CALCULATOR IN MATH CLASS: BOON OR BANE

AN ACTION RESEARCH PROPOSAL PRESENTED TO THE

BASIC EDUCATION RESEARCH FUND (BERF)

REGIONAL RESEARCH COMMITTEE

JUNA MARIE B. CASIA

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Context and Rationale

Mathematics is a challenging subject for most secondary school learners. It is

one subject that pervades life at any age and in any circumstance. Thus, its value goes

beyond the classroom and the school. Mathematics as a school subject, therefore, must

be learned comprehensively and with much depth (K to 12 Mathematics Curriculum

Guide, August 2016).

The use of calculator to solve mathematical problems such as performing the

basic operations: the addition, subtraction, multiplication and division are not allowed

way back then. According to the elderly, it will just make one’s mind dull and may cause

to forgetting the concepts on how to compute manually. With this practice, the learners

struggle in Mathematics. They spent more time and effort to solve problems. If they got

low or failing grade, it is an additional burden both to the teacher who needs to give

remediation and reteach the lesson and to the learner as well who will suffer

embarrassment and needs to burn midnight candles in order to pass. Thus, the learner

will likely withdraw and will hate the subject in return. According to them, what is the use

of learning Mathematics for they will never use it in the future? The end line, they will

perceive it as a difficult subject.

A teacher teaching Mathematics to the so-called “millennials” know for a fact that

this generation is dependent on technology. As one of the students quoted, “Technology

is an integral and important part of my life. Like most teachers use technology such as

computers and the Internet to complete schoolwork, projects and to conduct research.

Technology speeds up the learning process for students like me because it creates a

more efficient learning environment in many ways (LordDanj, 2012).

A noteworthy statement from the National Council of Teachers of Mathematics

(2000) stated that technology is essential in teaching and learning mathematics. It can

influence what is taught and enhances students’ learning. Classrooms around the world
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have implemented many forms of technology to enhance student interest and

achievement. Technology is essential in teaching and learning mathematics, it influence

what is taught and enhances students’ learning.

From the findings of the study of Ochanda and Indoshi (2011) , scientific

calculators were seen as simple tools which the learner can use to save on time,

especially where large volumes of calculations are involved. Therefore, the calculators

should be used frequently for the learner to exploit the benefits that come with their use,

such as improved attitude towards the subject and time management due to the fact

that, calculators are faster to use in computations as compared to the traditional pen-

paper technique of computation.

Although the calculator can be very efficient and accurate at computing, it has

also raised several questions for both teachers and parents (Thompson & Sproule as

cited in Buckner, 2011). The calculator cannot think for it; it cannot decide on which

buttons to push, or what to think of the outcome. The quality of the output of any

calculator is wholly dependent on the input (Reys & Arbaugh as cited in Buckner, 2011).

Based on these statements, the researcher intends to pursue this study to be

able to better understand and get an overview whether the use of calculator in class will

improve the computational, problem solving and reasoning skills. The study will

undermine its effect to the academic performance in Mathematics.

Action Research Questions

This action research aims to determine the effectiveness of allowing students use

calculator in solving mathematical problems on the academic performance level of

Grade 11 students. Specifically, it sought to answer the following questions:

1. What is the score or level of performance of learners before and after they use

a calculator in solving Math problems?

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2. Is there a significant difference on the level of performance of learners who use

calculators versus those who use paper and pen technique?

3. What actions should be undertaken after the conduct of the study?

Proposed Innovation, Intervention and Strategy

As stated in the K to 12 Mathematics Curriculum Guide : “We recognize that the

use of appropriate tools is necessary in teaching Mathematics. These include:

manipulative objects, measuring devices, calculators and computers, smart phones and

tablet PCs, and the Internet (K to 12 Mathematics Curriculum Guide, August 2016).

As defined by the National Council of Teachers of Mathematics, calculators serve

as aids in advancing student understanding without replacing the need for other

calculations methods. It can promote the higher-order thinking and reasoning needed for

problem solving in our information – and technology-based society. Their use can assist

teachers and learners in increasing fluency with arithmetic operations, algorithms and

numerical relationships as well as enhancing their motivation.

The researcher will conduct an experimental study to the Senior High School

Grade 11 learners in order to determine the effectiveness of calculator in solving

mathematical problems.

The researcher will utilize the Grade 11 learners of the Senior High School who

are taking up Statistics & Probability as a core subject, specifically the Humanities, and

Social Sciences class 1, 2, 3 and 4. The teacher will use the same teaching strategy in

delivering her lessons to both groups. Before the start of the intervention, these groups

of learners will be given a teacher-made pre-test without the aid of the calculator. The

Mean Percentage Score (MPS) of each class will be computed.

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Selecting the groupings of the controlled and experimental group is done by

purposive sampling. The researcher will assign the two sections of the HUMSS as the

controlled group. During class discussion and during exams, the students will be use the

traditional pen-paper technique of computation and mental method. The other two

groups will be the experimental group. During class discussions and exams, the teacher

will allow the learners to use calculator in solving mathematical problems.

The intervention will start from November 19, 2018 - February 28, 2019. At the

end of the second semester which is the final exam in General Mathematics, these four

sections will be given a teacher-made post-test to determine the effectiveness of level of

performance of learners after they use calculator in solving mathematical problems. The

controlled group will solve problems using the traditional pen-paper technique of

computation or without calculator, while the experimental group will be allowed to use

calculator as an aid in solving mathematical problems.

As cited from the study regarding the use of calculator in the classroom, the

students’ learning of mathematical concepts, processes, operations, and procedures is

advanced when calculators are used for a pedagogical purpose that goes beyond drill

and practice or checking work. Access to calculator does not negate the need for

students to develop paper-and–pencil and mental methods. Rather, when used

appropriately, calculators play a key role in developing students’ fluency with numbers

and operations and estimation skills. Further, strategic use of calculator supports an

effective learning environment that strengthens a positive view of mathematics

(Ellington, 2003).

Action Research Methods

To determine the effectiveness of allowing students use calculator in solving

mathematical problems on the academic performance level of Grade 11 students, an

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experimental study or method is used. This experimental method is a systematic and

scientific approach to research in which the researcher manipulates one or more

variables, and controls and measures any change in other variables (Blakstad, 2008).

Experimental studies are ones where researchers introduce an intervention and study

the effects. Experimental studies are usually randomized, meaning the subjects are

grouped by chance (Institute for Work & Health 2016.

Participants and/or Other Sources of Data

The participants of this action research are the enrolled Senior High School

Grade 11 students of Roberto H. Tirol High School, specifically the Grade 11 –

Humanities & Social Sciences Strand class 1, 2, 3, and 4, who are taking up Statistics &

Probability in the Second Semester. The average number of students in each class is

40. They will be divided into two groups: the controlled and the experimental group.

Purposive sampling method is used in selecting which classes will belong to the

controlled and experimental group. The researcher chooses these classes since they

are on the same track and strand and their level of interests and abilities somehow are

partly the same. In addition to this, each class has a heterogeneous group of learners.

There are fast and slow learners in each class.

Data Gathering Methods

In order to determine the effectiveness of allowing students use calculator in their

academic performance, a teacher–made pretest and posttest will be utilized as an

instrument to gather data.

Before the start of the intervention, a teacher-made pre-test without the aid of the

calculator will be conducted to these participants. The Mean Percentage Score (MPS) of
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each class will be computed which will serve as a basis whether or not there is an

improvement in their academic performance.

The researcher will assign the two sections of the HUMSS as the controlled

group. During class discussion and exams, the students will be using the traditional pen-

paper technique of computation as well as mental method. The other two groups will be

the experimental group. The teacher will allow the learners to use calculator in solving

mathematical problems.

At the end of the second semester, these four classes will be given a teacher-

made post-test. The controlled group will solve problems using the traditional pen-paper

technique of computation or without calculator, while the experimental group will be

allowed to use calculator as an aid in solving mathematical problems. To test the validity

and reliability, the researcher will conduct a pilot testing before the administration of the

teacher-made pretest and posttest.

Ethical Issues

The researcher assured that this action research does not contain any sensitive

issues. The Grade 11 learners are the primary focus of this action research. They will

be informed and be oriented about this study. The researcher will seek consent from

them whether or not they agree to become participants. The parents will be informed

through a letter and they will be asked to sign the parent’s consent. The learners’ score

and test results will be kept confidential. This action research is integrated during the

actual classroom discussion. In this way, the result of the study will be valid and reliable.

Data Analysis Plan

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In order to determine the effect of allowing students use calculator in their academic

performance, a teacher –made pre-test and post-test will be utilized as an instrument to

gather data. The Mean Percentage Score of the pre-test and post-test will be computed.

The MPS indicates the ratio between the number of correctly answered items and the

total number of test questions or the percentage of correctly answered items in a test.

Furthermore, the researcher also considers using t-test to determine if there is a

significant difference on the level performance of learners before and after they use a

calculator in solving Mathematical problems. “T – test is used to compare the two

averages (mean) and tell you if they are different from each other. It lets you know if

those differences could have happened by chance”. Since there is an unavailability of

the statistical software in school, the researcher decided to compute the t-test manually.

Action Work Plan and Timeline

The table below shows the activities, timeline and duration of the study to be

done by the researcher in conducting this action research.

Table 1
Schedule of Research Activities
Activity Timeline Duration
A. Planning
1. Research Proposal Preparation July 2-5, 2018 4 days
2. SDO Submission for Checking and Editing
July 6, 2018 1 day
of Proposal
3. Proofreading and Consultation of Proposal July 7 – 24, 2018 18 days
B. Implementation
1. Orientation of Learners and Sending
November 5, 2018 1 day
Parent’s Consent
2. Pilot Testing of the Pretest and Posttest November 7, 2018 1 day
3. Conduct of Pretest November 12, 2018 1 say
4. Intervention Proper November 19, 2018 to
45 days
February 28, 2019
5. Conduct of Posttest March 11-12, 2019 2 days
C. Dissemination
1. Preparation of Final Write-up March 4-15, 2019 10 days
2. Liquidation of Expenses March 18, 2019 1 day
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3. Presentation of Results in School March 20, 2019 1 day

4. Submission of Final Output March 21, 2019 1 day

Cost Estimates

The table below shows the cost estimates of the expenses during the conduct of
this study.

Table 2
Materials and Costs
Item Unit Unit Cost Total Cost
1. Black Ink 4 bottles 250.00 1,000.00
2. Letter-Sized Bond Paper 5 reams 180.00 900.00
3. Ballpen 120 pcs 6.00 720.00
4. Folder 120 pcs 7.00 840.00
5. Food (120 Participants) 120 meal sets 50.00 6,000.00
6. Transportation and Travel Expenses 4 Concepcion- 564.00 2,256.00
(For Seeking the SDO’s Technical Iloilo City
Assistance, Attending BERF- round trips
Related Meetings)
7. Notarization of MOA 1 transaction 200.00 200.00
Grand Total 11,916.00

Plan for Dissemination and Advocacy

The result of this action research will be disseminated to the following persons:

For students they will be informed through class discussion of the effect and

result of this study. It will serve as a motivation and inspiration to perceive Mathematics

in a positive way.

For parents, they will be aware of the benefits of technology to their children’s

education. The result will be discussed to them through a class parent-teacher

conference and the general assembly in school.

For teachers, the result of this study will be disseminated during the School

Learning Action Cell (SLAC) and District in Service Training. This will serve as a basis

for teachers to decide whether they will allow learners to use calculator in their class or

they will discourage using it.

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References

Blakstad, O. (2008). Experimental research. Retrieved from:

https://explorable.com/experimental-research

Buckner, B. (1973). The impact of using technology on student achievement: teaching

functions with the TI-Nspire to 9th grade Algebra students. Retrieved from
https://doi.org/10.18297/etd/175
Ellington, A.J. (2003). A meta-analysis of the effects of calculators on students’
achievement and attitude levels in precollege mathematics classes. Journal for
Research in Mathematics Education

Institute for Work & Health, Published: April 2016 Retrieved from https//:www.iwh.on.ca

K to 12 Mathematics Curriculum Guide (2016). Retrieved from:

http://lrmds.deped.gov.ph

Lordanj (2012). The importance of technology in my life. Retrieved from

www.annettevee.com

National Council of Teachers of Mathematics (2000). Principles and standards for

school
Mathematics. Reston, VA: Author.

Ochanda J. & Indoshi F. (2011), Challenges and benefits of using scientific calculators
in
the teaching and learning of Mathematics in secondary school education.
Retrieved from http://www.academicjournals.org/jmcs

Stephanie (2018). T-test (Student’s T-Test): Definition and examples. Retrieved from
www.statisitcshowto.com
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Appendices

Appendix A

Republic of the Philippines

Department of Education
Region VI – Western Visayas
ROBERTO H. TIROL HIGH SCHOOL
(Concepcion National High School)
Concepcion, Iloilo

PARTICIPANT’S CONSENT

TO WHOM IT MAY CONCERN:

I ___________________________________, a Senior High School Grade 11 ______

student of Roberto H. Tirol High School and currently taking up Statistics & Probability
as one of my core subjects.

I agree to be one of the participants in the action research entitled: “Calculator in Math
Class, Boon or Bane”. I
1. My participation in this study is according to my own free will.
2. I understand of the benefits I will gain in this study.
3. I was informed there are no anticipated risks or discomforts related to this
research.
4. I was informed that the result of this study will be kept confidential and privately.

Therefore, I give my consent to participate in this study.

__________________________________ _________________
Participant’s Signature over Printed Name Date

Address: __________________________
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Republic of the Philippines

Department of Education
Region VI – Western Visayas
ROBERTO H. TIROL HIGH SCHOOL
(Concepcion National High School)
Concepcion, Iloilo

PARENT’S CONSENT

TO WHOM IT MAY CONCERN:

We, _______________________________________ allow my son/daughter

_____________________________________ to be one of the participants in an action
research entitled: Calculator in Math Class: Boon or Bane to be conducted by MRS.
JUNA MARIE B. CASIA at Roberto H. Tirol High School (Concepcion NHS) Concepcion,
Iloilo.

We have considered the benefits that my son/daughter will derive from his/her
participation in this study.

Name of Parent: ________________________

Signature of Parent: _____________________
Address: _______________________________
Date: _________________________________
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Appendix C

LEARNING COMPETENCIES/TOPICS TO BE DISCUSSED WITH THE AID OF THE

CALCULATOR

Learning Competencies Date Duration

1. Computing the Mean of a November 12-13, 2018 2 days
Discrete Probability
Distribution
2. Computing the Variance of a November 19 – 20, 2018 2 days
Discrete Probability
Distribution
3. Computing for the z –value or November 26 - 27, 2018 2 days
z-score of a normal distribution
4. Solving the areas under the December 3 - 4, 2018 2 days
normal Curve
5. Finding the Percentile under December 17 - 18, 2018 2 days
the normal curve
6. Solve problems involving the January 7 – 8, 2019 2 days
normal curve
7. Construct sampling distribution January 14 - 15, 2019 2 days
of sample means
8. Computing the means and January 21 - 22, 2019 4 days
variance of the sampling January 28 - 29, 2019
distribution of means
9. Solving problems involving February 4 – 5, 2019 2 days
sampling distribution of the
sample means
10. Compute the point estimate of February 11 – 12, 2019 2 days
a Population Mean
11. Apply the normal curve February 18-19, 2019 4 days
concepts in computing the February 27 - 28
interval estimate; and compute
the confidence interval
estimates.

*We follow the 2 hours contact time per day. The meeting in each class is twice a week
only.