. Different kinds of sampling technique includes: maximal variation sampling,
homogenous sampling, critical sampling, according to reputation and according to theory
sampling. These are some of the most common sampling techniques. According to reputation
technique uses the data given by the experts since these data will be more accurate due to the
experience of the experts and their knowledge. The group chooses according to reputation
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sampling over the other sampling techniques assuming that most College of Engineering students
use their scientific calculators more frequently that other colleges in De LaSalle University.
Therefore, the group has limited the scope of study/research to the different engineering courses
of the College of Engineering as a result of sampling technique stated earlier.
After the data of the surveys are collected, pie charts will be made using Microsoft Word
2007 to show the distribution of answers as stated in the surveys.
III. Results
Survey Questions Response
Yes No
1.) Do you possess a scientificcalculator?
30 0
2.) Do you still use your calculator for
simple equations? (Such as x / + -)25 5
3.) Do you think people have gotten lazy
because calculators are being used?13 17
4.) Do you experience any pain in using
your calculator?2 28
5.) Do you think that a calculator can beused to cheat?
25 5
6.) Have you ever cheated on a particulartest using your calculators?
10 20
7.) Do you think you can survive yourcourse without a scientific calculator?
2 28
8.) Do you think having a scientificcalculator which has multiple functions
greatly increases your learning capacity?
20 10
9.) Do you feel envious of someone who
has a more advance calculator than your
own?
5 25
10.) Are you satisfied with the currentfunctions of the calculator?
24 6
11.) Do you want a scientific calculatorthat has a higher quality?
21 9
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IV. Discussion
Impact Assessment Instrument
Personal Communal
+ - + -
1.) Physical
Health
Enhances brainactivity due to
critical thinking
when solving
problems
Contributes to different
kinds of stress to the userespecially when the
calculator cannot give
the correct answer
because it has exceededits limitations
Same as personal Same as persona
Fitness
The brain isexercised and the
muscles for the
fingers are beingutilized
Some may experience
physical pain due to
excessive usage forextended periods of time
Same as personal Same as persona
2.) Social
Social Interaction
Increases the timeallotted for
studying since timefor calculations are
significantlyreduced to a
minimum
Time for co-curricularactivities is lessened
because there is muchgreater schoolwork to be
done which involvesusage of calculator
excessively
Because computationsfor problems are done
much efficiently group
studying is encouragedthis in turn strengthens
the bond among peers
An unjust divisionlabor for groups
would exist sincsome individuals t
to slack off and lother group mates
all the computatio
3.) Behavioral
Student Behavior
Increases the
learning capacity of
a student since
getting an answerwith the calculator
makes an individualenthusiastic to
continue on with
the work
Cheating with the use of
calculators would comeinto being since it is easy
to store data for futureuse
Due to the increased
capacity to learn
students are inclined tobuild a foundation in
order to learn as acommunity and not
just individually
Cheating with the
of calculators amo
peers is easier to d
since a calculator
legal to be used iexams, the answe
can be transmittedcalculator screen
and can be
distributed with grease
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Work Efficiency
A faster rate ofdoing work will be
developed since
using the calculator
is very easy
The dependency on
calculators would ensueand without it working
through problems would
be a very hard task for
the student
Same as personal
The competency
the community wbe lessened since
the manual labor
solved by the
calculator
4.) Technological
Technological
Advancements
The technologicaladvancement of
calculators help the
students much morebecause advanced
functions are
readily available
The more advanced
functions have beentransformed into buttons
and the logic behind
these functions are takenover and the foundation
and essence of learning
are disrupted
Same as personal Same as persona
ANALYSIS OF SURVEY
In the survey given by the group to the engineering students, each question made has its
own unique characteristic and it tackles 1 of the 4 aspects of technology on society namely,
physical aspect, social aspect, behavioral aspect and the technological aspect. The survey
consists of 11 questions and answerable by a Yes or No because the group decided on using
a qualitative approach for gathering the data needed. Using a pie graph to show the results of the
data per question with its corresponding percentage is enough to know what the engineering
students think of scientific calculators.
Do you posess a scientific
calculator?
100%
0%
Yes
No
In question # 1, the purpose of asking this type of question is that to whether know the
people asked by the group to answer the survey are truly using the calculator and if such would
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be viable for the group to use the data to prove the hypothesis true. Based on the pie graph and
its percentage, it shows that 30 out of 30 students are using the calculator in school and that all
answers for the succeeding questions are qualified to be used in the research.
Do you still use your calculator
for simple equations?
(Such as x / +-)
83%
17%
Yes
No
In question # 2, this question was conducted in order to know if whether the people have
become too dependent on calculators, an example of which wherein they would use a calculator
to solve a mathematical problem that is easy and could be solvable by mental means. Based on
the data, it shows that about 83% of the people use a calculator just to compute simple
mathematical equations and from that the group concluded that being exposed to the use of
calculators for a long period could have an effect on the students ability to do compute mental
equations easily.
Do you think people have
gotten lazy because
calculators are being
used?
43%
57%
Yes
No
In question # 3, the reason behind why this question was asked was that the group wants
to know the effects of technology on the behavioral aspect. Knowing what people think about
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themselves and about others when they are used to having scientific calculators as their aid in
surviving engineering life. It clearly shows from the statistics above that 43% said yes and 57%
said no from the survey conducted. Based from that, the group can conclude that people do not
get lazy when calculators are used, though it does not mean that people do not get lazy when
they are using calculators because it shows that 43% said yes that people are getting lazy because
of calculators.
Do you experience any pain in
using your calculator?7%
93%
Yes
No
In question # 4, the wants to know whether the frequent use of calculators have an effect
on the students on the physical aspect. Knowing if people are experiencing any pain or have
developed any syndromes would be helpful in making conclusions and recommendations to
prevent such. Though it shows that 93% said no that they do not feel any physical or emotional
pain thus could be concluded that no syndromes could be developed and that it would take more
than frequent use of calculators for a student to experience any pain from using it.
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In question # 5, the group targeted on knowing also the behavioral aspect of its effects on
students. The group wants to know if whether the student would have knowledge or insight about
their calculators could be used as a tool in any cheating related activities. In the survey results,
83% said yes that it is possible for students to cheat and because of which the group concluded
that having scientific calculators during an exam or any other it is possible to cheat using such
means and could have an effect on the academic performance of a student.
Have you ever cheated on a
particular test using your
calculator?
33%
67%
Yes
No
For question # 6 it is a follow up question from question # 5, which also tackles the
behavioral aspect. Knowing that it is possible to cheat in an activity or not, would the student be
willing or have done it. Only around 1/3 of the survey said yes, and the remaining 2/3 said no.
This is somewhat the opposite of the previous question related to cheating. It shows that knowing
the there is a way to cheat in any activity, engineering students refuse to stoop to such activity
and risk getting caught which would have a negative effect on them for their college life.
Do you think you can
survive your course without
a scientific calculator?7%
93%
Yes
No
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In question # 7, a different aspect was targeted and this was the effects of technology to
society on a psychological aspect. Knowing what people think about certain objects and how
they perceive it to be in their life would be an aid for the group to fully understand the effects of
a certain technological device to society. As shown in the pie graph, it clearly shows that 93%
said no that they could not survive their course without any calculator does could be said that
there is an attachment developed between technology and society and that one could not survive
without the other. Though on an educational perspective, it shows that calculators are essential in
for the academic survival of a student especially in Engineering.
In question # 8, the group decided to know whether having not just a normal calculator
that could do functions such as add, subtract, divide and multiply is enough to enhance their
learning capacity or otherwise. From the data gathered and represented as a pie graph, it shows
that around 80% of the people who answered the survey said yes that having multiple functions
for a calculator would increase their learning capacity. With the knowledge that students from
the College of Engineering require calculators that has multiple functions, the group can
conclude that most students prefer calculators that has many capabilities as to that of a normal
calculator that has limited functions. It could be also said that students have become so
dependent on calculators that they would require it for them to increase their learning capacity.
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In question # 9, the group surveyed students on what their insights on how would they
feel if they would see someone who has a better calculator than them. The group would like to
see this from a psychological perspective, and based from the results it shows that people are not
envious of other people who have better calculator. The group concluded that students are
contented with what they have now and does not seek for more.
For question # 10, it is just a follow up question from question # 9 on whether they are
satisfied with their current model/brand of calculator. The results from question # 10 should be
similar from that of question # 9, and it clearly shows true. People are satisfied with what their
current calculators have in terms of functionality.
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The last one, which question # 11 talks about the technological aspect wherein knowing
if whether people would desire an even more sophisticated model that has almost the same
functions as that of a computer. Based from the results, 70% said yes thus could be concluded
that people would even want a better quality for a calculator for reasons unknown.
Calculators
Calculator is defined as an electronic/mechanical device utilized performing
mathematical computations. The numerical tool called calculator was invented in the early
1980s and began to appear in elementary arithmetic classrooms. Its overture began to spread a
controversy that questioned its effect on the learning capacity of the students. It was invented by
a development panel organized at Texas in 1996, introducing the very first calculator that was
said to later help alter to betterment the lives of the massive population. This invention paved
the way for the ease in performing simple mathematical computations quickly and accurately
than calculating manually. This tool helped develop the mathematical capabilities of students,
businesspersons, etc. Because of this innovation, interest in calculators grew swiftly over the past
twenty-five years. Hand-held calculators instantly became the fastest & most effective way in
solving mathematical problems, perceived by many as a device that can compute and formulate
solutions with ease.. It was stated in an encyclopedia that a calculator is a piece of equipment
that is utilized for performing mathematical computations. This tool has a limited problem
solving capability and an interface optimized for interactive calculation rather than
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programming, compared to the computer which specializes in programming and performing
different tasks other than calculating. Calculators can be seen as a hardware or software,
mechanical or electronic, and are often built into devices such as PDAs or phones. It was also
stated that up to date electronic calculators are generally small, digital, and usually inexpensive.
In addition to general purpose calculators, there are those designed for specific markets; for
example, there are scientific calculators which focus on operations slightly more complex than
those specific to arithmetic examples are trigonometric, statistical and iterative calculations.
Another type of calculator is the graphing calculator, it can be used to graph functions defined on
the real line, or higher dimensional Euclidean space. Modern calculators are more portable than
most computers, although most PDAs are comparable in size to handheld calculators. This tool
of ease did not manage to get the approval of the members of the National Council of the
Teachers of Mathematics (NCTM), NCTM reasoned out & stated that Technology should not
be used as a replacement for basic understandings and intuitions; rather, it can and should be
used to foster those understandings and intuitions. .Many organizations appeal to the aid of
using calculators at all levels in algorithmic instructions, supporting concept development,
reducing demand for memorization, enlarging the scope of problem solving, providing
motivation, and encouraging discovery, exploration and creativity. Today, the National Council
of Teachers of Mathematics (NCTM) has decided to take the side of the calculator-based
instruction and stated that the calculator can and should be used in all arithmetic classrooms, as
long as they are implemented appropriately. Proper management of calculator-based
instructions can pave the way for the further lengthening of the students understandings in math
topics. This can also provide the students supplementary access to substantially rich problems
Most problems do not require the utilization of graphing capabilities from a calculator
because graphing calculators are generally used by specialty courses with relations to this kind of
function. For example, graphing calculators are only used in AP Calculus courses and some
college courses.
Scientists and Engineers do not use calculators but rather their software in computers.
They excel in picturing out a much larger scale in computing data using a computer rather than
calculators. The basic fact is that the calculators are limited only to small-scale computations and
iterations.
http://en.wikipedia.org/wiki/Scientific_calculatorhttp://en.wikipedia.org/wiki/Euclidean_spacehttp://en.wikipedia.org/wiki/Personal_digital_assistantshttp://en.wikipedia.org/wiki/Scientific_calculatorhttp://en.wikipedia.org/wiki/Euclidean_spacehttp://en.wikipedia.org/wiki/Personal_digital_assistants -
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Scientific calculator is a calculator with the following abilities:
Raising numbers to arbitrary powers (usually via a y^x button);
Taking arbitrary roots;
Calculator the log base 10 and the natural logarithm;
Raising the number e to a power;
Doing trigonometric and inverse trig functions;
Doing basic statistical calculations (mean, standard deviation)
Doing multi-level calculations using parentheses.
If a calculator is not portable then it is possible that its not easy to utilize, this implies that
one must buy calculators which can easily be used and can easily be knowledgeable of. A good
calculator is a tool that can prove its usefulness for a long period of time. It is possible to spend
much and get a calculator that may be extra bulky or complicated that one could not make use of
it; just as it is possible to spend a small amount of money and get one that does not do what it
was made to do. One must learn how to spend money on buying a calculator and how to analyze
on what kind of calculator one should invest on.
It was stated in an article by the Eisenhower Southwest Consortium for the Improvement
of Mathematics and Science Teaching, that calculators should be used in the classroom for
many reasons: Calculators assist students at all levels learn mathematically complicated material.
Even young children can use calculators to focus on the ideas behind computation rather than on
the act of calculating. Rather than hindering ones mathematical learning capacity, calculator use
can actually improve student achievement in mathematics, according to research. Students are
now allowed to use calculators in national examinations for college assessment.
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Figure III (Reys & Reys, 1998)
Computational Tool Primary (Gr. K-2) Intermediate (Gr. 3-5) Middle Grades (Gr. 6-8)
Mental
Computation
Students are
encouraged to developand use invented
computational strategies
and to record work, as
needed.
Students are encouraged to use mental
computation when efficient for whole number,fraction, and decimal computation.
Written
Computation
Students develop
efficient algorithms forwhole number
computation. Standard
algorithms areintroduced as one
method.
Students develop
efficient algorithms forfraction and decimal
computation. Standard
algorithms are introduced asone method.
Estimation
Students areencouraged to make
sense of data and answers
and to develop strategiesfor estimating in
measurementsettings.
Students develop and share a variety ofstrategies to produce computational estimates and to
judge the reasonableness of answers.
Calculator
Students use a
calculator to explore
patterns and relationshipswith numbers and
operations and as an
efficient tool to do
complex computationsassociated with solving
problems.
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V. Conclusion & Recommendations
The research analysis was carried out to determine the effects of the calculators on
students acquisitions of operational and problem-solving skills, as well as the students attitude
towards the subject being learned. The research conducted may not fully address to the inquiries
that have been raised by arithmetic instructors so further calculator-based research is
recommended. Having to consider the different grade distributions for different grade levels,
length of calculator availability should increase directly proportional with respect to the increase
of their grade levels. Calculators should especially be emphasized during the instructions in
schools to increase students success in problem solving as well as more positive attitudes toward
mathematics because students abilities to select the appropriate problem solving strategies were
not hindered by the calculators role in the testing operations and instruction. The problem
solving skills of the students can further be optimized under conditions where special
curriculum/teaching materials of the professor integrates the use of the scientific calculators
inside the classroom instructions and when there is a use of special graphing calculators.
Permitting the students to use scientific calculators in mathematics may result in better attitudes
towards the subject matter, because these factors were not obstructed by the usage of scientific
calculators. In order for this technology to have supporting positive impacts on students
mathematical learning capacities, the instructors must mandatorily be knowledgeable as to how
to put the calculator into practice. The calculator should be used as a supplement to learning, not
as a replacement for learning computational algorithms. When comparing students who has and
does not have a calculator, these conclusions were made: The calculator had no significant
effects on students conceptual knowledge of mathematics; the calculator had a positive
influence on students attitudes towards mathematics, when calculators were part of the
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assessment process, the computational and problem-solving skills of students of low and average
ability improved. In the survey conducted during the experiment, the group discovered how
people looked at the view of developing technology with respect to calculators. The groups
finding demonstrated that the chosen students were particularly generally dependent to the
scientific calculator with respect to their courses. The survey also put in to picture how the
calculator satisfied the students learning capacity because 80% of the surveyed individuals
confessed that they learned more when the calculator was introduced to them. This innovation
also sadly altered the behavior of some (83% of the surveyed individuals) and led them into
thinking that this innovation can be used in cheating, and others (33.33% of the surveyed
individuals) actually used their calculators as a medium of dishonesty in testing and in quizzes.
The group also discovered that almost half of the surveyed individuals thought that they became
lazy because of their use of the calculator. According to an article by Hembree & Dessart in
1992, it was stated that calculators, though generally beneficial, may not be appropriate for use
at all times, in all places, and for all subject matter. This informs us that calculators should not
be used in each and every calculation or subject matter, although the number of classrooms not
incorporating calculators has diminished significantly over the past few years.
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VI. Reference
A Meta - Analysis of the Effects of Calculators on Students Achievements and Attitude Level in
Precollege Mathematical Classes.Retrieved July 14, 2009 from
http://www.cited.org/library/site/ellington%2003%20metaanalysis%20calculator
%20use.pdf
Methodology Tutorial Qualitative Data Acquisition Methods (n.d.)Edutech Wiki.
Retrieved July 14, 2009 from
http://edutechwiki.unige.ch/en/Methodology_tutorial_-
_qualitative_data_acquisition_methods#Qualitative_data_acquisition_methods
Calculator (n.d.). Wikipedia-The Free Encyclopedia
Retrieved July 16, 2009, from
http://en.wikipedia.org/wiki/Calculators
Calculators in the Classroom (n.d.). Eisenhower Southwest Consortium for the Improvement of
Mathematics and Science Teaching
Retrieved July 15, 2009, from
http://www.sedl.org/pubs/quick-takes/qt_calculators.pdf
http://www.cited.org/library/site/ellington%2003%20metaanalysis%20calculator%09%20use.pdfhttp://www.cited.org/library/site/ellington%2003%20metaanalysis%20calculator%09%20use.pdfhttp://www.cited.org/library/site/ellington%2003%20metaanalysis%20calculator%09%20use.pdfhttp://edutechwiki.unige.ch/en/Methodology_tutorial_-_qualitative_data_acquisition_methods#Qualitative_data_acquisition_methodshttp://edutechwiki.unige.ch/en/Methodology_tutorial_-_qualitative_data_acquisition_methods#Qualitative_data_acquisition_methodshttp://en.wikipedia.org/wiki/Calculatorshttp://www.cited.org/library/site/ellington%2003%20metaanalysis%20calculator%09%20use.pdfhttp://www.cited.org/library/site/ellington%2003%20metaanalysis%20calculator%09%20use.pdfhttp://edutechwiki.unige.ch/en/Methodology_tutorial_-_qualitative_data_acquisition_methods#Qualitative_data_acquisition_methodshttp://edutechwiki.unige.ch/en/Methodology_tutorial_-_qualitative_data_acquisition_methods#Qualitative_data_acquisition_methodshttp://en.wikipedia.org/wiki/Calculators