__Electronic Proceedings
of the 12 ^{th} Asian Technology Conference in Mathematics__

**Abstract for 12847**

*EFFECTS
OF INTEGRATING THE USE OF GRAPHIC CALCULATORS ON PERFORMANCE IN TEACHING AND
LEARNING OF MATHEMATICS FROM THE COGNITIVE LOAD PERSPECTIVE*

Authors: Nor'ain Mohd. Tajudin, Rohani Ahmad Tarmizi, Wan Zah Wan

Ali, Mohd. Majid Konting

Affiliations: Universiti Pendidikan Sultan Idris, Institute for

Mathematical Research, Institute for Mathematical Research,

Universiti Putra Malaysia, Sedang, MALAYSIA

Keywords: K-12 Level, Graphic calculator, cognitive load theory

Cognitive load theory assumes that some learning environment impose

greater demands than others, consequently impose a higher

information processing load on limited cognitive resources in

working memory. The theory holds that if an instructional strategy

reduces extraneous cognitive load and/or increases germane cognitive

load during learning as compared to another instructional strategy,

then it will be more efficient in promoting learning, provided that

the total cognitive load does not exceed the total mental resources.

Based on this premise, three phases of quasi-experimental studies

were conducted to investigate the effects of integrating the graphic

calculator in mathematics teaching and learning on form 4 Malaysian

secondary school students’ performance. The findings from this study

indicated that integrating the use of graphic calculator can reduce

cognitive load and lead to better performance in learning of

Straight Lines topic and increase 3-dimensional instructional

efficiency index. Thus the graphic calculator strategy is

instructionally more efficient than the conventional instructional

strategy. In addition, a non-significant interaction was found

between mathematics ability and instructional strategy. Overall,

this study has shown promising implications for the potential of the

tool in teaching mathematics at Malaysian secondary school level.

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