Fostering positive attitude in probability learning using graphing calculator

Abstract

Although a plethora of research evidence highlights positive and significant outcomes of the incorporation of the Graphing Calculator (GC) in mathematics education, its use in the teaching and learning process appears to be limited. The obvious need to revisit the teaching and learning of Probability has resulted in this study, i.e. to incorporate GC in the teaching and learning of Probability, specifically on the issue of attitudes towards learning probability. The objective is to examine the effectiveness of GC interactive learning, particularly on students’ attitudes towards Probability. A total of 65 foundation students participated in this study; 32 students in the experimental group and 33 in the control group. The teaching approaches varied between the groups. While the experimental group experienced the GC approach, the control group encountered the conventional teaching approach of chalk and talk. Students’ attitude towards learning probability was assessed using the Probability Attitude Inventory (PAI), was administered prior to and after the study. The results show significantly difference in the improved attitude towards Probability between the groups, particularly in terms of usefulness of Probability, interest in Probability and self-concept in Probability. This study provides evidence 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:

• To what extend did the incorporation of GC change the students’ attitude towards Probability?

• 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?