THE EFFECTIVENESS OF USING CALCULATOR AS A COGNITIVE TOOL IN

MATHEMATICS 10

MINI-RESEARCH

A Researcher Study
Presented to the Faculty of
Legazpi City National High School

To:
MARLYN MENDUA
MATH 10 TEACHER

By:
DE GUZMAN, BRHIX O.
BAHOY, ARIEL JR. B.
FEDERISO, ALESSANDRA JANE B.
IMPERIAL, JOHN LAWRENCE C.
BERDIN, ZHARINA JOYCE B.
 THE EFFECTIVENESS OF USING CALCULATOR AS A COGNITIVE TOOL IN
MATHEMATICS 10

INTRODUCTION

Calculators are electronic devices that perform mathematical operations such as

addition, subtraction, multiplication, division, and many more. They are widely used
in schools, businesses, and households for a variety of purposes. Calculators are
essential tools for students in mathematics, science, and engineering. The use of
calculators in teaching and learning mathematics has been a topic of debate for
many years. Despite the fact that calculators are widely available and easily
accessible, some educators and researchers have argued that using calculators in
the classroom can slow down learning in mathematics. However, others have
suggested that calculators can be an effective cognitive tool in mathematics
education, helping students to develop a deeper understanding of mathematical
concepts and facilitating problem-solving.

I. BACKGROUND OF THE STUDY

Mathematics 10 is an important course in high school, as it lays the foundation
for higher-level math courses and provides students with essential skills for their
future academic and professional careers. In many years, there has been a growing
interest in the use of calculators as a cognitive tool in mathematics education, with
some studies suggesting that calculator use can improve students' math skills and
enhance their problem-solving abilities. Despite the potential benefits of calculators
in mathematics education, there is still a disagreement on the most effective ways to
provide calculators into the classroom and the best practices for teaching with
calculators. Furthermore, there is a need for more research on the impact of
calculator use on students learning outcomes and their attitudes towards
mathematics. This study aims to address these gaps in the literature by investigating
the effectiveness of using calculators as a cognitive tool in Mathematics 10. The
study will examine the impact of calculator use on students' problem-solving abilities,
mathematical reasoning skills, and attitudes towards mathematics. By exploring the
potential benefits and challenges of using calculators in the classroom, this study will
provide valuable insights for educators who are interested in improving mathematics
education.
II. STATEMENT OF THE PROBLEM
This mini-research will help the researcher to determine the effectiveness of
calculator as a cognitive tool in mathematics 10. It will determine if the calculator is
effective or not to use.

III. SIGNIFICANCE OF THE STUDY

This mini-research will determine whether the use of calculators can enhance or
block student’s mathematical abilities and learning outcomes, identifying the
appropriate use of calculators in Mathematics 10, such as for complex calculations
or checking answers for accuracy and provide evidence-based recommendations for
educators on how to effectively integrate calculators as a cognitive tool in teaching
Mathematics 10. Overall, this study could potentially inform teaching practices and
curriculum development in Mathematics 10 and have implications for how technology
is used in the classroom.

IV. METHODOLOGY

A. Research Design
This is quantitative research. Survey Question was used in conducting this mini-
research.

B. Participants/Respondents
Grade 10-Instructor at Legazpi City National High School.

C. Data Gathering
The data were taken from students who answered the survey question.

D. Statistical Treatments
 Quartiles
 Deciles
 Percentiles
 Grades of 10-Instructor students that use calculator in Mathematics 10
Raw Data

93 75 84 80 80 75 98 98
84 80 96 80 78 90 76 97
80 88 73 94 78 89 78 78
93 97 91 98 96 97 98 97
96 98 91 92 98 96 98 87

The following is the procedure on how to construct the frequency distribution

Step 1: Find the H- Highest score and L- Lowest Score

H = 98
L = 73

Step 2: Compute the RANGE, the difference between the highest and lowest
scores.

Highest – Lowest = Range

H – L = Range
98 – 73 = 25

Step 3: Determine the approximate number of classes

k=7

Step 4: Determine the class interval i.

Range 25
i= = = 3.57 or 4 rounded up to the nearest integer
k 7
Construct the Frequency distribution table using the given and computed
values. Then tally it.

Class Interval Tally Frequency

97-100 IIIII-IIIII 10
93-96 IIIII-III 8
89-92 IIIII 5
85-88 II 2
81-84 II 2
77-80 IIIII-IIII 9
73-76 IIII 4

Frequency Table - Quartiles

Class Interval Frequency LB <cf

97-100 10 96.5 40

93-96 8 92.5 30

89-92 5 88.5 22

85-88 2 84.5 17

81-84 2 80.5 15

77-80 9 76.5 13

73-76 4 72.5 4

i=4 N = 40
For Q1 LB = 76.5 Qk=LB+¿] i
10 − 4
Q1 class: cfb = 4 Q 1=76.5+[ ]4
9
kN 1(40) 6
= = fQ1 = 5 Q 1=76.5+[ ]4
4 4 9
40
= N = 40 Q 1=76.5+[0.66]4
4
kN
¿ =10 i=4 Q 1=76.5+2.64
4
Q 1=79.14∨79

Interpretation:
25% of the 10-instructor students that
use calculator has a grade equal or less than 79

For Q2 LB = 88.5 Qk=LB+¿] i

20 −17
Q2 class: cfb = 17 Q 2=88.8+[ ]4
5
kN 2(40) 3
= = fQ2= 5 Q 2=88.5+[ ]4
4 4 5
80
= N = 40 Q 2=88.5+[0.6]4
4
kN
¿ =20 i=4 Q 2=88.5+ 2.4
4
Q 2=90.9∨91

Interpretation:
50% of the 10-instructor students that
use calculator has a grade equal to or less than 91
For Q3 LB = 92.5 Qk=LB+¿] i
30 − 22
Q3 class: cfb = 22 Q 3=92.5+[ ]4
8
kN 3(40) 8
= = fQ3 = 8 Q 3=76.5+[ ]4
4 4 8
120
= N = 40 Q 3=92.5+[1]4
4
kN
¿ =30 i=4 Q 3=92.5+4
4
Q 3=96.5∨97

Interpretation:
75% of the 10-Instructor students that
use calculator has a grade equal to or less than 97
 Frequency Table - Deciles
Class Interval Frequency LB <cf

97-100 10 96.5 40

93-96 8 92.5 30

89-92 5 88.5 22

85-88 2 84.5 17

81-84 2 80.5 15

77-80 9 76.5 13

73-76 4 72.5 4

i=4 N = 40

For D3 LB = 76.5 Dk=LB+¿] i

12 − 4
D3 class: cfb = 4 D 3=76.5+[ ]4
9
kN 3(40) 8
= = fD3 = 9 D 3=76.5+[ ]4
10 10 9
120
= N = 40 D 3=76.5+[0.88]4
10
kN
¿ =12 i=4 D 3=76.5+3.52
4
D 3=80.02∨80

Interpretation:
Since D3 = P30, so 30% of the 10- Instructor that use
calculator have a grade of 80 or less
For D6 LB = 92.5 Dk=LB+¿] i
24 −22
D6 class: cfb = 30 D 6=92.5+[ ]4
9
kN 6(40) 2
= = fD6 = 8 D 6=92.5+[ ]4
10 10 8
240
= N = 40 D 6=92.5+[0.25 ]4
10
kN
¿ =24 i=4 D 6=92.5+1
4
D 6=93.5∨94
Interpretation:
Since D 6 = P60, so 60% of the 10-Instructor
students that use calculator have a grade of 94 or less

For D8 LB = 96.5 Dk=LB+¿] i

32− 30
D8 class: cfb = 30 D 8=96.5+[ ]4
10
kN 8(40) 2
= = fD8 = 10 D 8=96.5+[ ]4
10 10 10
320
= N = 40 D 8=96.5+[0.2]4
10
kN
¿ =32 i=4 D 8=96.5+0.8
4
D 8=97.3∨97
Interpretation:
Since D 8 = P80, so 80% of the 10-Instructor
students that use calculator have a grade of 97 or less
 Frequency Table - Percentiles
Class Interval Frequency LB <cf

97-100 10 96.5 40

93-96 8 92.5 30

89-92 5 88.5 22

85-88 2 84.5 17

81-84 2 80.5 15

77-80 9 76.5 13

73-76 4 72.5 4

i=4 N = 40

For P20 LB = 76.5 Pk=LB+¿ ] i

8−4
P20 class: cfb = 4 P 20=76.5+[ ]4
9
kN 20 (40) 4
P 20=76.5+[ ]4
= = fP20 = 9
100 100 9
800
= N = 40 P 20=76.5+[0.44] 4
100
kN
¿ =8 i=4 P 20=76.5+1.76
100
P 20=78.26∨78

Interpretation:
Therefore 20% of the 10-Instructor students
that use calculator have a grade less than or equal to 78
For P60 LB = 92.5 Pk=LB+¿ ] i
24 −22
P60 class: cfb = 22 P 60=92.5+[ ]4
8
kN 60 (40) 2
P 60=92.5+[ ]4
= = fP20 = 8
100 100 8
2400
= N = 40 P 60=92.5+[0.2 5]4
100
kN
¿ =24 i=4 P 60=92.5+1
100
P 60=93.5∨94

Interpretation:
Therefore 60% of the 10-Instructor students
that use calculator have a grade less than or equal to 94

For P80 LB = 96.5 Pk=LB+¿ ] i

32− 30
P80 class: cfb = 30 P 80=96.5+[ ]4
10
kN 80(40) 2
= = fP20 = 10 P 80=96.5+[ ]4
100 100 10
3200
= N = 40 P 80=96.5+[0.2]4
100
kN
¿ =32 i=4 P 80=96.5+0.8
100
P 80=97.3∨97

Interpretation:
Therefore 80% of the 10-Instructor students
that use calculator have a score less than or equal to 97
V. RESULTS AND FINDINGS
 Quartiles
25% of the 10-instructor students that use calculator has a grade equal to or less
than 79.
50% of the 10-instructor students that use calculator has a grade equal to or less
than 91.
75% of the 10-Instructor students that use calculator has a grade equal to or less
than 97.
 Deciles
Since D3 = P30, so 30% of the 10-Instructor students that use calculator have a
grade of 80 or less.
Since D6 = P60, so 60% of the 10-Instructor students that use calculator have a
grade of 94 or less.
Since D8 = P80, so 80% of the 10-Instructor students that use calculator have a
grade of 97 or less.
 Percentiles
Therefore 20% of the 10-Instructor students that use calculator have a grade less
than or equal to 78.
Therefore 60% of the 10-Instructor students that use calculator have a grade less
than or equal to 94.
Therefore 80% of the 10-Instructor students that use calculator have a grade less
than or equal to 97.

VI. CONCLUSION AND RECOMMENDATIONS

Based on the results, the Grade 10-Instructor got a high mastery level of
performance and and most of the student got a high grades for the third quarter in
Mathematics. With this results, Grade 10-Instructors should continue using a
calculator because it’s effective in getting high grades.
The Math Teachers of 10-Intructors, must continue to allowed the students to
use a calculator in every activity or test so that they can immediately answer it and
get a high grade and scores.