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Home Effects of Graphing Calculators on Middle Grade Students' Ability to Analyze Data

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Effects of Graphing Calculators on Middle Grade Students' Ability to Analyze Data

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Identifier	Thesis 1823
Author	Caron-Lichaj, Nicole T.
Title	Effects of Graphing Calculators on Middle Grade Students' Ability to Analyze Data
Publisher	Central Connecticut State University
Date	2006
Resource Type	Master's Thesis
Notes	Students can create graphs and tables with relative ease using graphing calculators. Yet some teachers employ this technology via the occasional hands-on activity, if at all, and if time permits. Middle school educators are largely responsible for finding methods of merging such technology into the existing curriculum pragmatically and regularly. This study looks at a practical approach. Does the regular use of graphing calculators enable students to analyze data more effectively than those who were taught using traditional methods? To test this hypothesis, 54 seventh graders from two pre-existing classes in an inner city district served as the experimental and control groups (for each, n = 27). Group 1, comprised of 13 girls and 14 boys, served as the control. The experimental group, Group 2, consisted of 17 girls and 10 boys. To determine homogeneity between the samples, a cumulative, multiple choice test relevant to both groups and to the curriculum served as a pretest. A one-way ANOVA comparing the mean scores found no significant difference between groups at an alpha level of.05, (p >.05). Each group was taught a series of comparable lessons over a period of five weeks. Lessons included generating, organizing, graphing, and interpreting data and involved linear functions, box and whisker plots, histograms, and measures of central tendency. Both control and treatment classes used pencil and paper to draw tables and graphs. Additionally, the treatment group (Group 2) used TI-82 graphing calculators to duplicate these activities, and to take the post test. Students in the treatment group had access to graphing calculators only during class time, yet it is not known if any students had access to graphing calculators at home. The means of the post test scores were compared using a one-way ANOVA. The mean scores of the treatment group were higher than those of Group 1. With an alpha level of.05, this difference was not significant, (p >.05). Although these results do not directly support the hypothesis that the use of graphing technology would positively affect students' ability to analyze data, having a larger sample size, and allowing more time for students to learn how to use the graphing calculator, might cause a statistically significant difference in test scores. These findings help support some of the existing literature regarding the use of graphing calculators in the middle school. Students unfamiliar with graphing technology need to feel comfortable using it, and this takes time. Additionally, educators must make the effort to implement such technology across the mathematics strands, share techniques, and give specific guidelines for using graphing calculators in the middle school curriculum.
Subject	Graphic calculators Mathematics -- Study and teaching (Middle school)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713735067
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