the effects of using calculator to the behavior of students

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

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CHAPTER I

Background of the study

This chapter presents the introduction, the conceptual and theoretical

framework, the statement of the problem, the hypotheses of the study, the

significance of the study, the scope and limitations, and the definition of terms to

give the general description and details of the research topic.

Introduction

The modern era provides several ways to reduce the burdens of life.

Along with the constant change, different companies started to enhance our way

of living through developing modern technologies. These technologies are used

in different ways such as entertainment, transportation and most especially for

educational purposes. One of the most promising devices developed in history is

the Calculator. According to Ball (1996) and Flamm (1996), 1960s is the start of

the Calculator revolution. On the early 1960s, the Calculators were complicated

and were only motor assisted mechanical machines with no electronic parts. As

time passed by, modern day Calculator evolved from being mechanical to the

electronic phase.

An electronic Calculator today comprises more than we expect to have

including added features and improvements in its capability. Many Calculators

today have an added feature of mini solar panels which harnesses the energy of


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the sun in order to produce an efficient and sustainable energy rather than only

using batteries. Most importantly, electronic Calculators are used mainly for

easier calculations and to solve math problems without going through so much

trouble. Compared to the past generations of Calculator, different functions and

operations are built on the Calculators today that let you perform more than the

four basic operations. With these features, it is implied that the students will more

likely to get an accurate answer when they are solving a math problem. It is also

expected that a student with a Calculator in-hand will have the more confidence

in having a higher grade than the students who only use manual calculations.

. The researchers will analyze the different factors of a student which are

affected by using a Calculator and those who dont. The study will evaluate the

insights and the perception of the students if they prefer to use Calculators or

not. The researchers will examine the positive and negative effects to the

students behavior when allowed to use a Calculator.

In conclusion, the researchers aim to study effectiveness of using

Calculator to the behavior of the fourth year students in Mathematics. Moreover,

the interpreted results at the end of the study will provide recommendations to

the school in order to have a much more efficient learning. Hence, the NSDAPS

Mathematics teachers teach the concepts and the solution first to the students in

solving a math problem before allowing them to use Calculator. Lastly, the


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researchers will also compare the results of the study to the conclusions of the

past researchers who conducted a similar study.

Conceptual and Theoretical Framework

This part of the chapter presents the figures and paradigms in order to

illustrate and summarize the concepts and theories more clearly.

Conceptual Framework

The Conceptual framework identifies the two variables involved in

the study which is the Independent and Dependent variable and the non-

experimental factors affecting the Control Group and Experimental Group.

Figure 1: The Dependent and Independent variables of the study

The figure shown above points the conceptual paradigm involved in the

study where the result of the independent variable relies on the effects of the

study (dependent variable).

Independent Variable

(Control Group)

Independent Variable (Experimental Group)

Dependent Variable

(Effects of Study)


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Students who do not use Calculators

(Control Group)

Students who use Calculators

(Experimental Group)

Effects of the study

Increased test results from pretest and posttest.

Increased confidence in answering the test.

Improved behavior towards using Calculators.

Enhanced their attitude in solving math problem

Built up a better habit in studying

Figure 2: The Conceptual Framework of the study

Observing the figure presented, the paradigm illustrates the effects of the

study which influence the students who were prohibited to use Calculators

(Control Group) and the students who were allowed to use Calculators

(Experimental Group).

Theoretical Framework

On the other hand, the Theoretical framework presents the theory

involved in our study that supported the idea and study of the researchers.

Figure 3: The Theoretical Framework of the study


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Taking a glimpse on the figure, a diagram representing the Behaviorist

theory by Burrhus Skinner who believes that behavior is learned from the

environment, the people around, media and technology. Similar to the study, the

research treatment was given as reinforcement to the subjects and they were

given a series of test as stimulus. The students answered the test as a response

and applied the lessons and methods they have learned.

Statement of the Problem

The aim of this study is to conduct a Randomized Pretest-Posttest Control

Group design to determine if the effectiveness of Calculator to the behavior of

fourth year high school students.

Specifically, this study will find answers to the following questions:

1. How do the profile variables in Mathematics of the Experimental

Group and Control Group compare in terms of:

1.1 Attitude

1.2 Confidence

1.3 Study Habits

2. How do the Experimental Group and Control Group compare in their

pretest results?


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posttest results?

4. Based on the results of the study will the researchers encourage the

students to use Calculators or not?

Hypotheses

The following are the hypotheses of the researchers to the statement of

the problem:

1. Ho The CG and EG exhibited no significant difference in terms of their

profile variables.

2. Ho There is no significant difference on the Pretest scores of the CG

and EG.

3. Ho The posttest scores of the CG and EG towards Mathematics

delivered a result of no significant difference.

4. Ho The findings revealed that the researchers should promote the

utilization of Calculators to the students.


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Significance of the Study

This part of the study discusses the importance of determining whether or

not the behaviors of the students were affected by using Calculators. The reason

why this is significant can be explained from this aspect:

Students. The data that will be gathered in this study might help the

students to take a deeper view in improving the points that they are weak to in

solving math problems and in order to develop an effective method to get a

higher academic grade in Mathematics with or without using a Calculator.

Parents. The study informs the parents about the modern way that a Math

teacher uses in teaching lessons which is allowing students to use Calculators.

Thus, help them understand the behavior and attitude of their child towards

Mathematics.

Math teachers. The study will give suggestions and things that they should

consider in guiding and assisting the students to balance the manual

computations and the use of Calculators in order to achieve an efficient

academic performance in Mathematics. Thus, it will give improvement on their

way of teaching to explain the concepts and solutions first before allowing them

to use Calculator and.


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Future Generations. The research study will not only help the fourth year

students but also the other year levels and upcoming students of NSDAPS to be

informed about the importance of the effects of Calculator to the behavior of

students.

Scope and Limitations

This part of the study discusses the boundaries and the limits of the

researcher including the range of the area where the study will be utilized.

This study covers different mathematical fields like algebraic equations

and such. The researchers chose the 4th year students as participants because

they are the students that have the best knowledge on the topics that will be

persecuted in the tests. This study utilizes experimental research through pretest

and posttest design.

The research limits the schedule of the treatment due to the lack of time

for both the researchers and the participants of the study. The researchers were

also tested mathematically. Because of this, the research limits the researchers

in formulating different mathematical questions for their tests only after having

consulted an expert in the said field.

Limited knowledge on the subject would mean the inability to give valid

information and correct answers. Therefore, the researchers could not administer


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the treatment proper without having enough knowledge in teaching and in

Mathematics. The researchers could say that the study also limits the

researchers abilities in teaching. This caused the researchers to seek for

professional guidance from teachers who specializes Mathematics.

Definition of terms

The following terms were used in the study and have been defined as:

Calculator. A small electronic device that is used for making mathematical

computations and either basic or complex arithmetic operations.

Mechanical Calculator. A Calculator from the early 1960s which was a

mechanical device used to perform basic arithmetic operations having no

electronic parts.

Electronic Calculator. A Calculator in our modern time which is

characterized as a small, portable device and able to perform basic and complex

arithmetic operations made from multiple electronic parts.

Manual Computations. The use of ones skill and effort in solving a math

problem rather than using an electronic device.

Technology. The application of scientific knowledge that leads to the

creation of different products especially in our industry.


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Behavior. A way in which a person acts. In our study, behavior is defined

as a reflection of the Attitude and Confidence of students especially when solving

math problems.

Attitude. It is the way on how you think and see an object or your

perception to it. Attitude is characterized by two types namely, positive and

negative attitude. Attitude is the way on how students reacts or feels when they

are solving math problems and their mood that varies when they are either

allowed or prohibited to use Calculator.

Confidence. It is the other term for self esteem and it is the belief that one

can do or achieve something. Confidence is a students belief that he/she can

answer the problem and can get the right answer. Some of the students

confidence varies when the students are either allowed or prohibited to use

Calculator.

Study Habits. It is the regular practices or ways that a student used to do.

A students study habit can affect his/her behavior for when a student who does

not study well is expected to be nervous or anxious during the test. Thus, a poor

study habit can lead to a low score in tests.

Control Group (CG). The Control Group will have the normal treatment of

not using Calculator every session and will answer the posttest using manual

computations.


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Experimental Group (EG). The Experimental Group has undergone the

treatment to use Calculator every example that the researchers had given them

during the session. The Experimental Group were allowed to use Calculators in

answering the posttest.


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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the topics that are related to the study made by the

researchers. This chapter will present topics that will help the people to further

understand what the research study is all about and give them an idea on what the

researchers are trying to find out. On this chapter, original dissertations and such will

give a clue that will develop the peoples understanding about the study being presented

in this research.

History of Calculator

Ifrah (2001) states that the very first Calculator was a Pascaline adding and

subtracting machine created by Pascal in 1642. Calculators have been around for a long

time almost 400 years. The interesting connection with Pascal's Calculator is little has

changed since then, as far as how numbers are calculated. The difference today is the

speed and variety computations that can be completed with a Calculator. Calculators

continued to evolve and became smaller and more sophisticated in their ability complete

complex computations.

Improvement of students performance as using Calculators

According to Douglas A. Grouws and Kristin J. Cebulla (2000), there are several

ways to improve student achievement in mathematics. This summarizes research

findings on best teacher practices in mathematics education. The findings revealed that

students can learn both concepts and skills by solving math problems. Whole-class

discussion including individual and group work interactions improves student


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achievement. Lastly, using Calculators in the learning of mathematics can result in an

increased achievement and improved student attitudes.

Based on the study of Aimee J. Ellington, forty-two studies comparing students

access to graphing Calculators during instruction to students who did not have access to

graphing Calculators during instruction are the subject of this meta-analysis. The results

on the achievement and attitude levels of students are presented. When Calculators

were part of instruction but not in testing, students first benefited from using Calculators

but need to develop skills necessary to understand the concept of mathematics. When

Calculators were allowed in testing and instruction, the procedural, conceptual and

overall achievement skills of students improved. Their attitude towards mathematics

construct was most featured in the research studies. The students who used graphing

Calculators in these studies while learning mathematics had more positive attitude

toward mathematics compared to those who didnt use Calculator. Thus, the students

who had access to graphing Calculators while learning mathematics liked using them.

A study was conducted by George Bright, Hersholt Waxman and Susan Williams,

revealed that students mathematics performance improved significantly when they had

access to a Calculator. In addition, students may have committed fewer computational

errors with a Calculator. Students may also be able to perform computations more

quickly with a Calculator and thus complete more problems within the allotted time.

Students may have felt more confident when using Calculator. They may have been able

to focus their attention on higher-order thinking skills rather than on computations.

Lastly, there are no performance difference was found between students with positive


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and negative attitudes. Thus, implies that Calculators may help students with negative

attitudes as much as they help students with positive attitudes.

The hindrance of providing Calculators

In accordance with the study of Lesley Alexander Reel, graphing Calculator aids

may verify to be an effective strategy in closing the gap in mathematics attainment

between learners from lower and higher socioeconomic backgrounds. It increases

students achievement that could lead to higher test scores, more students taking

challenging courses and also be an ultimately more productive citizen. Though some

researcher found out that Calculator can improve ones mathematical achievement, not

every student can afford a graphing Calculator.

Technology vs. Manual practices

As stated by Guerrero, S., Walker, N., & Dugdale, S., this study was used to

examine whether the middle and high school educational system is adapting to the

technological changes positively or negatively. The findings revealed that the students

had a very positive attitude towards technology. In fact, it is shown that students attitude

towards learning improved when computers are used. They also had more self-

confidence when working math problems. Thus, a students attitude about self will have

a direct impact on degree of success. The study also found a positive correlation

between attitudes toward science and self-efficacy.

In A Retrospective of twenty years of education technology policy, Fouts (2003)

lists several conclusions such as the integration of technology with traditional instruction

will give students higher academic achievement in variety of subject areas than does


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traditional instructions alone. With the help of computer aids, students learn more quickly

and with greater retention. Students like learning with computers, and their attitudes and

school are positively affected by technology use.

As reported by Steven M. Poast, students learning styles are related to

technology needs and teaching methodologies. Students today are using technology in

the classroom for their own benefits. It also provides students chance to get practice on

basic content skills as well as enrichment opportunities. Even teachers are using

technologies such as software to improve students undeveloped skills in a variety of

content area. Education is not a one-size-fits-all-business. Each student brings up their

learning style to the class. It is up to the teacher to develop information which is utilized

by students style of learning.

Dissent of using Calculators

In relation with the study of Sandra Campagnone., this tries to find out if the use

of graphing Calculators promotes the students performance in Algebra. They conducted

a series of pretests and posttests having the students use graphing Calculators and

then on the other, refraining them from using it. The researchers found out almost

matching scores on the pretests and posttests given and knew that the students

generally do not believe that using Calculators help them to do any better.

Apprenticeship about the use of Calculator

A study conducted by the Vanderbilt University stated that this aims to find the

significance of fully learning the use of a Calculator before starting to use it. The


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researchers in this study successfully performed their experiment and found out that

their hypothesis was right and that students maximized the use of Calculators if they

know how to properly use it with the background of the lesson.

Based from the study of Christina Sheets and Wallace, NE, the researchers

approached this study in an uncommon manner. She compared past scores of her and

her students during their 7th and 8th grade. She tried to prove if the use of Calculators

during different school years improves their average scores in their mathematics

performance. Her study shows that the use of Calculators is a hindrance because by the

time that she forbid the students to use Calculators, the students scores increased. With

this result, she suggests that the use of Calculators vary on the one using it and on the

behavior of the students themselves.

The Advantage of Calculator

In a study conducted by Susan Barton, the researcher used 52 comparisons of

different tests involving students using Calculators and students who dont. The

researchers experiment showed very encouraging results and shows an evident result

of the advantage given by the use of Calculator. The researcher suggests that teaching

and learning mathematics with the use of graphing technologies such as Calculator is a

natural and mathematical partner.

It is believed by McColloch, Allison that this article reports on a qualitative study

of six high school Calculus students designed to build an understanding about the affect

associated with graphing Calculator use in independent situations. It was found that

using the graphing Calculator helped students maintain productive affective pathways for


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problem solving as long as they were using graphing Calculator capabilities for which

they had gone through a process of instrumental genesis with respect to the

mathematical task they were working on. Furthermore, graphing Calculator use and the

affect that is associated with its use may be influenced by the perceived values of

others, including parents and teachers.

The Impact of Calculator

It is revealed that a research study of Edward Wolfe provided simple and clear

results that explain the impact of the use of Calculators on the test results of the

students exams in mathematics. The researcher got previous research papers having

the same topic as his and correlated them to form his final conclusion. The research

implies that the use of Calculators really do affect the test results and shows that using

Calculators really do affect the test results and shows that using Calculators provide a

higher chance of scoring high on year tests, however, the researcher suggests that the

use of the right type of Calculator and how well you understand your mathematics topic

and concept are keys to maximizing the positive effect of using Calculators when taking

tests.

The researchers, Gail Burill and Glenda Breaux of Michigan State University,

aims to find out the impact of graphing Calculators in students performance in Algebra.

They conducted a series of tests including a pretest and a posttest to find out if there are

any significant differences. As a result, they found out the almost same percentage of

scores between graphing Calculator users and non-graphing Calculator users. The post-

test was up by 91% correct leaving the pretest behind by 6%.


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Synthesis:

In line with all these research studies and dissertations, this study will be having

a similar experimental design. But the main focus of this study is about the behavior of

the students with and without Calculators. Unlike the other studies, the researchers will

not be only focused on the difference of the academic grade of students in Mathematics

but the attitude and behavior that they show upon the implementation of the treatment.

The researchers will also study their Attitude and study habits towards Mathematics and

what how do these affect their academic performance in Mathematics. The researchers

will also try to figure out if using Calculators will boost a students confidence compared

to the time when they are not allowed to use. We will also compare the results of the

pretest and posttest and come up with the difference of the two tests. At the end of our

study, the researchers would be able to come up an answer if there is really an effect of

using Calculators in solving math problems to the behavior of students.


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Chapter III

Research Methodology

This chapter presents the type of research design used, the

participants and the instruments of the study. The method used to gather the

data is also presented and lastly, the statistical treatment used in order to come

up with the result of the study.

Methods and Techniques used

This section presents the type research design and methods involved in

the study.

Figure 4: The Randomized PretestPosttest Control Group design

The researchers utilized the experimental method of research specifically

the Randomized PretestPosttest Control Group design. This procedure

guarantees that all subjects have the same change of being in the experimental

or Control Group. It is assumed that the two groups are equivalent on all


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Control Group

Randomized assignment was used to generate the

members of the CG based from

their profile variables.

Experimental Group

Randomized assignment was used to generate the

members of the EG based from

their profile variables.

Pretest

The CG will answer the

Pretest without the

aid of calculator

and instructed to

compute manually.

Pretest

The EG will answer the

Pretest without the

aid of calculator

and instructed to

compute manually.

Treatment

The EG will be allowed to

solve the problems

with the aid of calculator during the sessions.

The CG will be

experiencing the normal

treatment of using manual calculations

every session with the

researchers.

Posttest

The CG will take the posttest

without the aid of

Calculators in solving the Math test.

Posttest

The EG will take the

posttest with the aid of calculator

and instructed to

compute manually

important dimensions and that there are no systematic differences between the

two groups because of strict random assignment. The Randomized Pretest

Posttest Control Group design has two groups; namely the Control and

Experimental Group.

Figure 5: The research method utilized by the researchers

In the Randomized Pretest-Posttest Control Group design, two groups

were generated through the random assignment of participants. The participants

who have been chosen were matched into two equal groups based on their

characteristics and scores on the non-experimental factors in order to attain the


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equality between the groups. After the randomization procedure, the

Experimental Group and Control Group received a pretest from the researchers.

Afterwards, the researchers administered the research treatment to the

Experimental Group while the Control Group had continued to have the normal

treatment. After that, the posttest was given to the Control and Experimental

Group to determine the changes or improvement of the groups.

The first group was assigned as the Experimental Group who were

instructed to answer the posttest with the aid of scientific Calculators. On the

other hand, the Control Group was instructed to answer the test manually. The

researchers had administered an examination to both groups that will test their

Mathematics skills and knowledge. The examination is proved to be valid and

reliable. After administering the treatment to the Experimental Group, they have

taken the same test and were evaluated once more if there were any changes or

improvements. The results were a big help to the researchers in able to come up

with the conclusion and possible recommendations that will identify if the use of

Calculators affects their behavior.

Subjects of the Study

The subjects have undergone the following procedures in order to come

with the Experimental Group and Control Group:


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The researchers assigned the Fourth year students as the subjects of the

study. Thus, the group will conduct the study in Nuestra Seora de Aranzazu

Parochial School year 2013-2014. Moreover, the researchers chose two sections

from the fourth year and assigned the top 20 performing students in each section

as the subjects of our experiment through randomization. The subjects were

matched according to the mean of their non-experimental factors to ensure that

the subjects will be matched equally and precisely. Our group has chosen the

fourth year students in NSDAPS given the fact that these top performing students

in fourth year are reliable because they are concentrated on making good

grades. In addition, we have a constant communication with the teachers

involved in our study especially having the same Mathematics teacher like ours.

Notably, we expect to receive reliable answers since it is believed that the top

performing students were honest.

Conduct of experiment

The experiment was done through the following measures:

The researchers have written sets of letter of permission to the different

school authorities involved in the study. This includes the composing of letter in

order to get the permission to attain the Study Habits questionnaire from the

Guidance counselor. The researchers also sent a letter to the Fourth year

Mathematics teacher in order to get the permission to attain the second quarter

grades in math of the subjects and the scope of the lessons involved in the


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second quarter. Additionally, the Fourth year Mathematics teacher also evaluated

the pretest items whether it needs the aid of Calculator to solve that item or not.

During the administration of instruments, the researchers also presented a letter

of permission to the teacher in-charge during that time in order to conduct the

instruments to the subjects of the study. These letters of permission were signed

by our Research teacher and the researchers to be accepted by the teacher in-

charge.

Validation of Instruments

The researchers used the following instruments in order to measure the

variables presented in the study and verify their validation:

Attitude towards Mathematics Questionnaire (ATM). This is a

standardized questionnaire from the Mathematics and Technology Attitude Scale

(MTAS) that monitors five variables related to Mathematics and technology. The

researchers have taken mainly the questions involved in relation to the students

attitude towards Mathematics. This questionnaire aims to measure what the

students prefer and respond towards using the Calculator in Mathematics and

how do they view Mathematics as a subject.

Confidence towards Mathematics Questionnaire (CTM). This is a

standardized questionnaire from the Mathematics and Technology Attitude Scale

(MTAS) that monitors 5 variables related to Mathematics and technology. The

researchers have taken mainly the questions involved in relation to the students


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confidence towards Mathematics. This questionnaire aims to measure the

students self esteem and confidence in solving math problems with or without

the aid of Calculators. This questionnaire will determine if the students are

confident or feel fear when solving manually or not.

Study Habits Questionnaire (STQ). A standardized questionnaire that is

adapted from the Virginia Gordons University survey that monitors seven

variables related to a students study habit. The researchers have taken mainly

the math skills, time management, study environment and test taking preparation

skills. This instrument will measure weather the student have the proper study

habit to achieve an excellent output towards their academic grades in school.

Standard Mathematics Test (SMT). This standardized instrument is

composed of the released test questions of California Standard Test. This is the

primary instrument used in our study as the pretest and posttest instrument. The

researchers compiled the test questions from the three branches of Mathematics

which are Basic Algebra, Geometry and Advanced Algebra to come up with the

exam. This will measure the ability of the participants to solve mathematical

problems with or without the aid of Calculator.

Administration of Instruments

The instruments were utilized through the following procedures:


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Once the instruments were validated, the questionnaires were

administered first to the Control Group on the first day of administration of

questionnaires. While on the second day of administration, the questionnaires

were conducted to the Experimental Group this time. The questionnaires were

administered on the time to Control the internal validity. The subjects were also

briefed pertaining to the details of our study. They were given fifteen minutes to

answer the three sets of questionnaire namely, the Attitude towards Mathematics

(ATM), the Confidence towards Mathematics (CTM) and the Study Habits

Questionnaire (STQ).

On the other hand, the pretest was administered to the 10 subjects of the

Controll Group on the first day of administration of pretest because of the

subjects current teacher during the time of administration. That teacher only

allowed 10 subjects of the Control Group to join because of the time conflict. The

10 subjects of the Controlled group were given the pretest along with the answer

key sheet and were given 50 minutes to answer the test. Thus, the test was

conducted on the school veranda. The researchers experienced a harsh road

during the test administration because of the teachers refusal to allow the

subjects to participate on the test. Luckily, the researchers achieved the test

administration by conducting the pretest to the 10 remaining subjects of the

Control group on the same day of administration to the Experimental Group.

The test administration took place on the same place and time and the subjects


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were also given 50 minutes to answer the test to achieve the internal validity of

our study.

Statistical Treatment of Data

The researchers utilized the following formulas in statistics in order to

come up with the results of the study:

Mean. The formula for getting the mean is used to get the average of the

non-experimental variables for subject matching. This is also used to get the

average of students on the three questionnaires specifically ATM, CTM and

SHQ.

where:

x= sum of all data values

n= number of data items in sample

= mean or average

Standard Deviation. This formula is used for matching the samples in the

Control Group and Experimental Group


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and also used to get the t-value.

Independent Samples t-test. This formula is used to get the value that

will determine the significance between two groups or quatities.

where:

Terms in the numerator are the sample means.

Term in the denominator is the standard error of the difference

between means.

diff

XXSE

XXt 21

21


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Chapter 4

Presentation, Analysis and Interpretation of Data

This section deals with the presentation and analysis of the results and

the findings of the study. This chapter is subdivided into three parts; (1)

Comparison of the profile variables between the CG and EG (2) Comparison of

the pretest results between the CG and EG (3) Comparison of the posttest

results between the CG and EG (4) Encouragement of using Calculators based

on the results of the study. Each problem presents table/s needed to interpret the

problem.

Mean(x) Standard Deviation

(x) t-value

CONTROL GROUP 2.93 0.33

0.2097 EXPERIMENTAL

GROUP 2.91 0.27


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Problem 1. Comparison of the Profile Variables between the Control Group

and Experimental Group in Mathematics

Table 1.1 Attitude towards Mathematics

The gathered information displays the result of the survey about the

Attitude of student towards Mathematics of the EG and CG. Based on the figure,

the CG got a Mean of 2.93 and a Standard Deviation of 0.33. While the EG

generated a mean of 2.91 and a Standard Deviation of 0.27. Comparing the

results of the CG and EG, the two groups nearly have the same score in the

Mean and in the Standard Deviation which means they have an almost identical

Attitude towards Mathematics. Interpreting the scores, this implies that they have

a common attitude towards Mathematics and solving math problems.

Additionally, the t-value produced a result of 0.2097 and the degrees of freedom

is 38= 2.0244. Since 2.02440>.2097, this only means that there is no significant

difference between the Attitude of the CG and EG towards Mathematics.

Table 1.2 Confidence towards Mathematics


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The collected data presents the result of the survey about the Confidence

of student towards Mathematics of the EG and CG. Based on the figure, the CG

obtained a Mean of 2.62 and having a Standard Deviation of 0.43. On the other

hand, the EG attained a mean of 2.64 and a Standard Deviation of 0.37.

Comparing the results of the CG and EG, the two groups nearly have the same

score in the Mean and in the Standard Deviation which means they have an

almost identical Confidence towards Mathematics. Since they roughly have an

identical score, this can be interpreted that the two groups have a matched level

of confidence when they are answering math problems. Thus, the t-value

produces a result of 0.1576 and the degrees of freedom is 38= 2.0244. Since

2.0244>0.1576, this only means that there is no significant difference between

the Confidence of the CG and EG towards Mathematics.

Table 1.3 Study Habits towards Mathematics


(x) t-value


0.1576 EXPERIMENTAL

GROUP 2.64 0.37


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The amassed data indicates the result of the survey about the Study

Habits of student towards Mathematics of the EG and CG. Based on the figure,

the CG produced a Mean of 2.66 and a Standard Deviation of 0.36. While the EG

resulted a mean of 2.56 and a Standard Deviation of 0.27. Comparing the results

of the CG and EG, the two groups almost got the same score in the Mean and in

the Standard Deviation which means they have a nearly identical Study Habits

towards Mathematics. Since the two groups have an almost identical score, this

means that the two groups apply a common study habit in reviewing their lessons

in Mathematics. Moreover, the t-value produces a result of 0.9938 and the

degrees of freedom is 38= 2.0244. Since 2.0244>0.9938, this only means that

there is no significant difference between the Study Habits of the CG and EG

towards Mathematics.

Problem 2. Comparison of the pretest results between the Control Group

and Experimental Group


(x) t-value


0.9938 EXPERIMENTAL

GROUP 2.56 0.27


32

Table 2 Comparison of the pretest result


(x) t-value


0.9024 EXPERIMENTAL

GROUP 0.39 0.11

The chart reveals the comparison in pretest results of the CG and EG from

the Mathematics Achievement Test. Based on the figure, the CG acquired a

Mean of 0.36 and having a Standard Deviation of 0.10. On the other hand, the

EG obtained a mean of 0.39 and generated a Standard Deviation of 0.11.

Comparing the scores from the two groups, they have a very slight difference

from each other and were almost the same. Interpreting the scores, the CG and

EG performed well during the pretest of the study and therefore have shown a

consistent behavior even if they were not allowed to use Calculators.

Additionally, the t-value produces a result of 0.9024 and the degrees of freedom

is 38= 2.0244. Since 2.0244>0.9024, this only means that there is no significant

difference between the pretest scores of the CG and EG towards Mathematics.

Problem 3. Comparison of the posttest results between the Control Group

and Experimental Group


33

Table 3 Comparison of the posttest result


(x) t-value


1.8962 EXPERIMENTAL

GROUP 0.68 0.10

Taking the glimpse on the data, it exposes the comparison in posttest

results between CG and EG from the Mathematics Achievement Test. Based on

the figure, the CG acquired a Mean of 0.60 and having a Standard Deviation of

0.16. On the other hand, the EG obtained a mean of 0.68 and generated a

Standard Deviation of 0.10. Comparing the scores from the two groups, they

have a very slight difference from each other and were almost the same.

Interpreting the scores, the CG and EG performed well during the posttest of the

study and therefore have shown a consistent positive behavior. The EG was

allowed to use Calculators and might be one of the factors why the EG achieved

a higher mean than the CG. Henceforth, the t-value produced a result of 1.8962

and the degree of freedom is 38= 2.0244. Since 2.0244>1.8962, this only means

that there is no significant difference between the posttest scores of the CG and

EG towards Mathematics.


34

Problem 4. Based on the results of the study will the researchers

encourage the students to use Calculators or not?

Table 4 Encouragement of using Calculators based on the results of the

study.

Analyzing the results of the study, the mean of the profile variables is high on

their Attitude, Confidence and Study Habits towards Mathematics and the use of

Calculator in Math. Therefore, the student shows a positive attitude when dealing

with math problems with the aid of Calculators. On the other hand, the mean of

the EG in the pretest greatly increased from 0.39 to 0.68 in the posttest. Thus,

the EG showed a more positive outcome on the posttest using a Calculator;

rather than the CG who used manual computations that showed a lower result in

the posttest. This implies that using Calculator not only uplifts ones behavior but

also produce a rewarding and fruitful outcome. Moreover, the SD of the EG

decreased from 0.11 in the pretest to 0.10 in the posttest. Since, the lower the

value of the SD is far better than a large SD in a study; it is implied that when the

use of Calculator is implemented, we can assume that the scores from the EG is


35

close to each rather than a test From this single perspective, the researchers

decided to support use of Calculators. That is not only because it helps to

achieve a high grade in math but also because it increases ones behavior and

confidence in answering the test.

Chapter 5

Summary, Conclusions and Recommendations

This chapter presents the summary of findings based on the statistical

treatment, analysis and interpretation done in the previous chapter. It also

includes the deduced conclusions and recommendations from the findings of this

study.

The researcher had come up with several questionnaires in assessing the

profile variables and series of tests in order to find out the effects of Calculators

that influence the behavior of the students in Mathematics of Nuestra Seora de

Aranzazu Parochial School. A total of 40 students participated in our study; 20


36

students from the Control Group and another 20 students from the Experimental

Group.

We sought to find the answers to the following questions:

1. How do the profile variables in Mathematics of the Experimental

Group and Control Group compare in terms of:

1.1 Attitude

1.2 Confidence

1.3 Study Habits


pretest results?


posttest results?

4. Is there a significant difference in the behavior of the members of the

Control Group and Experimental Group after the treatment?

5. Based on the results of the study, will the researchers encourage the

students to use Calculators or not?

Summary of Findings


37

This section presents the summary of findings based on the statistical

treatment and analysis done in the previous chapter.

1. The t-value of the CG and EG in terms of their profile variables

produced the following results: (a) Attitude 0.2097 (b) Confidence

0.1576 and (c) Study Habits 0.9938.

2. The pretest of the CG and EG generated a t-value of 0.9024.

3. The CG and EG yielded a t-value of 1.8962 on the posttest.

4. The overall results of the study showed a positive outcome not only in

the students behavior but also in the math academic grade.

Conclusions:

Based from the data gathered, the following results were achieved:

1. The CG and EG exhibited no significant difference in terms of their

profile variables.

2. Based on the results, it can be concluded that there is no significant

difference on the pretest scores of the CG and EG.

3. Interpreting the posttest scores of the CG and EG towards Mathematics

it delivered a result of no significant difference.


38

4. The findings revealed that the researchers should promote the

utilization of Calculators to the students.

Recommendations:

The researchers raise the following suggestions and proposals based

from the results of the study:

1. The students should study the concepts and the complete solution of a

particular lesson before relying on the use of Calculators.

2. When allowed by the teacher, the students should learn to manipulate

the Calculators and their different features in its full extent in order to come up

with the correct answer.

3. The students should limit and avoid too much dependence on using

Calculators when solving math problems; otherwise they should maintain and

never forget their knowledge about the different methods of obtaining the right

answer using manual computations.

4. The math teachers should maintain the habit of teaching the theories,

concepts and the detailed solution behind a particular lesson before allowing the

students to use a Calculator in order for them to acquire a grade worthy of what

they have strived to achieve.


39

5. The implication of Calculators should be utilized only to the students

who are able to balance their skills in manual computations and using

Calculators effectively.

REFERENCES

Grouws, D and Cebulla, K . (December 2000). Improving Student Achievement in

Mathematics . In ERIC: Educational Resources Information Center.

Retrieved September 17, 2013, from http://www.gpo.gov

Ellington, A. (January 2006). . In The Effects of Non-CAS Graphing Calculators

on Student Achievement and Attitude Levels in Mathematics:A Meta-

Analysis. Retrieved September 17, 2013, from http://mathed.byu.edu.


40

Bright,G, Waxman,H and Williams,S. (1994). Google Books. In Impact of

calculators on mathematics instruction. Retrieved September 17, 2013,

from http://books.google.com.ph/books

McColloch, A. (2011). Affect and graphing calculator use. In Research Library.

Retrieved September 24, 2013, from http://www.ti-researchlibrary.com/.

Guerrero, S., Walker, N., & Dugdale, S.. (2004). In Technology in Support of

Middle Grade Mathematics: What Have We Learned. Retrieved September

24, 2013, from http://education.ti.com.

Burrill, G., Breaux, G., (2002). Handheld graphing technology at the secondary

level: Research findings and implications for classroom practice. Dallas,

TX: Texas Instruments Corp. http://education.ti.com/research.

Wolfe,E. (May 2010). What Impact Does Calculator Use Have On Test Results?.

In Pearson. Retrieved September 29, 2013, from

www.pearsonassessments.com

Barton,S. (n.d). In What Does the Research Say about Achievement of Students

Who Use Calculator Technologies and Those Who Do Not?. Retrieved

September 29, 2013, from http://archives.math.utk.edu/.

Sheets,C., Wallace,NE. (July 2007).In Calculators in the Classroom: Help or

Hindrance? . Retrieved September 29, 2013, from http://scimath.unl.edu/.


41

Collins,L., Mittag,K. (May 2005). Effect of Calculator Technology on Student

Achievement An Introductory Statistics Course. In Statistics Education

Research Journal. Retrieved September 29, 2013,

from https://www.stat.auckland.ac.nz/.

Hembree,R., Dessart,D. (March 1986). Effects of Hand-Held Calculators in Pre-

College Mathematics Education: A Meta-Analysis. In Journal for

Research in Mathematics Education. Retrieved September 29, 2013,

from http://www.jstor.org/.

Vanderbilt University. (August 20, 2008). Calculators Okay In Math Class, If

Students Know The Facts First, Study Finds. In Science Daily. Retrieved

September 29, 2013, from http://www.sciencedaily.com/.

Campagnone,S. (n.d.). In The Effects of Graphing Calculators on Student

Performance in High School Algebra. Retrieved September 29, 2013,

from http://chiron.valdosta.edu/.

Pierce, R., Stacey, K., Barkatsas, A. (January 10, 2005). ScienceDirect. In A

scale for monitoring students attitudes to learning mathematics with

technology. Retrieved November 18, 2013, from

http://www.pgce.soton.ac.uk


42

Gordon, V. (n.d.). University Survey: A Guidebook and Readings for New

Students. In Study Habits Questionnaire. Retrieved November 18, 2013,

from http://uud.msu.edu/.

California Department of Education. (2009). CST Released Test Questions. In

California Department of Education. Retrieved December 13, 2013, from

http://www.cde.ca.gov/.

Appendices

An Appendix contains information that is non-essential to understanding of

the paper, but may present information that further clarifies a point without

burdening the body of the presentation.

Appendix I: Letters of consent


43


44

The letters used by the researchers to inform the subjects and persons

who are involved in the study. These letters are served as the formal

authorization by an individual of agreement to participate in the proposed

research.


45

Appendix II: Questionnaires


46

These are the standardized questionnaires that the researchers used to

measure the Attitude, Confidence and Study Habits of the researchers subjects.


47

Appendix III: Pretest and posttest


48


49

This is a standardized test in which the researchers applied this in

conducting pretest and post-test.


50

Appendix IV: Computation of Profile Variables

Table 4.1: Control Group

Name Yr & Section ATM CTM SHQ AVRG

A IV-D 2.73 1.82 2.47 2.34

B IV-D 3.36 2.91 2.13 2.80

C IV-D 2.64 2.27 3.23 2.71

D IV-D 2.73 2.73 2.60 2.69

E IV-D 3.27 2.91 2.87 3.02

F IV-D 2.64 2.18 2.17 2.33

G IV-D 2.73 2.45 2.30 2.49

H IV-D 3.36 3.18 2.77 3.10

I IV-D 2.73 2.64 2.70 2.69

J IV-D 2.55 2.55 3.20 2.77

K IV-D 3.00 2.36 2.37 2.58

L IV-D 2.73 2.00 2.43 2.39

M IV-D 2.45 2.18 2.60 2.41

N IV-D 2.73 2.64 2.67 2.68

O IV-D 2.73 2.09 2.27 2.36

P IV-D 3.27 2.45 2.63 2.78

Q IV-D 2.91 2.36 2.53 2.60

R IV-D 3.18 2.72 2.67 2.86

S IV-D 2.45 2.09 2.73 2.42

T IV-D 3.09 3.18 2.87 3.05

Mean (x) 2.86 2.49 2.61 2.65

Standard Deviation (x ) 0.30 0.38 0.30 0.33

The results of the Control group in the standardized questionnaires.


51

Table 4.2: Experimental Group

Name Yr & Section ATM CTM SHQ AVRG

1 IV-C 2.64 2.36 1.93 2.31

2 IV-D 2.73 1.82 2.47 2.34

3 IV-D 2.73 2.00 2.43 2.39

4 IV-D 2.45 2.09 2.73 2.42

5 IV-C 2.55 2.64 2.10 2.43

6 IV-D 3.00 2.36 2.37 2.58

7 IV-C 2.64 2.82 2.37 2.61

8 IV-C 2.73 2.82 2.33 2.63

9 IV-C 2.82 2.73 2.40 2.65

10 IV-D 2.73 2.64 2.67 2.68

11 IV-D 2.73 2.64 2.70 2.69

12 IV-C 3.00 2.64 2.60 2.75

13 IV-D 3.27 2.45 2.63 2.78

14 IV-C 3.09 2.91 2.40 2.80

15 IV-D 3.18 2.72 2.67 2.86

16 IV-C 3.18 2.64 2.97 2.93

17 IV-C 3.00 3.09 2.77 2.95

18 IV-D 3.27 2.91 2.87 3.02

19 IV-D 3.36 3.18 2.77 3.10

20 IV-C 3.18 3.27 2.97 3.14

Mean (x) 2.91 2.64 2.56 2.70

Standard Deviation (x ) 0.27 0.37 0.27 0.30

The results of the Experimental Group in the standardized questionnaires.


52

Appendix V: Computation of Pretest and Posttest Results

The results of the pretest and post-test of the Control and Experimental

Group.

Name Yr &

Section PRTR PTR

A IV-D 0.20 0.77

B IV-D 0.27 0.40

C IV-D 0.33 0.67

D IV-C 0.27 0.76

E IV-D 0.33 0.50

F IV-D 0.33 0.50

G IV-C 0.23 0.27

H IV-C 0.33 0.40

I IV-C 0.30 0.73

J IV-D 0.30 0.60

K IV-D 0.43 0.57

L IV-D 0.43 0.53

M IV-D 0.33 0.50

N IV-C 0.37 0.40

O IV-C 0.50 0.80

P IV-C 0.50 0.57

Q IV-C 0.47 0.83

R IV-D 0.33 0.60

S IV-C 0.57 0.83

T IV-C 0.30 0.77

Mean (x) 0.36 0.60

Standard Deviation (x ) 0.10 0.16

Name Yr & Section PRTR PTR

1 IV-C 0.50 0.60

2 IV-D 0.47 0.70

3 IV-D 0.27 0.70

4 IV-D 0.33 0.77

5 IV-C 0.23 0.67

6 IV-D 0.53 0.77

7 IV-C 0.50 0.77

8 IV-C 0.47 0.50

9 IV-C 0.30 0.50

10 IV-D 0.57 0.83

11 IV-D 0.43 0.63

12 IV-C 0.27 0.53

13 IV-D 0.43 0.83

14 IV-C 0.33 0.63

15 IV-D 0.33 0.63

16 IV-C 0.23 0.77

17 IV-C 0.37 0.63

18 IV-D 0.50 0.67

19 IV-D 0.27 0.77

20 IV-C 0.37 0.60

Mean (x) 0.39 0.68

Standard Deviation (x ) 0.11 0.10

Table 5.1: Control Group Table 5.2: Experimental Group


53

Appendix VI: Treatment (Math Teaching Program)

SCHEDULE TOPIC OBJECTIVES TIME FACILITATORS ACTIVITY REFERENCES

Session #1

February 4 (Tuesday) 12:50-1:50

Methods used to solve math

problems

Give math problems to the EG and teach them the different methods and techniques in solving the math examples manually

Giving the same math examples to the CG and make them use calculators in solving

30 minutes

Tyrone Christian Tan, Kyle Llave, Jamiel Dula & Joana Carisse

Padua

Discussion and

solving math

examples

Math books

Online math

lessons

Session #2

February 11 (Tuesday) 12:50-1:50

Methods used to solve math

problems

Increase and improve the skills of the EG using manual calculations by giving them sets of math problems.

Increase and improve the skill of the CG with the use of calculator by giving them several math problems

30

minutes

Tyrone Christian Tan, Kyle Llave, Jamiel Dula & Joana Carisse

Padua

Discussion and

solving math

examples

Math books

Online math

lessons


54

The table represents the program applied to the Experimental Group. This is the

module that the researchers proposed.

Appendix VII: Time table

Activity Expected

date

1 Writing letters to the Guidance counselor and the Math teacher of fourth

year 14-Oct

2 Gathering of data towards the profile of the Control group and

Experimental group 18-Oct

3 Finalizing the questionnaires from the Guidance and reliable sources 19-Nov

4 Validation of questionnaires and instruments 21-Nov

5 Reproduction of questionnaires and instruments 23-Nov

6 Conducting questionnaire to IV- C 3-Dec

7 Conducting questionnaire to IV- D 5-Dec

8 Tallying of Results 13-Dec

9 Tabulating the data gathered and getting the mean and Standard

deviation of the EG and CG 9-Jan

10 Calculating the t-test value and Validation of pretest 13-Jan

11 Reproduction of Pretest 14-Jan

12 Conducting of pretest to the Control Group 21-Jan

13 Conducting of pretest to the Experimental group 23-Jan

14 Tabulating the results of the CG and EG Jan 24-26

15 Making the schedule for the treatment 30-Jan

16 Treatment: Session # 1 4-Feb

17 Treatment: Session # 2 11-Feb

18 Administration of posttest to the CG 17-Feb

19 Administration of posttest to the EG 18-Feb


55

Curriculum Vitae

Personal Information:

Name:Jamiel J. Dula

Address: Lot56 D2 Amado Compound

Guitnang Bayan Uno San Mateo, Rizal

Place of Birth: Marikina City

Civil Status: Single

Religion: Roman Catholic

Email Address:

[email protected]

Contact no.:09194046683

Educational Attainment:

Primary School:

Nuestra Senora de Aranzazu Parochial School

S.Y: 2010

Secondary School


Present

Seminars/Workshop/Trainings:

Leadership development training

Fire and Earth Quake Drill

Organization:

Math Club

Scouts

Legion of Mary

SAVE ME Movement Club

Victory Club


56

Curriculum Vitae

Name: Kyle Mitchel Llave

Address: Blk 5 Lt 10 Phase 6 La Mar

Village San Mateo, Rizal

Place of Birth: San Mateo, Rizal



Email Address: [email protected]


Primary School:


S.Y: 2010 Secondary School:


Present




Organization:

Math Club

Scouts


57

Curriculum Vitae

Name: Joana Carisse L. Padua

Address: #53 Rafaela I compound, Ampid I, San

Mateo, Rizal

Place of Birth: San Mateo Rizal



Email Address:

[email protected]

Contact no.: 5701059


Primary School:

Nuestra Senora de Aranzazu Parochial School S.Y: 20010

Secondary School:

Nuestra Senora de Aranzazu Parochial School Present



First Aid Training


Basic Life Support-CPR Training

Organization:

Math Club

Scouts

Legion of Mary

Red Cross Youth


58

Curriculum Vitae

Personal Information:

Name: Tyrone Christian R. Tan

Address: #416 Bankers Village, Avenue Street,

Guitnangbayan I, San Mateo, Rizal

Place of Birth: San Juan City



Email Address: [email protected]

Contact no.: 9422715


Primary School:

Nuestra Senora de Aranzazu Parochial School S.Y: 2010

Secondary School:

Nuestra Senora de Aranzazu Parochial School Present


Leadership development training Fire and Earth Quake Drill Organization:

Theater Club Math Club Scouts Legion of Mary SAVE ME Movement Club

the effects of using calculator to the behavior of students

Documents

calculator revolution

modern day calculator

similar study

electronic calculators

past generations of

students behavior

past researchers

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