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The Effects of the Use of Microsoft Math Tool (Graphical Calculator) Instruction on Students' Performance in Linear Functions

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Title: The Effects of the Use of Microsoft Math Tool (Graphical Calculator) Instruction on Students' Performance in Linear Functions
Language: English
Authors: Kissi, Philip Siaw, Opoku, Gyabaah, Boateng, Sampson Kwadwo
Source: Journal of Education and Practice. 2016 7(21):117-127.
Availability: IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Peer Reviewed: Y
Page Count: 11
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Graphing Calculators, Mathematics Achievement, Mathematics Instruction, Mathematics Education, Mathematical Models, Quasiexperimental Design, Foreign Countries, High School Students, Secondary School Mathematics, Experimental Groups, Control Groups, Mathematics Teachers, Teaching Methods, Mathematics Curriculum, Mathematical Concepts, Technology Integration, Technology Uses in Education, Secondary School Teachers, Educational Technology, Research Design, Constructivism (Learning), Pretests Posttests
Geographic Terms: Ghana
ISSN: 2222-1735
Abstract: The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students' achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools (SHS) in Accra, Ghana. The two schools were categorized as control group of forty-eight (48) students and experimental group of fifty (50) students. The analysis of data was done using independent t-test with alpha value (a) = 0.05. Pre-test assessment conducted at the beginning of the study shown no significant difference, t (95.720) = -0.441, p = 0.660 between the control and experimental groups. This indicated that the two groups were homogeneous. The experimental group received teaching instruction using the graphical calculator while traditional lecture method was used to teach the control group by the same instructor. Results revealed that there was significant differences, t (96.000) = -6.984, p = 0.00 in students' performance between control and experimental. This suggested that mathematics teachers and curriculum or textbook developers should introduce the use of the graphical calculator to improve students' performance in mathematics education, particularly linear and quadratic functions.
Abstractor: As Provided
Number of References: 48
Entry Date: 2016
Accession Number: EJ1109378
Database: ERIC
FullText Text:
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  Data: The Effects of the Use of Microsoft Math Tool (Graphical Calculator) Instruction on Students' Performance in Linear Functions
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  Data: IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
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  Data: The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students' achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools (SHS) in Accra, Ghana. The two schools were categorized as control group of forty-eight (48) students and experimental group of fifty (50) students. The analysis of data was done using independent t-test with alpha value (a) = 0.05. Pre-test assessment conducted at the beginning of the study shown no significant difference, t (95.720) = -0.441, p = 0.660 between the control and experimental groups. This indicated that the two groups were homogeneous. The experimental group received teaching instruction using the graphical calculator while traditional lecture method was used to teach the control group by the same instructor. Results revealed that there was significant differences, t (96.000) = -6.984, p = 0.00 in students' performance between control and experimental. This suggested that mathematics teachers and curriculum or textbook developers should introduce the use of the graphical calculator to improve students' performance in mathematics education, particularly linear and quadratic functions.
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  Data: EJ1109378
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 117
    Subjects:
      – SubjectFull: Graphing Calculators
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Education
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      – SubjectFull: Mathematical Models
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      – SubjectFull: Quasiexperimental Design
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Control Groups
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Educational Technology
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      – SubjectFull: Research Design
        Type: general
      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Ghana
        Type: general
    Titles:
      – TitleFull: The Effects of the Use of Microsoft Math Tool (Graphical Calculator) Instruction on Students' Performance in Linear Functions
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            NameFull: Kissi, Philip Siaw
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            NameFull: Boateng, Sampson Kwadwo
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