EFFECT OF CALCULATOR IN TEACHING AND LEARNING OF LOGARITHMS ON STUDENTS ACHIEVEMENT IN MATHEMATICS IN SENIOR SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Mathematics has long been seen as the yardstick by which to measure a country's social, economic, and geopolitical progress. According to Aminu (2015), mathematics is a branch of science that deals with ideas like amount, structure, space, and change. Mathematics has progressed beyond counting, computation, and measuring to be integrated into many sectors such as science, health, economics, and everyday life through abstract reasoning and logic. Today, mathematics is taught in all industrialized nations' educational systems. Students between the ages of five and seven are usually taught addition and subtraction in most schools. As they proceed through the grades, students take mathematics courses that focus on various subdivisions of mathematics. The major branches of mathematics, such as algebra, geometry, and calculus, will have been taught by the time the student graduates from high school or any secondary education institution (Aminu, 2015).

According to Akinsola and Ogunleye (2013), because mathematics encompasses all aspects of human life, it is unquestionably important in education to help students and people from all walks of life perform daily tasks efficiently and become productive, well-informed, functional, independent individuals and members of a society, thus luring curriculum planners to develop new methods of instruction to enable effective teaching-learning of mathematics that covers all aspects of human life, thus luring curriculum planners to develop new methods of instruction to enable effective teaching Shuard (2012) claims that using media in the classroom inspires students by grabbing their attention and piqueing their interest in the subject. In addition to integrating learners vicariously but meaningfully in the learning experience, media also explains and illustrates subject content and performance skills, as well as providing opportunities for self-analysis of individual performance and behavior, leading to the invention of innovative calculating devices that aided in the expansion of mathematical concepts' understanding.

NCTM (1986), referenced in Stacey (2004), endorsed "integration of the calculator into the school mathematics program at all grade levels in classwork, homework, and evaluation" in a position statement on calculator use in the classroom. NCTM also recommended that all students be allowed to use calculators so that they can focus on the problem-solving process rather than the calculations that come with it, gain access to mathematics beyond their level of computational skill, and perform tedious computations that arise when working with real data in problem-solving situations. Many students find that entering even easy problems into the calculator is easier and faster than solving the issue in their brains. Some calculators are sufficiently strong that they can solve complicated calculus and logrithim problems and provide an instantaneous response.

Recently students have been bringing more than calculators to class such as smart watches, tablets, phones, and similar technology that allow the student to do much more than calculate (Migicovsky, et al., 2017). However, there is an ongoing debate concerning whether the use of this new technology has been beneficial to the learning process (Boyle, & Farreras, 2015). When considering calculator and othe r technology use in the secondary school classroom, some say that students are just using their resources to solve problems. (Orellana & Barkatsas, 2017). Others say that the students’ use of technology in their math classes enhances their understanding of underlying concepts. (Crawford et al., 2016). While others say that students are using the latest technology to inconspicuously collaborate on exams, thus thwarting the assessment process in secondary school (Bain, 2015; Migicovsky, et al., 2016). The introduction of the hand-held electronic calculator in the market nearly 30 years ago has generated debate among scholars on the use of calculator should be totally eliminated (1997) believes that calculators should be totally eliminated from the classroom. He feels that allowing children to use calculators well produce adults who cannot do basic arithmetic.

According to the National Council of Teachers of Mathematics (NCTM, 2015) “The use of calculators along with traditional paper and pencil instruction enhance the learning of basic skill; in fact, the NCTM supports the integration of the calculator into the schools mathematics program at all grade levels in class work, homework and evaluation”. Roberts (2017), concludes that the use of calculators should not eliminate the teaching of the basic algorithmic skills and processes of mathematics; it should be properly integrated to reinforce the basic concepts that are being taught and to aid in the application of these math processes to real -weird situations. NCTM (2015) supports “The theory that students allowed to use calculators in mathematics classes produced higher achievement scores and also had a much more positive attitude toward mathematics”. Hembree and Dessart (2016), concluded that the calculator did not hinder students’ acquisition of conceptual knowledge and that it significantly improved their attitude and self-concept concerning mathematics”. Mathematics is a subject from which other sciences draw inspiration and substance (Harbour & Peters, 2018). A sound background in mathematics is a necessary condition for the study of science related subjects. Speaking on the relevance of mathematics as a culture has afforded man the opportunity to know and access things and objects within his immediate and remote environmental discipline and ordered pattern of life is gained through the culture of mathematics, the useful of repeated observations in making the hypothetical format in relating with people, and in linking one idea to another is all aspects of mathematics language of human culture”.

To achieve this purpose, mathematics has to be taught and learnt in a codified form or well presented steps, driven home by the use of calculators. Thus, researchers have examined the effectiveness of the modern electronic devices in mathematics instructions and found the calculators and computers are interactive devices that could help in meaningful learning of mathematical problems in our secondary schools (Abinbade, 2016), emphasis is placed on the role of technology and appropriate concepts and skills related to its use. A change in technology and broadening of the areas in which mathematics is applied has resulted in growth and changes in the discipline of mathematics itself. The new technology not only has made calculations and graphing easier but also has changed the very nature of the problems important to mathematics and methods mathematicians use to investigate them. (Stanic and Kilpartrick, 2018). Posited that ‘approaching mathematics through problems solving can create a context which stimulates real life and therefore justifies the mathematics rather than treating it as an end in itself”, NCTM (2015), recommended that ‘problem solving be the focus of mathematics teaching because it encompasses skills and functions which are important parts of everyday life, furthermore, it can help people to adopt to changes and unexpected problems in their careers and other aspects of their lives”. (Resnick, 2019). Expressed ‘The beliefs that school should focus its effort on preparing people to be good adaptive learners so that they can perform effectively when situations are unpredictable and task demands change.

It is in view of the above that the researcher becomes interested in looking at current issues on the use of calculator in the Teaching and Learning of Mathematics in Secondary Schools in n Eti-Osa Local Government Area of LagosState. Thus, this study is to investigate if students’ achievement may be attributable to inaccuracy in computation in which calculator may minimize.

1.2 Statement of the Problems

The public outcry on student’s achievement in mathematics called for the usage of calculators to improve their performance in WAEC, NECO and other related examinations due to massive failure in mathematics. Thus, calculator usage has been granted in secondary schools to improve the students’ computational skills. Roberts (2019), observes that the use of calculators should not eliminate the teaching of the basic algorithmic skills and processes of Mathematics. It should be properly integrated to reinforce the basic concepts, that are being taught and to aid in the application of these Mathematics processes in the real-world situations. Professionals such as Obodo, (2010), Florence, and Odera, (2011), however, wondered if the calculator had become a debilitating rather than an enabling gadget at the turn of the twenty-first century. This is because they discovered that using calculators in math class might influence a student's understanding of mathematical concepts. Furthermore, students may not need to master some basic operations and methodologies since the calculator will do the work for them. Rather of learning multiplication tables for quick memory, a student may just type an equation into the calculator and get the proper result.

According to Derringer (2007), these student are unlikely to carry a calculator with them at all times of their lifetimes. It is unavoidable that these pupils will be required to do mathematical operations without the help of a calculator at some time, and they may be unable to do so. This has prompted concerns about the possible contribution of scientific calculators to secondary school mathematics teaching and learning (benefits). It's also unclear what difficulties teachers and students would experience while employing scientific calculators in mathematics. The implication is that teacher supervised activities relating to the mathematical concepts being learned are reduced. Learning therefore becomes student-centered. However, despite the adoption of scientific calculators as a tool to aid in teaching and learning Mathematics, the achievement in the subject in WAEC, NECO and GSCE examination, still remain significantly low. There is no information on scientific calculator use in Mathematics and why students continue to perform poorly in Mathematics, yet they use the scientific calculators in examination. The schools are also adequately staffed, with a teacher-student ratio of 1:38.18, which is well within the ratio recommended by the Ministry of Education (1: 40). The poor performance in Mathematics reveals that, there is a problem with the teaching and learning of Mathematics despite the introduction of scientific calculators as a teaching and learning resource. There is need therefore to understand the challenges encountered and benefits that schools could take advantage of this new technology. It is against this background that the researcher has to find out if calculator usage can improve students’ achievement in mathematics in secondary school in Eti-Osa Local Government Area of LagosState.

1.3 Objectives of the Study

The main purpose of the study is to examine the effect of calculator in teaching and learning of logarithms on students achievement in mathematics in senior secondary school using Eti-Osa Local Government Area of Lagos State as case study. Other specific objectives includes.

1. To determine the the extent at which calculator is used in teaching and learning of logarithms in senior secondary school .

2. To examine whether the use of calculator in teaching and learning of logarithm enhances accuracy of secondary school students’ computation in mathematics.

3. To ascertain whether the use of calculator in teaching and learning of logarithms has significant effect on on students achievement in mathematics in senior secondary school

1.4 Research Questions

4. What is the extent at which calculator is used in teaching and learning of logarithms in senior secondary school?

5. Does the use of calculator in teaching and learning of logarithm enhances accuracy of secondary school students’ computation in mathematics?

6. Does the use of calculator in teaching and learning of logarithms has significant effect on on students achievement in mathematics in senior secondary school ?

5. Hypothesis

Ho: There is no significant effect of calculator in teaching and learning of logarithms on on students achievement in mathematics in senior secondary school

Hi: There is a significant effect of calculator in teaching and learning of logarithms on students achievement in mathematics in senior secondary school

1.6 Significant of the Study

The result of the findings of the research work will be useful in the following areas: It enables the students to improve in their computational skills and problem solving and also help students to develop good attitude towards the learning of mathematics. It enables the teacher to improve in the students’ teaching of the subject past and reduce their failure as students’ feedback is positive. It will be of great help to teacher to adopt appropriate teaching technique that will help students to improve in their learning. It assists the government in reducing the students’ failure in mathematics. It is hope that the findings of the study shall be of use to school administrator and government on students’ improvement in their examinations, since this is important as each year performance in mathematics remains nose down.

1.7 Scope and Limitation of the Study

This study was delimited to a few selected Secondary Schools in Eti-Osa Local Government Area of Lagos State due to time factor and financial constraints.

1.8 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing to the nature of the discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. Additionally, the researcher will simultaneously engage in this study with other academic work. More so, the choice of the sample size was limited as few respondent were selected to answer the research instrument hence cannot be generalize to other secondary schools. However, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.

1. 9 Definition of Terms

Calculator: Is a mechanical, electromechanical or electronic device that performs arithmetic operations automatically.

Teaching: Is the process of attending to people's needs, experiences and feelings, and making specific interventions to help them learn particular things.

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