The Effects of Using Calculator To The Behavior of Students

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL
CHAPTER I
Background of the study
This chapter presents the introduction, the conceptual and theoretical
framework, the statement of the problem, the hypotheses of the study, the
significance of the study, the scope and limitations, and the definition of terms to
give the general description and details of the research topic.
Introduction
The modern era provides several ways to reduce the burdens of life.
Along with the constant change, different companies started to enhance our way
of living through developing modern technologies. These technologies are used
in different ways such as entertainment, transportation and most especially for
educational purposes. One of the most promising devices developed in history is
the Calculator. According to Ball (1996) and Flamm (1996), 1960s is the start of
the Calculator revolution. On the early 1960s, the Calculators were complicated
and were only motor assisted mechanical machines with no electronic parts. As
time passed by, modern day Calculator evolved from being mechanical to the
electronic phase.
An electronic Calculator today comprises more than we expect to have
including added features and improvements in its capability. Many Calculators
today have an added feature of mini solar panels which harnesses the energy of
the sun in order to produce an efficient and sustainable energy rather than only
using batteries. Most importantly, electronic Calculators are used mainly for
easier calculations and to solve math problems without going through so much
trouble. Compared to the past generations of Calculator, different functions and
operations are built on the Calculators today that let you perform more than the
four basic operations. With these features, it is implied that the students will more
likely to get an accurate answer when they are solving a math problem. It is also
expected that a student with a Calculator in-hand will have the more confidence
in having a higher grade than the students who only use manual calculations.
. The researchers will analyze the different factors of a student which are
affected by using a Calculator and those who dont. The study will evaluate the
insights and the perception of the students if they prefer to use Calculators or
not. The researchers will examine the positive and negative effects to the
students behavior when allowed to use a Calculator.
In conclusion, the researchers aim to study effectiveness of using
Calculator to the behavior of the fourth year students in Mathematics. Moreover,
the interpreted results at the end of the study will provide recommendations to
the school in order to have a much more efficient learning. Hence, the NSDAPS
Mathematics teachers teach the concepts and the solution first to the students in
solving a math problem before allowing them to use Calculator. Lastly, the
researchers will also compare the results of the study to the conclusions of the
past researchers who conducted a similar study.
Conceptual and Theoretical Framework
This part of the chapter presents the figures and paradigms in order to
illustrate and summarize the concepts and theories more clearly.
Conceptual Framework
The Conceptual framework identifies the two variables involved in

the study which is the Independent and Dependent variable and the nonexperimental factors affecting the Control Group and Experimental Group.
Independent Variable
(Control Group)
Independent Variable
(Experimental Group)
Dependent Variable
(Effects of Study)
Figure 1: The Dependent and Independent variables of the study

The figure shown above points the conceptual paradigm involved in the
study where the result of the independent variable relies on the effects of the
study (dependent variable).
Students who do not use

Calculators
(Control Group)
Students who use Calculators

(Experimental Group)
Effects of the study

Increased test results
from
pretest
and
posttest.
Increased confidence in
answering the test.
Improved
behavior
towards
using
Calculators.
Enhanced their attitude
in solving math problem
Built up a better habit in
studying
Figure 2: The Conceptual Framework of the study

Observing the figure presented, the paradigm illustrates the effects of the
study which influence the students who were prohibited to use Calculators
(Control Group) and the students who were allowed to use Calculators
(Experimental Group).
Theoretical Framework
On the other hand, the Theoretical framework presents the theory
involved in our study that supported the idea and study of the researchers.
Figure 3: The Theoretical Framework of the study
Taking a glimpse on the figure, a diagram representing the Behaviorist

theory by Burrhus Skinner who believes that behavior is learned from the
environment, the people around, media and technology. Similar to the study, the
research treatment was given as reinforcement to the subjects and they were
given a series of test as stimulus. The students answered the test as a response
and applied the lessons and methods they have learned.
Statement of the Problem
The aim of this study is to conduct a Randomized Pretest-Posttest Control
Group design to determine if the effectiveness of Calculator to the behavior of
fourth year high school students.
Specifically, this study will find answers to the following questions:
1. How do the profile variables in Mathematics of the Experimental

Group and Control Group compare in terms of:
1.1 Attitude
1.2 Confidence
1.3 Study Habits
2. How do the Experimental Group and Control Group compare in their
pretest results?

posttest results?
4. Based on the results of the study will the researchers encourage the
students to use Calculators or not?
Hypotheses
The following are the hypotheses of the researchers to the statement of

the problem:
1. Ho The CG and EG exhibited no significant difference in terms of their

profile variables.
2. Ho There is no significant difference on the Pretest scores of the CG

and EG.
3. Ho The posttest scores of the CG and EG towards Mathematics
delivered a result of no significant difference.
4. Ho The findings revealed that the researchers should promote the

utilization of Calculators to the students.
Significance of the Study
This part of the study discusses the importance of determining whether or

not the behaviors of the students were affected by using Calculators. The reason
why this is significant can be explained from this aspect:
Students. The data that will be gathered in this study might help the
students to take a deeper view in improving the points that they are weak to in
solving math problems and in order to develop an effective method to get a
higher academic grade in Mathematics with or without using a Calculator.
Parents. The study informs the parents about the modern way that a Math
teacher uses in teaching lessons which is allowing students to use Calculators.
Thus, help them understand the behavior and attitude of their child towards
Mathematics.
Math teachers. The study will give suggestions and things that they should
consider in guiding and assisting the students to balance the manual
computations and the use of Calculators in order to achieve an efficient
academic performance in Mathematics. Thus, it will give improvement on their
way of teaching to explain the concepts and solutions first before allowing them
to use Calculator and.
Future Generations. The research study will not only help the fourth year
students but also the other year levels and upcoming students of NSDAPS to be
informed about the importance of the effects of Calculator to the behavior of
students.
Scope and Limitations
This part of the study discusses the boundaries and the limits of the
researcher including the range of the area where the study will be utilized.
This study covers different mathematical fields like algebraic equations

and such. The researchers chose the 4 th year students as participants because
they are the students that have the best knowledge on the topics that will be
persecuted in the tests. This study utilizes experimental research through pretest
and posttest design.
The research limits the schedule of the treatment due to the lack of time
for both the researchers and the participants of the study. The researchers were
also tested mathematically. Because of this, the research limits the researchers
in formulating different mathematical questions for their tests only after having
consulted an expert in the said field.
Limited knowledge on the subject would mean the inability to give valid
information and correct answers. Therefore, the researchers could not administer
the treatment proper without having enough knowledge in teaching and in

Mathematics. The researchers could say that the study also limits the
researchers abilities in teaching. This caused the researchers to seek for
professional guidance from teachers who specializes Mathematics.
Definition of terms
The following terms were used in the study and have been defined as:
Calculator. A small electronic device that is used for making mathematical
computations and either basic or complex arithmetic operations.
Mechanical Calculator. A Calculator from the early 1960s which was a
mechanical device used to perform basic arithmetic operations having no
electronic parts.
Electronic Calculator. A Calculator in our modern time which is
characterized as a small, portable device and able to perform basic and complex
arithmetic operations made from multiple electronic parts.
Manual Computations. The use of ones skill and effort in solving a math
problem rather than using an electronic device.
Technology. The application of scientific knowledge that leads to the
creation of different products especially in our industry.
Behavior. A way in which a person acts. In our study, behavior is defined

as a reflection of the Attitude and Confidence of students especially when solving
math problems.
Attitude.
It is the way on how you think and see an object or your
perception to it. Attitude is characterized by two types namely, positive and

negative attitude. Attitude is the way on how students reacts or feels when they
are solving math problems and their mood that varies when they are either
allowed or prohibited to use Calculator.
Confidence. It is the other term for self esteem and it is the belief that one
can do or achieve something. Confidence is a students belief that he/she can
answer the problem and can get the right answer. Some of the students
confidence varies when the students are either allowed or prohibited to use
Calculator.
Study Habits. It is the regular practices or ways that a student used to do.
A students study habit can affect his/her behavior for when a student who does
not study well is expected to be nervous or anxious during the test. Thus, a poor
study habit can lead to a low score in tests.
Control Group (CG). The Control Group will have the normal treatment of
not using Calculator every session and will answer the posttest using manual
computations.
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Experimental Group (EG). The Experimental Group has undergone the

treatment to use Calculator every example that the researchers had given them
during the session. The Experimental Group were allowed to use Calculators in
answering the posttest.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the topics that are related to the study made by the
researchers. This chapter will present topics that will help the people to further
understand what the research study is all about and give them an idea on what the
researchers are trying to find out. On this chapter, original dissertations and such will
give a clue that will develop the peoples understanding about the study being presented
in this research.
History of Calculator
Ifrah (2001) states that the very first Calculator was a Pascaline adding and
subtracting machine created by Pascal in 1642. Calculators have been around for a long
time almost 400 years. The interesting connection with Pascal's Calculator is little has
changed since then, as far as how numbers are calculated. The difference today is the
speed and variety computations that can be completed with a Calculator. Calculators
continued to evolve and became smaller and more sophisticated in their ability complete
complex computations.
Improvement of students performance as using Calculators
According to Douglas A. Grouws and Kristin J. Cebulla (2000), there are several
ways to improve student achievement in mathematics.
This summarizes research
findings on best teacher practices in mathematics education. The findings revealed that
students can learn both concepts and skills by solving math problems. Whole-class
discussion including individual and group work interactions improves student
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achievement. Lastly, using Calculators in the learning of mathematics can result in an
increased achievement and improved student attitudes.
Based on the study of Aimee J. Ellington, forty-two studies comparing students
access to graphing Calculators during instruction to students who did not have access to
graphing Calculators during instruction are the subject of this meta-analysis. The results
on the achievement and attitude levels of students are presented. When Calculators
were part of instruction but not in testing, students first benefited from using Calculators
but need to develop skills necessary to understand the concept of mathematics. When
Calculators were allowed in testing and instruction, the procedural, conceptual and
overall achievement skills of students improved. Their attitude towards mathematics
construct was most featured in the research studies. The students who used graphing
Calculators in these studies while learning mathematics had more positive attitude
toward mathematics compared to those who didnt use Calculator. Thus, the students
who had access to graphing Calculators while learning mathematics liked using them.
A study was conducted by George Bright, Hersholt Waxman and Susan Williams,
revealed that students mathematics performance improved significantly when they had
access to a Calculator. In addition, students may have committed fewer computational
errors with a Calculator. Students may also be able to perform computations more
quickly with a Calculator and thus complete more problems within the allotted time.
Students may have felt more confident when using Calculator. They may have been able
to focus their attention on higher-order thinking skills rather than on computations.
Lastly, there are no performance difference was found between students with positive
13

and negative attitudes. Thus, implies that Calculators may help students with negative
attitudes as much as they help students with positive attitudes.
The hindrance of providing Calculators
In accordance with the study of Lesley Alexander Reel, graphing Calculator aids
may verify to be an effective strategy in closing the gap in mathematics attainment
between learners from lower and higher socioeconomic backgrounds. It increases
students achievement that could lead to higher test scores, more students taking
challenging courses and also be an ultimately more productive citizen. Though some
researcher found out that Calculator can improve ones mathematical achievement, not
every student can afford a graphing Calculator.
Technology vs. Manual practices
As stated by Guerrero, S., Walker, N., & Dugdale, S., this study was used to
examine whether the middle and high school educational system is adapting to the
technological changes positively or negatively. The findings revealed that the students
had a very positive attitude towards technology. In fact, it is shown that students attitude
towards learning improved when computers are used. They also had more selfconfidence when working math problems. Thus, a students attitude about self will have
a direct impact on degree of success. The study also found a positive correlation
between attitudes toward science and self-efficacy.
In A Retrospective of twenty years of education technology policy, Fouts (2003)
lists several conclusions such as the integration of technology with traditional instruction
will give students higher academic achievement in variety of subject areas than does
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traditional instructions alone. With the help of computer aids, students learn more quickly
and with greater retention. Students like learning with computers, and their attitudes and
school are positively affected by technology use.
As reported by Steven M. Poast, students learning styles are related to
technology needs and teaching methodologies. Students today are using technology in
the classroom for their own benefits. It also provides students chance to get practice on
basic content skills as well as enrichment opportunities. Even teachers are using
technologies such as software to improve students undeveloped skills in a variety of
content area. Education is not a one-size-fits-all-business. Each student brings up their
learning style to the class. It is up to the teacher to develop information which is utilized
by students style of learning.
Dissent of using Calculators

In relation with the study of Sandra Campagnone., this tries to find out if the use
of graphing Calculators promotes the students performance in Algebra. They conducted
a series of pretests and posttests having the students use graphing Calculators and
then on the other, refraining them from using it. The researchers found out almost
matching scores on the pretests and posttests given and knew that the students
generally do not believe that using Calculators help them to do any better.
Apprenticeship about the use of Calculator
A study conducted by the Vanderbilt University stated that this aims to find the
significance of fully learning the use of a Calculator before starting to use it. The
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researchers in this study successfully performed their experiment and found out that
their hypothesis was right and that students maximized the use of Calculators if they
know how to properly use it with the background of the lesson.
Based from the study of Christina Sheets and Wallace, NE, the researchers
approached this study in an uncommon manner. She compared past scores of her and
her students during their 7 th and 8th grade. She tried to prove if the use of Calculators
during different school years improves their average scores in their mathematics
performance. Her study shows that the use of Calculators is a hindrance because by the
time that she forbid the students to use Calculators, the students scores increased. With
this result, she suggests that the use of Calculators vary on the one using it and on the
behavior of the students themselves.
The Advantage of Calculator
In a study conducted by Susan Barton, the researcher used 52 comparisons of
different tests involving students using Calculators and students who dont. The
researchers experiment showed very encouraging results and shows an evident result
of the advantage given by the use of Calculator. The researcher suggests that teaching
and learning mathematics with the use of graphing technologies such as Calculator is a
natural and mathematical partner.
It is believed by McColloch, Allison that this article reports on a qualitative study
of six high school Calculus students designed to build an understanding about the affect
associated with graphing Calculator use in independent situations. It was found that
using the graphing Calculator helped students maintain productive affective pathways for
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problem solving as long as they were using graphing Calculator capabilities for which
they had gone through a process of instrumental genesis with respect to the
mathematical task they were working on. Furthermore, graphing Calculator use and the
affect that is associated with its use may be influenced by the perceived values of
others, including parents and teachers.
The Impact of Calculator
It is revealed that a research study of Edward Wolfe provided simple and clear
results that explain the impact of the use of Calculators on the test results of the
students exams in mathematics. The researcher got previous research papers having
the same topic as his and correlated them to form his final conclusion. The research
implies that the use of Calculators really do affect the test results and shows that using
Calculators really do affect the test results and shows that using Calculators provide a
higher chance of scoring high on year tests, however, the researcher suggests that the
use of the right type of Calculator and how well you understand your mathematics topic
and concept are keys to maximizing the positive effect of using Calculators when taking
tests.
The researchers, Gail Burill and Glenda Breaux of Michigan State University,
aims to find out the impact of graphing Calculators in students performance in Algebra.
They conducted a series of tests including a pretest and a posttest to find out if there are
any significant differences. As a result, they found out the almost same percentage of
scores between graphing Calculator users and non-graphing Calculator users. The posttest was up by 91% correct leaving the pretest behind by 6%.
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Synthesis:
In line with all these research studies and dissertations, this study will be having
a similar experimental design. But the main focus of this study is about the behavior of
the students with and without Calculators. Unlike the other studies, the researchers will
not be only focused on the difference of the academic grade of students in Mathematics
but the attitude and behavior that they show upon the implementation of the treatment.
The researchers will also study their Attitude and study habits towards Mathematics and
what how do these affect their academic performance in Mathematics. The researchers
will also try to figure out if using Calculators will boost a students confidence compared
to the time when they are not allowed to use. We will also compare the results of the
pretest and posttest and come up with the difference of the two tests. At the end of our
study, the researchers would be able to come up an answer if there is really an effect of
using Calculators in solving math problems to the behavior of students.
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Chapter III
Research Methodology
This chapter presents the type of research design used, the
participants and the instruments of the study. The method used to gather the
data is also presented and lastly, the statistical treatment used in order to come
up with the result of the study.
Methods and Techniques used
This section presents the type research design and methods involved in
the study.
Figure 4: The Randomized PretestPosttest Control Group design

The researchers utilized the experimental method of research specifically
the Randomized PretestPosttest Control Group design. This procedure
guarantees that all subjects have the same change of being in the experimental
or Control Group. It is assumed that the two groups are equivalent on all
19
20
important dimensions and that there are no systematic differences between the
two groups because of strict random assignment. The Randomized Pretest
Posttest Control Group design has two groups; namely the Control and
Experimental Group.
Control
Group
The CG will
be
experiencing
the normal
treatment of
using manual
calculations
every session
with the
researchers.
The CG will
take the
posttest
without the
aid of
Calculators in
solving the
Math test.
Pretest
Treatment
Posttest
The EG will
answer the
Pretest
without the
aid of
calculator
and
instructed to
compute
manually.
The EG will
be allowed to
solve the
problems
with the aid
of calculator
during the
sessions.
The EG will
take the
posttest with
the aid of
calculator
and
instructed to
compute
manually
Pretest
Randomized
assignment
was used to
generate the
members of the
CG based from
their profile
variables.
Experimental
Group
Randomized
assignment
was used to
generate the
members of the
EG based from
their profile
variables.
The CG will
answer the
Pretest
without the
aid of
calculator
and
instructed to
compute
manually.
Posttest
Figure 5: The research method utilized by the researchers
In the Randomized Pretest-Posttest Control Group design, two groups

were generated through the random assignment of participants. The participants
who have been chosen were matched into two equal groups based on their
characteristics and scores on the non-experimental factors in order to attain the
21
equality
between
the
groups.
After
the
randomization
procedure,
the
Experimental Group and Control Group received a pretest from the researchers.
Afterwards, the researchers administered the research treatment to the
Experimental Group while the Control Group had continued to have the normal
treatment. After that, the posttest was given to the Control and Experimental
Group to determine the changes or improvement of the groups.
The first group was assigned as the Experimental Group who were
instructed to answer the posttest with the aid of scientific Calculators. On the
other hand, the Control Group was instructed to answer the test manually. The
researchers had administered an examination to both groups that will test their
Mathematics skills and knowledge. The examination is proved to be valid and
reliable. After administering the treatment to the Experimental Group, they have
taken the same test and were evaluated once more if there were any changes or
improvements. The results were a big help to the researchers in able to come up
with the conclusion and possible recommendations that will identify if the use of
Calculators affects their behavior.
Subjects of the Study
The subjects have undergone the following procedures in order to come
with the Experimental Group and Control Group:
The researchers assigned the Fourth year students as the subjects of the
study. Thus, the group will conduct the study in Nuestra Seora de Aranzazu
Parochial School year 2013-2014. Moreover, the researchers chose two sections
from the fourth year and assigned the top 20 performing students in each section
as the subjects of our experiment through randomization. The subjects were
matched according to the mean of their non-experimental factors to ensure that
the subjects will be matched equally and precisely. Our group has chosen the
fourth year students in NSDAPS given the fact that these top performing students
in fourth year are reliable because they are concentrated on making good
grades. In addition, we have a constant communication with the teachers
involved in our study especially having the same Mathematics teacher like ours.
Notably, we expect to receive reliable answers since it is believed that the top
performing students were honest.
Conduct of experiment
The experiment was done through the following measures:
The researchers have written sets of letter of permission to the different
school authorities involved in the study. This includes the composing of letter in
order to get the permission to attain the Study Habits questionnaire from the
Guidance counselor. The researchers also sent a letter to the Fourth year
Mathematics teacher in order to get the permission to attain the second quarter
grades in math of the subjects and the scope of the lessons involved in the
22
second quarter. Additionally, the Fourth year Mathematics teacher also evaluated
the pretest items whether it needs the aid of Calculator to solve that item or not.
During the administration of instruments, the researchers also presented a letter
of permission to the teacher in-charge during that time in order to conduct the
instruments to the subjects of the study. These letters of permission were signed
by our Research teacher and the researchers to be accepted by the teacher incharge.
Validation of Instruments
The researchers used the following instruments in order to measure the
variables presented in the study and verify their validation:
Attitude towards Mathematics Questionnaire (ATM). This is a
standardized questionnaire from the Mathematics and Technology Attitude Scale
(MTAS) that monitors five variables related to Mathematics and technology. The
researchers have taken mainly the questions involved in relation to the students
attitude towards Mathematics. This questionnaire aims to measure what the
students prefer and respond towards using the Calculator in Mathematics and
how do they view Mathematics as a subject.
Confidence towards Mathematics Questionnaire (CTM). This is a
standardized questionnaire from the Mathematics and Technology Attitude Scale
(MTAS) that monitors 5 variables related to Mathematics and technology. The
researchers have taken mainly the questions involved in relation to the students
23
confidence towards Mathematics. This questionnaire aims to measure the

students self esteem and confidence in solving math problems with or without
the aid of Calculators. This questionnaire will determine if the students are
confident or feel fear when solving manually or not.
Study Habits Questionnaire (STQ). A standardized questionnaire that is
adapted from the Virginia Gordons University survey that monitors seven
variables related to a students study habit. The researchers have taken mainly
the math skills, time management, study environment and test taking preparation
skills. This instrument will measure weather the student have the proper study
habit to achieve an excellent output towards their academic grades in school.
Standard Mathematics Test (SMT). This standardized instrument is
composed of the released test questions of California Standard Test. This is the
primary instrument used in our study as the pretest and posttest instrument. The
researchers compiled the test questions from the three branches of Mathematics
which are Basic Algebra, Geometry and Advanced Algebra to come up with the
exam. This will measure the ability of the participants to solve mathematical
problems with or without the aid of Calculator.
Administration of Instruments
The instruments were utilized through the following procedures:
24
25
Once
the
instruments
were
validated,
the
questionnaires
were
administered first to the Control Group on the first day of administration of

questionnaires. While on the second day of administration, the questionnaires
were conducted to the Experimental Group this time. The questionnaires were
administered on the time to Control the internal validity. The subjects were also
briefed pertaining to the details of our study. They were given fifteen minutes to
answer the three sets of questionnaire namely, the Attitude towards Mathematics
(ATM), the Confidence towards Mathematics (CTM) and the Study Habits
Questionnaire (STQ).
On the other hand, the pretest was administered to the 10 subjects of the
Controll Group on the first day of administration of pretest because of the
subjects current teacher during the time of administration. That teacher only
allowed 10 subjects of the Control Group to join because of the time conflict. The
10 subjects of the Controlled group were given the pretest along with the answer
key sheet and were given 50 minutes to answer the test. Thus, the test was
conducted on the school veranda. The researchers experienced a harsh road
during the test administration because of the teachers refusal to allow the
subjects to participate on the test. Luckily, the researchers achieved the test
administration by conducting the pretest to the 10 remaining subjects of the
Control
group on the same day of administration to the Experimental Group.
The test administration took place on the same place and time and the subjects
26
were also given 50 minutes to answer the test to achieve the internal validity of
our study.
Statistical Treatment of Data

The researchers utilized the following formulas in statistics in order to
come up with the results of the study:
Mean. The formula for getting the mean is used to get the average of the
non-experimental variables for subject matching. This is also used to get the
average of students on the three questionnaires specifically ATM, CTM and
SHQ.
where:
x= sum of all data values
n= number of data items in sample
= mean or average
Standard Deviation. This formula is used for matching the samples in the
Control
Group
and
Experimental
Group
and also used to get the t-value.
Independent Samples t-test. This formula is used to get the value that
will determine the significance between two groups or quatities.
t X1 X 2
X1 X 2
SEdiff
where:
Terms in the numerator are the sample means.
Term in the denominator is the standard error of the difference

between means.
27
Chapter 4
Presentation, Analysis and Interpretation of Data
This section deals with the presentation and analysis of the results and
the findings of the study. This chapter is subdivided into three parts; (1)
Comparison of the profile variables between the CG and EG (2) Comparison of
the pretest results between the CG and EG (3) Comparison of the posttest
results between the CG and EG (4) Encouragement of using Calculators based
on the results of the study. Each problem presents table/s needed to interpret the
Standard Deviation
Mean(x)
t-value
(x)
CONTROL GROUP
2.93
0.33
0.2097
EXPERIMENTAL
2.91
GROUP
problem.
0.27
28
Problem 1. Comparison of the Profile Variables between the Control Group

and Experimental Group in Mathematics
Table 1.1 Attitude towards Mathematics
The gathered information displays the result of the survey about the
Attitude of student towards Mathematics of the EG and CG. Based on the figure,
the CG got a Mean of 2.93 and a Standard Deviation of 0.33. While the EG
generated a mean of 2.91 and a Standard Deviation of 0.27. Comparing the
results of the CG and EG, the two groups nearly have the same score in the
Mean and in the Standard Deviation which means they have an almost identical
Attitude towards Mathematics. Interpreting the scores, this implies that they have
a common attitude towards Mathematics and solving math problems.
Additionally, the t-value produced a result of 0.2097 and the degrees of freedom
is 38= 2.0244. Since 2.02440>.2097, this only means that there is no significant
difference between the Attitude of the CG and EG towards Mathematics.
Table 1.2 Confidence towards Mathematics
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Standard Deviation
Mean(x)
t-value
(x)
CONTROL GROUP
2.62
0.43
0.1576
EXPERIMENTAL
2.64
0.37
GROUP
The collected data presents the result of the survey about the Confidence
of student towards Mathematics of the EG and CG. Based on the figure, the CG
obtained a Mean of 2.62 and having a Standard Deviation of 0.43. On the other
hand, the EG attained a mean of 2.64 and a Standard Deviation of 0.37.
Comparing the results of the CG and EG, the two groups nearly have the same
score in the Mean and in the Standard Deviation which means they have an
almost identical Confidence towards Mathematics. Since they roughly have an
identical score, this can be interpreted that the two groups have a matched level
of confidence when they are answering math problems. Thus, the t-value
produces a result of 0.1576 and the degrees of freedom is 38= 2.0244. Since
2.0244>0.1576, this only means that there is no significant difference between
the Confidence of the CG and EG towards Mathematics.
Table 1.3 Study Habits towards Mathematics
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Standard Deviation
Mean(x)
t-value
(x)
CONTROL GROUP
2.66
0.36
0.9938
EXPERIMENTAL
2.56
0.27
GROUP
The amassed data indicates the result of the survey about the Study
Habits of student towards Mathematics of the EG and CG. Based on the figure,
the CG produced a Mean of 2.66 and a Standard Deviation of 0.36. While the EG
resulted a mean of 2.56 and a Standard Deviation of 0.27. Comparing the results
of the CG and EG, the two groups almost got the same score in the Mean and in
the Standard Deviation which means they have a nearly identical Study Habits
towards Mathematics. Since the two groups have an almost identical score, this
means that the two groups apply a common study habit in reviewing their lessons
in Mathematics. Moreover, the t-value produces a result of 0.9938 and the
degrees of freedom is 38= 2.0244. Since 2.0244>0.9938, this only means that
there is no significant difference between the Study Habits of the CG and EG
towards Mathematics.
Problem 2. Comparison of the pretest results between the Control Group
and Experimental Group
31
Table 2 Comparison of the pretest result

Standard Deviation
Mean(x)
t-value
(x)
CONTROL GROUP
0.36
0.10
0.9024
EXPERIMENTAL
0.39
0.11
GROUP
The chart reveals the comparison in pretest results of the CG and EG from
the Mathematics Achievement Test. Based on the figure, the CG acquired a
Mean of 0.36 and having a Standard Deviation of 0.10. On the other hand, the
EG obtained a mean of 0.39 and generated a Standard Deviation of 0.11.
Comparing the scores from the two groups, they have a very slight difference
from each other and were almost the same. Interpreting the scores, the CG and
EG performed well during the pretest of the study and therefore have shown a
consistent behavior even if they were not allowed to use Calculators.
Additionally, the t-value produces a result of 0.9024 and the degrees of freedom
is 38= 2.0244. Since 2.0244>0.9024, this only means that there is no significant
difference between the pretest scores of the CG and EG towards Mathematics.
Problem 3. Comparison of the posttest results between the Control Group
and Experimental Group
32
Table 3 Comparison of the posttest result

Standard Deviation
Mean(x)
t-value
(x)
CONTROL GROUP
0.60
0.16
1.8962
EXPERIMENTAL
0.68
0.10
GROUP
Taking the glimpse on the data, it exposes the comparison in posttest

results between CG and EG from the Mathematics Achievement Test. Based on
the figure, the CG acquired a Mean of 0.60 and having a Standard Deviation of
0.16. On the other hand, the EG obtained a mean of 0.68 and generated a
Standard Deviation of 0.10. Comparing the scores from the two groups, they
have a very slight difference from each other and were almost the same.
Interpreting the scores, the CG and EG performed well during the posttest of the
study and therefore have shown a consistent positive behavior. The EG was
allowed to use Calculators and might be one of the factors why the EG achieved
a higher mean than the CG. Henceforth, the t-value produced a result of 1.8962
and the degree of freedom is 38= 2.0244. Since 2.0244>1.8962, this only means
that there is no significant difference between the posttest scores of the CG and
EG towards Mathematics.
33
Problem 4. Based on the results of the study will the researchers

encourage the students to use Calculators or not?
Table 4 Encouragement of using Calculators based on the results of the
study.
Analyzing the results of the study, the mean of the profile variables is high on
their Attitude, Confidence and Study Habits towards Mathematics and the use of
Calculator in Math. Therefore, the student shows a positive attitude when dealing
with math problems with the aid of Calculators. On the other hand, the mean of
the EG in the pretest greatly increased from 0.39 to 0.68 in the posttest. Thus,
the EG showed a more positive outcome on the posttest using a Calculator;
rather than the CG who used manual computations that showed a lower result in
the posttest. This implies that using Calculator not only uplifts ones behavior but
also produce a rewarding and fruitful outcome. Moreover, the SD of the EG
decreased from 0.11 in the pretest to 0.10 in the posttest. Since, the lower the
value of the SD is far better than a large SD in a study; it is implied that when the
use of Calculator is implemented, we can assume that the scores from the EG is
34
close to each rather than a test
From this single perspective, the researchers
decided to support use of Calculators. That is not only because it helps to

achieve a high grade in math but also because it increases ones behavior and
confidence in answering the test.
Chapter 5
Summary, Conclusions and Recommendations
This chapter presents the summary of findings based on the statistical

treatment, analysis and interpretation done in the previous chapter. It also
includes the deduced conclusions and recommendations from the findings of this
study.
The researcher had come up with several questionnaires in assessing the
profile variables and series of tests in order to find out the effects of Calculators
that influence the behavior of the students in Mathematics of Nuestra Seora de
Aranzazu Parochial School. A total of 40 students participated in our study; 20
35
students from the Control Group and another 20 students from the Experimental
Group.
We sought to find the answers to the following questions:
1. How do the profile variables in Mathematics of the Experimental

Group and Control Group compare in terms of:
1.1 Attitude
1.2 Confidence
1.3 Study Habits
pretest results?
posttest results?
4. Is there a significant difference in the behavior of the members of the
Control Group and Experimental Group after the treatment?
5. Based on the results of the study, will the researchers encourage the
students to use Calculators or not?
Summary of Findings
36
This section presents the summary of findings based on the statistical

treatment and analysis done in the previous chapter.
1. The t-value of the CG and EG in terms of their profile variables

produced the following results: (a) Attitude 0.2097 (b) Confidence
0.1576 and (c) Study Habits 0.9938.
2. The pretest of the CG and EG generated a t-value of 0.9024.
3. The CG and EG yielded a t-value of 1.8962 on the posttest.
4. The overall results of the study showed a positive outcome not only in
the students behavior but also in the math academic grade.
Conclusions:
Based from the data gathered, the following results were achieved:
1. The CG and EG exhibited no significant difference in terms of their

profile variables.
2. Based on the results, it can be concluded that there is no significant
difference on the pretest scores of the CG and EG.

3. Interpreting the posttest scores of the CG and EG towards Mathematics
it delivered a result of no significant difference.
37
4. The findings revealed that the researchers should promote the

utilization of Calculators to the students.
Recommendations:
The researchers raise the following suggestions and proposals based

from the results of the study:
1. The students should study the concepts and the complete solution of a
particular lesson before relying on the use of Calculators.
2. When allowed by the teacher, the students should learn to manipulate

the Calculators and their different features in its full extent in order to come up
with the correct answer.
3. The students should limit and avoid too much dependence on using
Calculators when solving math problems; otherwise they should maintain and
never forget their knowledge about the different methods of obtaining the right
answer using manual computations.
4. The math teachers should maintain the habit of teaching the theories,
concepts and the detailed solution behind a particular lesson before allowing the
students to use a Calculator in order for them to acquire a grade worthy of what
they have strived to achieve.
38
5. The implication of Calculators should be utilized only to the students

who are able to balance their skills in manual computations and using
Calculators effectively.
REFERENCES
Grouws, D and Cebulla, K . (December 2000). Improving Student Achievement in
Mathematics . In ERIC: Educational Resources Information Center.
Retrieved September 17, 2013, from http://www.gpo.gov
Ellington, A. (January 2006). . In The Effects of Non-CAS Graphing Calculators
on Student Achievement and Attitude Levels in Mathematics:A MetaAnalysis. Retrieved September 17, 2013, from http://mathed.byu.edu.
39
40
Bright,G, Waxman,H and Williams,S. (1994). Google Books. In Impact of

calculators on mathematics instruction. Retrieved September 17, 2013,
from http://books.google.com.ph/books
McColloch, A. (2011). Affect and graphing calculator use. In Research Library.
Retrieved September 24, 2013, from http://www.ti-researchlibrary.com/.
Guerrero, S., Walker, N., & Dugdale, S.. (2004). In Technology in Support of
Middle Grade Mathematics: What Have We Learned. Retrieved September
24, 2013, from http://education.ti.com.
Burrill, G., Breaux, G., (2002). Handheld graphing technology at the secondary
level: Research findings and implications for classroom practice. Dallas,
TX: Texas Instruments Corp. http://education.ti.com/research.
Wolfe,E. (May 2010). What Impact Does Calculator Use Have On Test Results?.
In
Pearson.
Retrieved
September
29,
2013,
from
www.pearsonassessments.com
Barton,S. (n.d). In What Does the Research Say about Achievement of Students
Who Use Calculator Technologies and Those Who Do Not?. Retrieved
September 29, 2013, from http://archives.math.utk.edu/.
Sheets,C., Wallace,NE. (July 2007).In Calculators in the Classroom: Help or
Hindrance? . Retrieved September 29, 2013, from http://scimath.unl.edu/.
41
Collins,L., Mittag,K. (May 2005). Effect of Calculator Technology on Student

Achievement An Introductory Statistics Course. In Statistics Education
Research
Journal.
Retrieved
September
29,
2013,
from https://www.stat.auckland.ac.nz/.
Hembree,R., Dessart,D. (March 1986). Effects of Hand-Held Calculators in PreCollege Mathematics Education: A Meta-Analysis. In Journal for
Research in Mathematics Education. Retrieved September 29, 2013,
from http://www.jstor.org/.
Vanderbilt University. (August 20, 2008). Calculators Okay In Math Class, If
Students Know The Facts First, Study Finds. In Science Daily. Retrieved
September 29, 2013, from http://www.sciencedaily.com/.
Campagnone,S. (n.d.). In The Effects of Graphing Calculators on Student
Performance in High School Algebra. Retrieved September 29, 2013,
from http://chiron.valdosta.edu/.
Pierce, R., Stacey, K., Barkatsas, A. (January 10, 2005). ScienceDirect. In A
scale for monitoring students attitudes to learning mathematics with
technology.
Retrieved
http://www.pgce.soton.ac.uk
November
18,
2013,
from
Gordon, V. (n.d.). University Survey: A Guidebook and Readings for New

Students. In Study Habits Questionnaire. Retrieved November 18, 2013,
from http://uud.msu.edu/.
California Department of Education. (2009). CST Released Test Questions. In
California Department of Education. Retrieved December 13, 2013, from
http://www.cde.ca.gov/.
Appendices
An Appendix contains information that is non-essential to understanding of
the paper, but may present information that further clarifies a point without
burdening the body of the presentation.
Appendix I: Letters of consent
42
43
The letters used by the researchers to inform the subjects and persons
who are involved in the study. These letters are served as the formal
authorization by an individual of agreement to participate in the proposed
research.
44
Appendix II: Questionnaires
45
These are the standardized questionnaires that the researchers used to

measure the Attitude, Confidence and Study Habits of the researchers subjects.
46
Appendix III: Pretest and posttest
47
48
This is a standardized test in which the researchers applied this in

conducting pretest and post-test.
49
Appendix IV: Computation of Profile Variables

Table 4.1: Control Group
Name
Yr & Section
ATM
CTM
SHQ
AVRG
IV-D
2.73
1.82
2.47
2.34
IV-D
3.36
2.91
2.13
2.80
IV-D
2.64
2.27
3.23
2.71
IV-D
2.73
2.73
2.60
2.69
IV-D
3.27
2.91
2.87
3.02
IV-D
2.64
2.18
2.17
2.33
IV-D
2.73
2.45
2.30
2.49
IV-D
3.36
3.18
2.77
3.10
IV-D
2.73
2.64
2.70
2.69
IV-D
2.55
2.55
3.20
2.77
IV-D
3.00
2.36
2.37
2.58
IV-D
2.73
2.00
2.43
2.39
IV-D
2.45
2.18
2.60
2.41
IV-D
2.73
2.64
2.67
2.68
IV-D
2.73
2.09
2.27
2.36
IV-D
3.27
2.45
2.63
2.78
IV-D
2.91
2.36
2.53
2.60
IV-D
3.18
2.72
2.67
2.86
IV-D
2.45
2.09
2.73
2.42
IV-D
3.09
3.18
2.87
3.05
Mean (x)
2.86
2.49
2.61
2.65
Standard Deviation (x )
0.30
0.38
0.30
0.33
The results of the Control group in the standardized questionnaires.
50
51
Table 4.2: Experimental Group

Name
Yr & Section
ATM
CTM
SHQ
AVRG
IV-C
2.64
2.36
1.93
2.31
IV-D
2.73
1.82
2.47
2.34
IV-D
2.73
2.00
2.43
2.39
IV-D
2.45
2.09
2.73
2.42
IV-C
2.55
2.64
2.10
2.43
IV-D
3.00
2.36
2.37
2.58
IV-C
2.64
2.82
2.37
2.61
IV-C
2.73
2.82
2.33
2.63
IV-C
2.82
2.73
2.40
2.65
10
IV-D
2.73
2.64
2.67
2.68
11
IV-D
2.73
2.64
2.70
2.69
12
IV-C
3.00
2.64
2.60
2.75
13
IV-D
3.27
2.45
2.63
2.78
14
IV-C
3.09
2.91
2.40
2.80
15
IV-D
3.18
2.72
2.67
2.86
16
IV-C
3.18
2.64
2.97
2.93
17
IV-C
3.00
3.09
2.77
2.95
18
IV-D
3.27
2.91
2.87
3.02
19
IV-D
3.36
3.18
2.77
3.10
20
IV-C
3.18
3.27
2.97
3.14
Mean (x)
2.91
2.64
2.56
2.70
0.27
0.37
0.27
0.30
The results of the Experimental Group in the standardized questionnaires.
52
Appendix V: Computation of Pretest and Posttest Results

Table 5.1: Control Group
Table 5.2: Experimental Group
Yr &
Section
IV-D
IV-D
0.27
0.40
IV-D
0.47
0.70
IV-D
0.33
0.67
IV-D
0.27
0.70
IV-C
0.27
0.76
IV-D
0.33
0.77
IV-D
0.33
0.50
IV-C
0.23
0.67
IV-D
0.33
0.50
IV-D
0.53
0.77
IV-C
0.23
0.27
IV-C
0.50
0.77
IV-C
0.33
0.40
IV-C
0.47
0.50
IV-C
0.30
0.73
IV-C
0.30
0.50
IV-D
0.30
0.60
10
IV-D
0.57
0.83
IV-D
0.43
0.57
11
IV-D
0.43
0.63
IV-D
0.43
0.53
12
IV-C
0.27
0.53
IV-D
0.33
0.50
13
IV-D
0.43
0.83
IV-C
0.37
0.40
14
IV-C
0.33
0.63
IV-C
0.50
0.80
15
IV-D
0.33
0.63
IV-C
0.50
0.57
16
IV-C
0.23
0.77
IV-C
0.47
0.83
17
IV-C
0.37
0.63
IV-D
0.33
0.60
18
IV-D
0.50
0.67
IV-C
0.57
0.83
19
IV-D
0.27
0.77
IV-C
0.30
0.77
20
0.37
0.60
Mean (x)
0.36
0.60
IV-C
Mean (x)
0.39
0.68
0.10
0.16
0.11
0.10
Name
PRTR
PTR
Name
Yr & Section
PRTR
PTR
0.20
0.77
IV-C
0.50
0.60
The results of the pretest and post-test of the Control and Experimental
Group.
53
Appendix VI: Treatment (Math Teaching Program)

SCHEDULE
TOPIC
OBJECTIVES
Session #1
February 4
(Tuesday)
12:50-1:50
Methods
used to
solve
math
problems
Session #2
February 11
(Tuesday)
12:50-1:50
Methods
used to
solve
math
problems
Give math
problems to
the EG and
teach them
the
different
methods
and
techniques
in solving
the math
examples
manually
Giving the
same math
examples
to the CG
and make
them use
calculators
in solving
Increase
and
improve the
skills of the
EG using
manual
calculations
by giving
them sets
of math
problems.
Increase
and
improve the
skill of the
CG with
the use of
calculator
by giving
them
several
math
problems
TIME
FACILITATORS
ACTIVITY
30
minutes
30
minutes
Tyrone Christian
Tan, Kyle Llave,
Jamiel Dula &
Joana Carisse
Padua
Tyrone Christian
Tan, Kyle Llave,
Jamiel Dula &
Joana Carisse
Padua
Discussion
and
solving
math
examples
Discussion
and
solving
math
examples
REFEREN
CES
Math
books
Online
math
lessons
Math
books
Online
math
lessons
54

The table represents the program applied to the Experimental Group. This is the
module that the researchers proposed.
Appendix VII: Time table
Activity
Expected
date
Writing letters to the Guidance counselor and the Math teacher of fourth
year
14-Oct
Gathering of data towards the profile of the Control group and

Experimental group
18-Oct
Finalizing the questionnaires from the Guidance and reliable sources
19-Nov
Validation of questionnaires and instruments
21-Nov
Reproduction of questionnaires and instruments
23-Nov
Conducting questionnaire to IV- C
3-Dec
Conducting questionnaire to IV- D
5-Dec
Tallying of Results
13-Dec
Tabulating the data gathered and getting the mean and Standard
deviation of the EG and CG
9-Jan
10
Calculating the t-test value and Validation of pretest
13-Jan
11
Reproduction of Pretest
14-Jan
12
Conducting of pretest to the Control Group
21-Jan
13
Conducting of pretest to the Experimental group
23-Jan
14
Tabulating the results of the CG and EG
Jan 24-26
15
Making the schedule for the treatment
30-Jan
16
Treatment: Session # 1
4-Feb
17
Treatment: Session # 2
11-Feb
18
Administration of posttest to the CG
17-Feb
19
Administration of posttest to the EG
18-Feb
Curriculum Vitae
Personal Information:
Name:Jamiel J. Dula
Address: Lot56 D2 Amado Compound
Guitnang Bayan Uno San Mateo, Rizal
Place of Birth: Marikina City
Civil Status: Single
Religion: Roman Catholic
Seminars/Workshop/Trainings:
Email Address:
[email protected]
Contact no.:09194046683
Educational Attainment:
Primary School:
Nuestra Senora de Aranzazu
Parochial School
S.Y: 2010
Leadership development training

Fire and Earth Quake Drill
Organization:
Math Club
Scouts
Legion of Mary
Secondary School
Parochial School
Present
SAVE ME Movement Club

Victory Club
55
Curriculum Vitae
Name: Kyle Mitchel Llave
Address: Blk 5 Lt 10 Phase 6 La Mar
Village San Mateo, Rizal
Place of Birth: San Mateo, Rizal
Email Address: [email protected]
Primary School:

Parochial School
S.Y: 2010
Secondary School:
Parochial School
Present

Organization:
Math Club
Scouts
56
Curriculum Vitae
Name: Joana Carisse L. Padua
Address: #53 Rafaela I compound, Ampid I, San
Mateo, Rizal
Place of Birth: San Mateo Rizal
Email Address:
[email protected]
Contact no.: 5701059
Primary School:
Parochial School
S.Y: 20010
First Aid Training

Basic Life Support-CPR Training
Organization:
Math Club
Secondary School:
Scouts

Parochial School
Present
Legion of Mary
Red Cross Youth
57
Curriculum Vitae
Personal Information:
Name: Tyrone Christian R. Tan
Address: #416 Bankers Village, Avenue Street,
Guitnangbayan I, San Mateo, Rizal
Place of Birth: San Juan City
Email Address: [email protected]
Contact no.: 9422715
Primary School:
Parochial School
S.Y: 2010
Secondary School:
Parochial School
Present

Organization:
Theater Club
Math Club
Scouts
Legion of Mary
SAVE ME Movement Club
58

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NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Conceptual and Theoretical Framework

The Conceptual framework identifies the two variables involved in

Figure 1: The Dependent and Independent variables of the study

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Students who do not use

Students who use Calculators

Effects of the study

Figure 2: The Conceptual Framework of the study

Figure 3: The Theoretical Framework of the study

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Taking a glimpse on the figure, a diagram representing the Behaviorist

Specifically, this study will find answers to the following questions:

1. How do the profile variables in Mathematics of the Experimental

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

3. How do the Experimental Group and Control Group compare in their

The following are the hypotheses of the researchers to the statement of

1. Ho The CG and EG exhibited no significant difference in terms of their

2. Ho There is no significant difference on the Pretest scores of the CG

4. Ho The findings revealed that the researchers should promote the

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Significance of the Study

This part of the study discusses the importance of determining whether or

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Scope and Limitations

This study covers different mathematical fields like algebraic equations

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

the treatment proper without having enough knowledge in teaching and in

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Behavior. A way in which a person acts. In our study, behavior is defined

It is the way on how you think and see an object or your

perception to it. Attitude is characterized by two types namely, positive and

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Experimental Group (EG). The Experimental Group has undergone the

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

This summarizes research

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Dissent of using Calculators

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Figure 4: The Randomized PretestPosttest Control Group design

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

Figure 5: The research method utilized by the researchers

In the Randomized Pretest-Posttest Control Group design, two groups

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

confidence towards Mathematics. This questionnaire aims to measure the

NUESTRA SEORA DE ARANZAZU PAROCHIAL SCHOOL

administered first to the Control Group on the first day of administration of

group on the same day of administration to the Experimental Group.