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The Effect of Graphing Calculator Use on Learners' Achievement and Strategies in Quadratic Inequality Problem Solving

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Title: The Effect of Graphing Calculator Use on Learners' Achievement and Strategies in Quadratic Inequality Problem Solving
Language: English
Authors: Ndlovu, Levi (ORCID 0000-0001-6528-6474), Ndlovu, Mdutshekelwa (ORCID 0000-0002-1187-0875)
Source: Pythagoras. 2020 41(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/pythagoras
Peer Reviewed: Y
Page Count: 13
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Mathematics Instruction, Secondary School Mathematics, Teaching Methods, Graphing Calculators, Mathematics Achievement, Problem Solving, Intervention, Student Attitudes, Algebra, Learning Strategies, Foreign Countries, Word Problems (Mathematics), Equations (Mathematics)
Geographic Terms: South Africa
ISSN: 1012-2346
Abstract: The purpose of this mixed methods study was to investigate the effect of a graphing calculator (GC) intervention on Grade 11 learners' achievement in quadratic inequality problem solving. The quantitative aspects of the study involved an experimental and control group design in which the experimental group received instruction using the GC activities and the control group was taught without using the GC. The qualitative aspects of the study involved script analysis and task-based interviews. We used three data collection instruments: a quadratic inequality problem solving test used both as a pre- and a post-test administered to both the experimental and the control group learners, a written task analysis protocol and a task-based interview schedule. The results of the dependent samples "t"-test confirmed a statistically significant improvement in the quadratic inequality problem solving achievement of the experimental group with a Cohen's "d" effect size of 1.3. The dependent "t"-test results for the control group were also a statistically significant improvement but with a smaller Cohen's "d" of 1.2. The results of the independent t-test indicated that the experimental group achievement was significantly higher than that of the control group with a Cohen's "d" effect size of 0.79. Script analysis of selected learners' post-test solutions also showed that learners in the experimental group employed more problem-solving strategies (at least three -- symbolic, numeric and graphical). Interview results of purposively selected learners also affirmed that experimental group participants perceived the GC intervention to have prepared them more effectively for multiple solution strategies of the quadratic inequality problem tasks. The researchers recommend the integration of GCs in the teaching and learning of mathematics in general and quadratic inequalities in particular. However, more research is needed in the integration of the GC in high-stakes assessment.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1286886
Database: ERIC
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  Data: The Effect of Graphing Calculator Use on Learners' Achievement and Strategies in Quadratic Inequality Problem Solving
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  Data: <searchLink fieldCode="AR" term="%22Ndlovu%2C+Levi%22">Ndlovu, Levi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6528-6474">0000-0001-6528-6474</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ndlovu%2C+Mdutshekelwa%22">Ndlovu, Mdutshekelwa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1187-0875">0000-0002-1187-0875</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Pythagoras%22"><i>Pythagoras</i></searchLink>. 2020 41(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/pythagoras
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Graphing+Calculators%22">Graphing Calculators</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Problems+%28Mathematics%29%22">Word Problems (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Equations+%28Mathematics%29%22">Equations (Mathematics)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 1012-2346
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this mixed methods study was to investigate the effect of a graphing calculator (GC) intervention on Grade 11 learners' achievement in quadratic inequality problem solving. The quantitative aspects of the study involved an experimental and control group design in which the experimental group received instruction using the GC activities and the control group was taught without using the GC. The qualitative aspects of the study involved script analysis and task-based interviews. We used three data collection instruments: a quadratic inequality problem solving test used both as a pre- and a post-test administered to both the experimental and the control group learners, a written task analysis protocol and a task-based interview schedule. The results of the dependent samples "t"-test confirmed a statistically significant improvement in the quadratic inequality problem solving achievement of the experimental group with a Cohen's "d" effect size of 1.3. The dependent "t"-test results for the control group were also a statistically significant improvement but with a smaller Cohen's "d" of 1.2. The results of the independent t-test indicated that the experimental group achievement was significantly higher than that of the control group with a Cohen's "d" effect size of 0.79. Script analysis of selected learners' post-test solutions also showed that learners in the experimental group employed more problem-solving strategies (at least three -- symbolic, numeric and graphical). Interview results of purposively selected learners also affirmed that experimental group participants perceived the GC intervention to have prepared them more effectively for multiple solution strategies of the quadratic inequality problem tasks. The researchers recommend the integration of GCs in the teaching and learning of mathematics in general and quadratic inequalities in particular. However, more research is needed in the integration of the GC in high-stakes assessment.
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  Data: 2021
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  Data: EJ1286886
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Graphing Calculators
        Type: general
      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Problem Solving
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      – SubjectFull: Intervention
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Algebra
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Word Problems (Mathematics)
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      – SubjectFull: Equations (Mathematics)
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      – SubjectFull: South Africa
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      – TitleFull: The Effect of Graphing Calculator Use on Learners' Achievement and Strategies in Quadratic Inequality Problem Solving
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