Fostering positive attitude in probability learning using graphing calculator
Highlights
► We examine the effectiveness of GC interactive learning, particularly on students’ attitudes towards Probability. ► Significantly improved attitude towards Probability when students use GC in Probability learning. ► The improved attitude in the aspects of the usefulness of Probability, interest in Probability and self-concept in Probability. ► We conclude that learning Probability with GCs benefits students.
Introduction
Over the decades, two of the main concerns of the mathematics educators around the world, among others include Thailand (Prakitipong & Nakamura, 2006), Chile (Ramirez, 2005), United States (Fields, 2005) are the unsatisfactory performance in Mathematics and negative attitudes towards Mathematics.
Numerous studies (Almeqdadi, 2005, Noraini, 2006, Utts et al., 2003) have been conducted to address these issues and examine the difficulties students face in mathematics (Jones, 2000, Wisenbaker et al., 1999). Different teaching and learning methods have been experimented to motivate and increase students’ interest towards Mathematics. Among the methods adopted include, such as adopting cooperative learning and peer interaction (Jones, 2000, Magel, 1998), learning via videos (Esteban, Gonzalez, & Tejero, 2000), Internet-based instruction (Utts et al., 2003), geometer’s sketchpad (Almeqdadi, 2005) and graphing calculator (GC) (Ellington, 2003; Forster, 2004; Noraini, 2006).
Although research evidence highlights positive and significant outcomes of the use of the GC in education, there appears to be limited studies of its use in teaching and learning Mathematics. Most of the research is in the teaching and learning of Algebra, Graphs and Functions, Straight Lines, Geometry, Trigonometry, Statistics and Calculus (Arnold, 2008, Horton et al., 2004, Jones, 1995, Thompson and Senk, 2001, Waits and Demana, 1999b). However, research on Probability learning with GC appears to be limited.
The obvious need to revisit the teaching and learning of Probability has resulted in this study, i.e. to address the issue of unfavourable attitude towards learning Probability. It is aimed at developing positive attitudes and behaviours towards learning Probability among undergraduates. The two research questions of interest are:
- (1)
To what extend did the incorporation of GC change the students’ attitude towards Probability?
- (2)
Are there significant differences in the students’ a) perceived usefulness of Probability, b) interest in Probability and c) self-concept of Probability between the experimental and control groups?
Section snippets
Literature review
The conventional approach of talk-and-chalk obviously does not promote much interaction and students appear to be passive learners (Duatepe-Paksu and Ubuz, 2009, Neo, Unpublished, Rosnaini et al., 2009). The limited or hardly any interaction and discussions sessions make the learning process appear boring or mundane. There is no opportunity to discuss or actively explore concepts that students do not understand. They may eventually not be able to understand the teaching materials and/or retain
Participants
The target population of this study comprised foundation/pre-university students at a university in Malaysia. 65 students participated in this study; 32 students in the experimental group (24 males and 8 females) and 33 students in the control group (29 males and 4 females); age ranged from 17 to 21 years old. An independent sample t-test on students’ performance of the previous trimester’s mathematics subject was conducted to verify similarity of the two samples. The Levine’s test for equality
Instrument validation
All data of this study was analyzed to determine the reliability and validity of the measurement scales. A reliable instrument is one that gives consistent results (Fraenkel & Wallen, 2010). The instrument is considered reliable if the reliability coefficient is greater or equal to .7 (Fraenkel & Wallen, 2010). The Alpha coefficients as shown in Table 2, which ranging from .8648 to .9741, i.e. more than .7, implies that the instruments exhibited acceptable reliability.
The 31 statements were
Discussions and implications
As a conclusive result, both groups recorded significant differences before and after the study, and between groups in their attitudes towards Probability after the study. The experimental group showed significant improvement in attitudes towards Probability, and significantly better attitude than the control group at the end of the study. On the other hand, the control group had significantly less positive attitude and interest towards Probability after the study than before the study. The
Conclusion
In concluding, learning Probability with GC has clearly benefited students in this study. It has proven to be a powerful learning tool in solving mathematical problems and has transformed students’ attitude towards learning Probability. It provides great opportunities to foster positive attitudes towards mathematics, in general, and Probability, in particular. This is a clear indication that students who use GC in their learning positively, perceive the usefulness of Probability in lives,
Acknowledgements
We would like to thank StatWorks (M) Sdn Bhd for the GC loan, the Foundation Center for the permission of conducting this study to foundation students, Rochester Institute of Technology, and all the respondents.
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