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The effect of graphing calculator embedded materials on college students' conceptual understanding and achievement in a Calculus I course
DISSERTATION

, Wayne State University, United States

Wayne State University . Awarded

Abstract

This study examined the effects of using graphing calculator embedded materials on college students, which applied both numerical and graphical instructional methods to teach four units of a Calculus I course. The study focused on four typical Calculus I units, namely limits and their properties, differentiation, application of differentiation, and integration. The main design for this study was a quasi-experiment which utilized both quantitative and qualitative mixed research methods. The two types of treatment used were: (a) Using TI-83 graphing calculator embedded materials to teach four units of Calculus I course to the experimental group. (b) Using traditional methods that did not use TI-83 graphing calculator embedded materials to teach four units of Calculus I to the control group. At the end of each unit, all students took the same unit examination, where skills and concept problems were graded separately. Ten percent of the Students (n = 60) were interviewed at the end of each unit.

Data analyses revealed the following: (a) there was a statistically significant difference in favor of the experimental group found on the skills oriented problems in the limit and their properties unit; (b) there was statistically significant difference in favor of the experimental group found on the conceptually oriented problems in the limit and their properties unit; (c) there was no statistically significant difference between the experimental and control groups found on the skills oriented problems in the differentiation unit; (d) there was a statistically significant difference in favor of the experimental group on the conceptually oriented problems in the differentiation unit; (e) there was a statistically significant difference in favor of the experimental group on the skills oriented problems in the application of differentiation unit; (f) there was a statistically significant difference in favor of the experimental group on the conceptually oriented problems in the application of differentiation unit; (g) there was no statistically significantly difference between the experimental and control groups on the skills oriented problems in the integration unit; (h) there was a statistically significant difference in favor of the experimental group on the conceptually oriented problems in the integration unit. The final analysis showed that the use of graphing calculator embedded materials improved students' grades in the Calculus I course.

Citation

Nasari, G.Y. The effect of graphing calculator embedded materials on college students' conceptual understanding and achievement in a Calculus I course. Ph.D. thesis, Wayne State University. Retrieved April 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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