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The effects of computer graphing software on the understanding of quadratic equations of upper secondary mathematics students
Author
Jee, Jia Woei
Supervisor
Fong, Ho Kheong
Foong, Pui Yee
Abstract
This study is an attempt to investigate the effects of the use of a computer-based approach with the incorporation of computer graphing software in mathematics instruction on students' mathematical understanding on the topic of quadratic expressions and equations. This approach of instruction would be compared to the traditional method in mathematics instruction. Another aim of the study is to compare the retention of mathematical understanding of quadratic expressions and equations learned by students after the study.
Five classes of secondary three students belonging to the gifted stream in a Singapore school were chosen to participate in this study. Scores from the posttest and formative test were compared between students who used computer graphing software when learning the concepts and skills pertaining to the topic of quadratic equations, and students who were taught the traditional way without the use of computers.
The analysis of the posttest and formative test has revealed no statistical differences in scores between the experimental group where the computer-based teaching and learning approach was implemented, and the control group of which the traditional approach of teaching and learning was implemented. It was concluded that the use of a computer-based teaching and learning approach with the use of computer graphing software designed for this study did not lead to better mathematical understanding of quadratic expressions and equations than the traditional approach of teaching and learning, as assessed by the conventional paper-and-pencil assessments. The statistical analysis has also led to the conclusion that the students' retention of mathematical understanding of quadratic expressions and equations after the experimental study did not differ between the two treatment groups.
Five classes of secondary three students belonging to the gifted stream in a Singapore school were chosen to participate in this study. Scores from the posttest and formative test were compared between students who used computer graphing software when learning the concepts and skills pertaining to the topic of quadratic equations, and students who were taught the traditional way without the use of computers.
The analysis of the posttest and formative test has revealed no statistical differences in scores between the experimental group where the computer-based teaching and learning approach was implemented, and the control group of which the traditional approach of teaching and learning was implemented. It was concluded that the use of a computer-based teaching and learning approach with the use of computer graphing software designed for this study did not lead to better mathematical understanding of quadratic expressions and equations than the traditional approach of teaching and learning, as assessed by the conventional paper-and-pencil assessments. The statistical analysis has also led to the conclusion that the students' retention of mathematical understanding of quadratic expressions and equations after the experimental study did not differ between the two treatment groups.
Date Issued
2003
Call Number
QA155.7.E4 Jee
Date Submitted
2003