Effectiveness of graphing calculators approach in learning integrals towards mathematics pre-service teachers achievement and mathematical reasoning
<p>This study aims to investigate the effectiveness of using TI-Nspire CX graphing</p><p>calculators approach in learning Integrals and Its Application topic towards pre-service</p><p>mathematics teachers achievement and mathemati...
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| Format: | thesis |
| Language: | eng |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9211 |
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| Summary: | <p>This study aims to investigate the effectiveness of using TI-Nspire CX graphing</p><p>calculators approach in learning Integrals and Its Application topic towards pre-service</p><p>mathematics teachers achievement and mathematical reasoning. In addition, the study</p><p>also determine the relationship that exists between the two dependent variables. The</p><p>sample consist of 44 pre-service mathematics teachers selected using the fish-bowl</p><p>method to take part in this quasi-experimental non-equivalent pre-post-test design</p><p>study. A total of 22 pre-service mathematics teachers are participate in each</p><p>experimental group and control group. The instruments used for the pre and post-test</p><p>were the Calculus Achievement Test and Calculus Mathematical Reasoning Test to</p><p>measure the pre-service mathematics teachers level of achievement and mathematical</p><p>reasoning skill. The obtained data were analysed quantitatively using the inferential</p><p>statistics, namely paired sample t-test, one-way MANOVA and Pearson-r correlation</p><p>analysis. The findings revealed that there was an increase in the achievements mean</p><p>score of pre-service mathematics teachers in the Calculus Achievement Test for the</p><p>control group and experimental group, which the change in the mean score of</p><p>achievement from 17.09 (SD=9.626) to 46.32 (SD=6.557) with value of p=0.00 for the</p><p>control group, and from 17.00 (SD=10.933) to 45.95 (SD=10.746), with value of</p><p>p=0.00 for the experimental group. For the achievement of the Calculus Mathematical</p><p>Reasoning Test, the experimental group that learned the topic of Integrals and</p><p>Its Application using the TI-Nspire CX Graphing Calculator Learning Activities was</p><p>perform better than the control group that underwent learning using the conventional</p><p>method. The result showed an increase in the mean score of mathematical reasoning for</p><p>the experimental group from 21.82 (SD=7.938) to 49.64 (SD=6.477) with a value of</p><p>p=0.00, compared to the value of the increase for the control group which from</p><p>21.91 (SD=5.528) to 26.27 (SD=9.067), with a value of p = 0.007. This indicate that</p><p>there is a positive relationship between the dependent variable of achievement and</p><p>mathematical reasoning, with the p-value=0.001 and r=0.677. In conclusion, the</p><p>graphing calculator approach in learning is able to develop the ability of pre-service</p><p>mathematics teachers in mathematical reasoning skills and improve their achievement.</p><p>The implication is that the approach involving technology in mathematics learning is</p><p>very meaningful and relevant nowadays to be applied at the level of higher education</p><p>institutions.</p> |
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