Authors :
Amoah, K. J.; Dramani, B. A.
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/3963uwa5
DOI :
https://doi.org/10.5281/zenodo.8123202
Abstract :
This study was meant to measure the effects of
the use of scientific calculators on pre-service teachers’
computational skills. It specifically sought to find out the
impact of scientific calculator usage on pre-service
teachers’ performance and errors in computational skills.
Thirty student-teachers participated in the study.
Researchers used interviews, pre-tests, interventions, and
post-tests to investigate the impact of scientific calculator
use on student-teachers’ computational skills. The study
revealed the errors student-teachers made in their
computational skills which included errors in parenthesis,
approximation, concept application and sequence of
operations. As a result, we found that there was a
difference between the results before and after the test in
terms of the minimum, maximum, mean, and standard
deviation and the latter was superior to the former (i.e.,
the pre-test mean and the standard deviation is 3.90, test
after 2.05). The test means and SD are 6.40 and 2.67). The
t-test results (29df, t=6.335, p=0.00) also showed that the
mean difference was significant at p=0.00. Analysis was
performed to determine whether mean differences were
statistically significant. This means that scientific
calculators had improved the computational skills and
abilities of student-teachers, thereby improving their
mathematics performance.
Keywords :
Effects, Scientific Calculator, Usage, Pre-Service Teachers, Computational Skills.
This study was meant to measure the effects of
the use of scientific calculators on pre-service teachers’
computational skills. It specifically sought to find out the
impact of scientific calculator usage on pre-service
teachers’ performance and errors in computational skills.
Thirty student-teachers participated in the study.
Researchers used interviews, pre-tests, interventions, and
post-tests to investigate the impact of scientific calculator
use on student-teachers’ computational skills. The study
revealed the errors student-teachers made in their
computational skills which included errors in parenthesis,
approximation, concept application and sequence of
operations. As a result, we found that there was a
difference between the results before and after the test in
terms of the minimum, maximum, mean, and standard
deviation and the latter was superior to the former (i.e.,
the pre-test mean and the standard deviation is 3.90, test
after 2.05). The test means and SD are 6.40 and 2.67). The
t-test results (29df, t=6.335, p=0.00) also showed that the
mean difference was significant at p=0.00. Analysis was
performed to determine whether mean differences were
statistically significant. This means that scientific
calculators had improved the computational skills and
abilities of student-teachers, thereby improving their
mathematics performance.
Keywords :
Effects, Scientific Calculator, Usage, Pre-Service Teachers, Computational Skills.
