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Integrating Scientific Calculators in Teaching Measures of Central Tendency and Dispersion: A Lesson Study.

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Bibliographic Details
Title: Integrating Scientific Calculators in Teaching Measures of Central Tendency and Dispersion: A Lesson Study.
Authors: Bayan, Robert Jan R.1 robertjan.bayan@cvsu.edu.ph, Ngiwas, Fluer De Cory2, Elipane, Levi3
Source: Psychology & Education: A Multidisciplinary Journal. 2026, Vol. 52 Issue 3, p388-393. 6p.
Subject Terms: *Calculators, *Student engagement, *Ninth grade (Education), *Statistical literacy, *Lesson planning, *Teaching experience, Deviation (Statistics), Arithmetic mean
Geographic Terms: Philippines
Abstract: This study investigates the integration of scientific calculators in teaching measures of central tendency and dispersion—specifically mean, variance, and standard deviation—to Grade 9 students. Using a qualitative Lesson Study (LS) framework and involving 40 Grade 9 students in a public secondary school in the Philippines, the research examined how calculator-supported instruction affects student engagement, conceptual understanding, and computational efficiency. Findings revealed that the strategic use of calculators enhanced participation, clarified complex concepts, and allowed students to perform calculations more quickly and accurately. Contextualized activities further deepened students’ appreciation of the lessons. However, the study also underscores the risks of overreliance on technology, emphasizing the importance of balancing procedural fluency with conceptual reasoning. The study concludes that integrating calculators, when aligned with sound pedagogy and reflective practice, can advance statistical literacy, foster engagement, and promote collaborative learning. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study investigates the integration of scientific calculators in teaching measures of central tendency and dispersion—specifically mean, variance, and standard deviation—to Grade 9 students. Using a qualitative Lesson Study (LS) framework and involving 40 Grade 9 students in a public secondary school in the Philippines, the research examined how calculator-supported instruction affects student engagement, conceptual understanding, and computational efficiency. Findings revealed that the strategic use of calculators enhanced participation, clarified complex concepts, and allowed students to perform calculations more quickly and accurately. Contextualized activities further deepened students’ appreciation of the lessons. However, the study also underscores the risks of overreliance on technology, emphasizing the importance of balancing procedural fluency with conceptual reasoning. The study concludes that integrating calculators, when aligned with sound pedagogy and reflective practice, can advance statistical literacy, foster engagement, and promote collaborative learning. [ABSTRACT FROM AUTHOR]
ISSN:28224353
DOI:10.70838/pemj.520310