Effects of A Computer Algebra System on Junior College Students' Achievement in Mathematics

Abstract

This study examined the effects of using Texas Instruments?Voyage 200 (V200), a graphing calculator with a built-in computer algebra system (CAS), on the achievement of junior college students in mathematics. A total of thirty-two first year junior college students participated in this study for four months during which V200 calculators were available for each of the students at all times in the classrooms and for homework, except during assessments. Throughout the study the use of V200 was also integrated into ther mathematics curriculum on the premise that the use of CAS should offer students a fresh look at mathematics taught and facilitate an inductive approach to content. The effect of CAS on achievement was examined by comparing scores from a test which focused primarily on pencil-and-paper procedures and was designed to reflect the curricular goals. Analysis of covariance was used to compare the means of the treatment and control groups on the test. Students?attitudes toward CAS were also examined using a 40-item Likert-type instrument developed by the first author. Descriptive data were also collected to investigate students?perceptions of the usefulness of V200.