4.5 The analysis of data and results: Learner attitude
4.5.2 Analysis of the questionnaire
4.5.2.1 Descriptive statistics of responses and their interpretations
In order to capture the experiences of learners in the experimental group who used computer simulations in learning the concept of linear function. The researcher used a questionnaire for this purpose. Control group was not given the questionnaire because the focus was on the use of computers and attitude. Learners responded to the items in the questionnaire using the following Likert four type scale: Strongly disagree, disagree, agree and strongly agree. Gebrekal (2007) designed a questionnaire whereby respondents were required to indicate the extended to which they agree or disagree to each item on a Likert type scale. The questionnaire was used to assess the attitude of the respondents towards teaching and learning of
Mathematics (functions). In this study the same approach is used to measure the attitude of learners towards Mathematics in particular the topic of linear functions. Learners’ attitude is defined as opinions (refer to section 1.6.4) on this study because learners gave their opinion on the use of computer in the teaching and learning of Mathematics (linear functions). Learners’ responses were coded and presented with the following graphs and charts.
Learners in the experimental group‘s responses indicated that the use of computers increased an interest in the topic of linear functions. Overall 96% of learners supported the statement, out of which 20% strongly agreed while the majority which constitutes 76% merely agreed. It is interesting to note that the 4% of learners, who did not support the statement, were actually in strong disagreement as shown in figure 4.5, below.
Figure 4.5: Learners’ interest to learn linear functions
The responses represented by figure 4.6, about the convenience experienced when using computers to solve a linear function shows that all learners were in support of this statement. Those who strongly agreed with this statement are about a third while the remaining learners who agreed are more than two third of the class. The responses clearly showed that no one found the use of computer for learning inconvenient. 10 (20%) 38 (76%) 0 ( 0%) 2 (4%) Strongly agreed Agreed Disagreed Strongly disagreed 0 10 20 30 40
Linear functions are an interesting topic to learn
using a computer
Figure 4.6: Learners’ convenience when using computer
Creating a table of values for plotting a graph can be daunting and time consuming. Figure 4.7 shows the responses of learners on the creation of tables when using computers. Only 4% of learners strongly disagreed that the use of computers enables them to create tables of values of functions quickly. The remaining 96% support the statement. It was interesting to note that almost half of the class which constitutes 44% were at the other extreme and strongly in its support.
Figure4.7: Creating tables of values when using computers
16 (32%) 34 (68%) 0 (0%) 0 (0%) Strongly agreed Agreed Disagreed Strongly disagreed 0 5 10 15 20 25 30 35 40
It is convenient to solve a linear function using a
graph using a computer
22 (44%) 26 (52%) 0 (0%) 2 (4%) Stron gly… Agre ed Disag reed Stron gly… 0 5 10 15 20 25 30
The use of a computer in learning linear
functions enables one to create tables of values
Plotting graph manually can make plotting more difficult, when a learner has to scale the graph, locate origin of the graph and eventually identify coordinates. Whereas using computers for plotting linear graphs can be made easy, as indicated by the respondents in figure 4.8 below. This statement was supported by 92% of learners with only 8% who merely disagreed. None of them strongly disagreed.
Figure4.8: Plotting of graph when using computers
The responses of learners on exploring the characteristics of linear graphs, that is: the effects of one variable on the other indicated that using computers enabled them to investigate the nature and properties of functions and the graphs. Strongly agreed 96% of learners were in support of this item. Those who disagreed were merely 4%.
22 (44%) 24 (48%) 4 (8%) 0 (0%) Strongly agreed Agreed Disagreed Strongly disagreed 0 5 10 15 20 25 30
The use of a computer in learning linear
functions enables one to draw graphs easily
16 32 2 0 0 5 10 15 20 25 30 35 Strongly agreed… Agreed (64%) Disagreed (4%) Strongly disagree…
The use of a computer in learning linear
functions enables one to get sufficient time to
investigate the nature and properties of
functions and their graphs
Figure4.9: Nature and properties of functions and their graphs
Working in a group is an opportunity provided by the use of computers in learning functions, which 96% of them supported. It was interesting to note that those who strongly agreed are in the majority; they were 8% more than those who merely agreed. The rest 4% also merely disagreed. These responses showed that using computers in learning linear functions provided opportunity for cooperation and group work.
Figure 4.10: Group work for cooperation
Sharing views among learners is uncommon in a traditional Mathematics lesson. In this survey 92% of learners saw it as an opportunity to share their views because they were using computers to learn functions. Learners who strongly agreed about sharing their views were 36%, while 56% merely agreed. A minority that constitutes 4% disagreed with this view. One concluded that learning the concept of functions using computers gave opportunity for learners to share their views. It can also be observed that the use of computers encouraged sharing of ideas according to this data. 26 22 2 0 0 10 20 30 Strongly agreed (52%) Agreed (44%) Disagreed (4%) Strongly disagreed (0%)
The use of a computer in learning linear
functions gives learners the opportunity to work
Figure4.11: Learners get opportunity to share views amongst themselves
The traditional teaching method is usually teacher centred and learners are passive recipients of information. However, learning with computers provided the opportunity for learners to engage with the teacher and share points of view together and learners are in support of computer learning. Those who strongly agreed are only 12% less than those who agreed. It may be observed that the use of computers encouraged the sharing of views as indicated by the respondents.
Figure4.12: Learners get opportunity to share views with teacher
18 28 4 0 Strongly agreed (36%) Agreed (56%) Disagreed (8%) Strongly disagreed (0%) 0 5 10 15 20 25 30
The use of a computer in learning linear
functions gives learners the opportunity to share
views among themselves
22 28 0 0 0 5 10 15 20 25 30 Strongly agreed (44%) Agreed (56%) Disagreed (0%) Strongly disagreed (0%)
The use of a computer in learning linear
functions gives learners the opportunity to share
Exploring of linear functions using computers spurs the interest of learners and motivated individual learners to solve problems on their own. This point was supported by 92% of learners with only 8% of them in disagreement. The emphasis was on learners’ confidence and personality.
Figure 4.13: The use of computers motivates learners to work their problems
One of the problems in learning Mathematics is its abstractness, which is often experienced with the typical traditional teaching method of instruction. However, with the use of computers, all learners agreed that they had the opportunity to engage with real life mathematical problems on graphing. It was interesting to note that almost half of them, which constituted 48%, were in strong support of this statement.
22 24 2 2 0 5 10 15 20 25 30 Strongly agreed (44%) Agreed (48%) Disagreed (4%) Strongly disagreed (4%)
The use of a computer in learning linear
functions motivates learners to work his or her
problems
24 26 0 0 0 5 10 15 20 25 30 Strongly agreed (48%) Agreed (52%) Disagreed (0%) Strongly disagreed (0%)The use of a computer in learning linear
functions gives learners the opportunity to
engage with real life mathematical problems
Figure4.14: Learners are engaged with real life mathematical problems on graphing.
4.6 Summary
In general, the analysis of the questionnaire‘s responses indicates that learning linear functions using computers had a positive effect on the learners attitude towards learning linear functions in Mathematics. Learners’ performance also improved. Therefore, it can be concluded that learning linear functions using computers is important in Mathematics.
The next chapter discusses the summary of literature and findings of the study. It also focuses on the recommendations, limitations and conclusion of the study.
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This chapter focuses on the summary of the literature review in relation to the results and the findings from the empirical study. It also presents the recommendation for future research, as well as the conclusion, and points out the limitations of the study. The purpose of this study was to investigate the effects on Grade 10 learners’ performance when using computers for the teaching and learning of the Mathematical topic of linear functions, using the GeoGebra computer software package.