effects of calculator on the performance of students

8/3/2019 Effects of Calculator on the Performance of Students

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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


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


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

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