Impact of Using Scientific Calculators in Mathematics Instruction on Students Achievement in Secondary Schools in Embu County, Kenya

Abstract

Mathematics is universal part of human culture. It is used throughout the world as an essential tool in many fields. Mathematics is compulsory for all basic level students in Kenya and as such performance in it is of concern to everybody. Use of scientific calculators was introduced in 2005 to be used from Form Three level. However, its influence on students’ achievement has not been established. This study investigated the impact of using scientific calculators in teaching and learning mathematics on students’ achievement in mathematics in secondary schools in Embu County. The study sought to determine whether there was a difference in achievement in mathematics when students used calculators in assessment. The study employed the descriptive survey research design. The research was done in nine secondary schools in Embu County. The subjects were Form Three students and stratified random sampling technique was used to draw the participating schools. The sample size was 370 students. The research instrument used was the Mathematics Achievement Test. The raw data obtained were scored, coded and analyzed using both descriptive and inferential statistics involving t-test. The hypothesis was tested at α=0.05 level of significance. There was no significant difference in achievement in mathematics when calculators were used or not used by students. The findings provide guidance in calculator use to instructors and policy makers undertaking the quest to improve students’ achievement. The findings may help the curriculum specialists and designers determine how calculators affect the curriculum.