Influence of using scientific calculators on secondary school students' development of computational skills in Mathematics in Murang'a County, Kenya
Ogeto, Fridah Masese
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The purpose of the study was to investigate the influence of scientific' calculators on mathematical computational skills development among learners in secondary schools in Kandara Sub County, Muranga County, Kenya: The study was guided by four objectives;(a) to investigate the extent to which scientific calculators are incorporated in teaching and learning of Mathematics in secondary schools in Kandara Sub County, (b) to establish the effect of teachers' and students' affective domain towards use of scientific calculators in teaching and learning of mathematics in secondary schools in Kandara Sub County (c) to determine the extent to which scientific calculators aid in computational skill development among learners in secondary schools in Kandara Sub County and (d) to investigate the level of influence of scientific calculators on student mathematics performance in Kandara Sub County. The study employed causal-comparative research design. The entire population of Form three students, mathematics teachers and Mathematics Heads of Departments were targeted. A sample of 248 students, 9 Mathematics Heads of Departments and 32 Mathematics teachers were selected using both stratified and simple random sampling. Data was collected through the use of students' questionnaire, HOD Mathematics Questionnaire and Teacher's Questionnaire. Analysis of data was done using both descriptive and inferential statistics. In descriptive statistics, frequency tables, means and standard deviations were used to measure teachers' and students' attitudes towards Mathematics. Analysis of variance (ANOYA), t- test and Chi- Square (X2) were employed for the inferential statistics to determine significance difference of pre-test and post-test scores. It was established that students' as well as teachers' attitudes towards Mathematics have greatly improved as a result of scientific calculators. Although the scientific calculators had slightly improved Mathematical performance of learners, they did not support computational skill development of learners. There was no uniform policy on calculator use within the secondary school mathematics education system. Therefore these findings will be useful to policymakers and stakeholders in the education sector as concerns scientific calculator use in teaching and learning of Mathematics in secondary schools in Kenya.