Document Type

Thesis - University Access Only

Award Date

2004

Degree Name

Master of Science (MS)

Department / School

Mathematics and Statistics

First Advisor

Tom Roe

Abstract

The purpose of this study was to examine the effects of graphing calculator use on students' understanding of functions and graphing when both the experimental and control groups are taught using a combination of lecture and active learning strategies. The study was conducted during the fall semester of 2003 in two sections of college algebra, each originally consisting of 45 students. The control section was taught from 8:00am - 9:00am on Monday, Wednesday, and Friday. Students in this group did not receive instruction with graphing calculators and were asked to refrain from using them during the study. At the end of the study, 42 students remained in the class but only data from 38 students was available for analysis. The experimental group met from 9:00am - 1 0:00am on Monday, Wednesday, and Friday. Students in this group were taught how to use the graphing calculator and were expected to use it for in-class activities and homework. Thirty-seven students remained in the class for the duration of the study but only the data from 32 students was available for analysis. The researcher instructed both groups, thus minimizing possible variability due to inconsistent teaching. All of the students involved in the study used the same textbook, completed the same homework assignments, and took the same researcher-designed post-test. V A comparison of pre-test mean scores using a t-test showed no significant differences between the control and experimental groups before treatment began. Welch's test was used to compare mean scores on the post-test and on individual questions designed to measure specific concepts (no assumptions of equal variances were made). The results of these tests showed no significant differences in mean scores between the control and experimental groups in each of the five hypotheses tested. In other words, using graphing calculators did not significantly increase students' overall achievement, nor did it significantly increase their understanding of specific concepts associated with functions and graphing. The results of a survey given at the end of the study indicated that 86% of the control group and 75% of the experimental group found the alternative style of teaching beneficial, although 78% and 72%, respectively, still say that they learn best through lecture. Also, 87% of the experimental group agreed that using graphing calculators was helpful in studying functions and graphing, whereas only 40% of the control group thought that using a graphing calculator would have been helpful.

Library of Congress Subject Headings

Algebra -- Study and teaching (Higher)
Algebra -- Graphic methods.
Graphic calculators.

Publisher

South Dakota State University

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Rights Statement

In Copyright