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

Autor/inn/en	Kissi, Philip Siaw; Opoku, Gyabaah; Boateng, Sampson Kwadwo
Titel	The Effects of the Use of Microsoft Math Tool (Graphical Calculator) Instruction on Students' Performance in Linear Functions
Quelle	In: Journal of Education and Practice, 7 (2016) 21, S.117-127 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Graphing Calculators; Mathematics Achievement; Mathematics Instruction; Mathematics Education; Mathematical Models; Quasiexperimental Design; Foreign Countries; High School Students; Secondary School Mathematics; Experimental Groups; Control Groups; Mathematics Teachers; Teaching Methods; Mathematics Curriculum; Mathematical Concepts; Technology Integration; Technology Uses in Education; Secondary School Teachers; Educational Technology; Research Design; Constructivism (Learning); Pretests Posttests; Ghana + Suchen Sie Ihr Suchwort? Grafischer Taschenrechner; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathematical model; Mathematisches Modell; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Forschungsdesign
Abstract	The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students' achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools (SHS) in Accra, Ghana. The two schools were categorized as control group of forty-eight (48) students and experimental group of fifty (50) students. The analysis of data was done using independent t-test with alpha value (a) = 0.05. Pre-test assessment conducted at the beginning of the study shown no significant difference, t (95.720) = -0.441, p = 0.660 between the control and experimental groups. This indicated that the two groups were homogeneous. The experimental group received teaching instruction using the graphical calculator while traditional lecture method was used to teach the control group by the same instructor. Results revealed that there was significant differences, t (96.000) = -6.984, p = 0.00 in students' performance between control and experimental. This suggested that mathematics teachers and curriculum or textbook developers should introduce the use of the graphical calculator to improve students' performance in mathematics education, particularly linear and quadratic functions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01