Effect Of Calculator In Teaching And Learning Of Logarithms On Students Achievement In Mathematics In Senior Secondary School
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This study investigated the effect of calculator use on student achievement in learning logarithms at senior secondary schools in Edo State, Nigeria. The research employed document surveys across three schools: Edo State College, Benin City High School, and Ekpoma Secondary School. The findings revealed that students using calculators at Edo State College achieved an average score of 85%, compared to 75% for those without calculators, with a statistically significant t-value of 4.12 (p = 0.0001). At Benin City High School, calculator users scored 78% versus 72% (t = 2.45, p = 0.015), indicating a moderate effect. In contrast, Ekpoma Secondary School showed no significant difference (mean scores of 70% vs. 68%, t = 0.85, p = 0.40). Correlation analysis supported these results, with coefficients of 0.75 at Edo State College, 0.60 at Benin City High School, and 0.15 at Ekpoma Secondary School. The study concludes that calculators generally enhance student performance in mathematics, though effectiveness varies by context. Recommendations include increased calculator integration, teacher training, and further research to explore long-term impacts and regional differences.
- Investigate the pre-test and post-test scores of students in the experimental and control groups in logarithm.
- Assess the levels of significant difference between the pre-test scores of the experimental and control groups in logarithm.
- Find out the levels of significant difference between the teaching strategies of the experimental and control groups in logarithm.
- Assess the level of significant difference between the post-test scores of the experimental and control groups in logarithm.
- What is the difference between the performance of students taught logarithms using a calculator and the achievement of those students who were taught using the conventional method?
- Which method of teaching the concept of logarithms is better in terms of students’ retention and students’ transference?
- Is there a significant gender difference in the performance of the three treatment groups?
- What is the best method of teaching the concept of logarithms among students of high, average, and low intelligence quotient in terms of students’ retention and students’ transference?
Hypotheses One
(H01): There is no significant effect of calculator on students’ achievement in logarithm.
(H11): There is a significant effect of calculator on students’ achievement in logarithm.
Hypotheses Two
(H02): There is no significant mean difference in post-test scores of students in logarithm taught with calculator and non-calculator.
(H12): There is a significant mean difference in post-test scores of students in logarithm taught without calculator.
Title Page
Certification
Dedication
Acknowledgement
Table of Content
List of Tables
Abstract
Chapter One
Introduction
1.1 Background of the Study
1.2. Statement of the Problem
1.3 Objectives of the Study
1.3.1 General Objective
1.3.2 Specific Objectives
1.4. Research Questions
1.5. Hypotheses
1.6. Significance of the Study
1.7. Scope and Delimitations
1.8. Definition of Terms
Chapter Two
Literature Review
2.0 Introduction
2. Conceptual Framework
2.1.1definition and Understanding of Logarithms
2.1.2. Types and Functions of Calculators
2.1.3. Role of Technology in Learning Mathematics
2.2 Theoretical Framework
2.2.1. Constructivist Learning Theory
2.2.2. Technology Acceptance Model
2.2.3. Cognitive Load Theory and Its Relevance to Calculators
2.3. Empirical Review
2.3.1. Impact of Calculators on Students’ Achievement in Mathematics
2.3.2. Studies on Logarithms Teaching With Technological Tools
2.3.3. Comparative Studies: Calculator Vs. Non-calculator Learning Outcomes
Chapter Three
Research Methodology
3.1. Research Design
3.2. Population of the Study
3.3. Sample Size and Sampling Technique
3.4. Data Collection Instruments
3.5. Data Collection Procedure
3.6. Data Analysis Techniques
3.7. Ethical Considerations
Chapter Four:
Results and Discussion
4.1.1. Descriptive Statistics
4.1.2. Inferential Statistics
4.2 Test of Hypotheses
4.3. Discussion of Findings
Chapter Five:
Summary, Conclusion, and Recommendations
5.1. Summary of the Study
5.2. Conclusion
5.3. Recommendations
5.3.1. Recommendations for Practice
5.3.2. Recommendations for Further Research
5.4. Limitations of the Study
REFERENCES
APPENDIX
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