Effectiveness of scientific calculator for selected topics in solving mathematics problem for low achieving students

The National Council of Teachers of Mathematics (NCTM) supported the use of technological aids in teaching and the approach utilized in learning Mathematics. In the approaches used to teach and to learn Mathematics, the use of technological aids such as a scientific calculator was greatly emphasised. This study proposed a guideline on how to use a scientific calculator to solve problems in Solid Geometry II and Statistics (GSC), which are taught in Malaysian high schools. The aim of this research was to help low achieving Mathematics students improve their performance in the subject. The research methodology adapted in this research was quasi experimental. The target group in this research was low achieving Mathematics students who are currently in Form 2 from a public secondary school in Kuala Lumpur. There were 50 low achieving Mathematics students who were involved in this research. The pre-test and post-test results were analysed to determine the effectiveness of using a scientific calculator with GSC guidelines in solving problems for the selected topics in Mathematics for the low achieving students. Based on the analysis of the responses, it shows that the evaluation level of respondents based on variables are moderate among the low achieving Mathematics students except for the perceived usefulness of the scientific calculator, which is high. Then, there are five relationships between the relevant variables that were determined in this research: 1) a strong, positive relationship between the perceived ease of use and the perceived usefulness of use of the scientific calculator 2) a strong, positive relationship between the perceived ease of use the scientific calculator and the attitude towards the scientific calculator 3) a medium, positive relationship between the perceived usefulness of the scientific calculator and the attitude towards the scientific calculator 4) no relationship between the perceived usefulness and the behaviour of intention to use the scientific calculator and 5) a strong, positive relationship between the attitude towards the scientific calculator and the behaviour of intention to use the scientific calculator. There are four hypotheses stated in this research. The first hypothesis is that there is a significant difference in the students' performances in Mathematics between the pre-test and the post-test of the control group with an increase in the mean score of students' achievements from 3.63 to 11.88. The second hypothesis is that there is a significant difference in the students' performances between the pre-test and the post-test of the treatment group with an increase in the mean score of the students' achievements from 3.68 to 29.40. The third hypothesis is that there is a significant difference in the students' performances of the pre-test between the control group using traditional teaching and learning approaches and the treatment group using a scientific calculator guided by GSC guidelines. There was no significant difference in students' achievements for the treatment group (M=3.68) and the control group (M=3.63). The last hypothesis is that there is a significant difference in the students' performances of the post-test between the control group and the treatment group that used a scientific calculator. There was a significant difference in the students' achievements for the treatment group (M=29.40) and the control group (M=11.88). Therefore, the researcher could conclude that a teaching and learning approach to Mathematics in solving problems with a scientific calculator and GSC guidelines can better improve students' mathematical achievements as compared to without a scientific calculator.

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