Abstract
Students (N=150) in a community college arithmetic course were compared in calculator sections using a calculator for all activities and traditional sections using the usual paper-and-pencil algorithms. Achievement, attitudes, retention of material, and percent of course completion were compared using three-way ANCOVAs. Interactions were found between the treatment and age (with calculator treatment proving superior for younger students and the traditional treatment superior for the older students) and between treatment and sex (with the calculator treatment proving better for women and traditional treatment better for men). No differences occurred in percent of course completion.
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