Abstract
The aim of this study was to examine undergraduate students’ perceptions toward the adoption of the Graphing Calculator (GC) instructional approach in learning Probability. During the study, a sample of 55 students was provided GCs and self-designed instructional activities modules for their learning. At the end of the study, an adapted questionnaire was distributed to collect students’ views on the adoption of the GC instructional approach in Probability learning. The data collected from the questionnaire were categorized into six aspects: the GC usage, quality of the output from the GC, GC helped students to understand probability, GC helped in increasing students confidence in problem solving, GC helped in students communication, GC helped to foster students attitude towards probability learning, and it was found that students’ perceptions in these six aspects are favourable. ANOVA test also showed that there were no significant differences in the mean scores among students of different levels when the GC instructional approach was adopted. A majority of students found that leaning probability with the GC instructional approach was more funny and interesting. A positive attitude and increased motivation to learn Probability was cultivated as well.
Highlights
Most studies aim to find ways to improve students’ mathematics achievement and instill positive attitudes as students face numerous difficulties in mathematics (Jones, 2000; Power, 2001; Wisenbaker, Scott, & Fadia, 1999)
The data collected from the questionnaire were categorized into six aspects: the Graphing Calculator (GC) usage, quality of the output from the GC, GC helped students to understand probability, GC helped in increasing students confidence in problem solving, GC helped in students communication, GC helped to foster students attitude towards probability learning, and it was found that students’ perceptions in these six aspects are favourable
ANOVA test showed that there were no significant differences in the mean scores among students of different levels when the GC instructional approach was adopted
Summary
Most studies aim to find ways to improve students’ mathematics achievement and instill positive attitudes as students face numerous difficulties in mathematics (Jones, 2000; Power, 2001; Wisenbaker, Scott, & Fadia, 1999). There is a need to create a positive environment in learning mathematics with the use of technology (Lee, 2004). Various instructional approaches have been widely adopted in teaching and learning mathematics These include approaches using various technologies such as videos learning (Esteban, Gonzalez, & Tejero, 2000), computer algebra system Mathcad (Zand & Crowe, 2001), wiki-based website (Peterson, 2009) and World Wide Web (WWW) (Schwarz & Sutherland, 1997; West & Ogden, 1998). As found in various studies that the graphing calculator (GC), one of the handheld technological tools benefited students and educators in teaching and learning algebra and calculus.
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