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CALCULATOR BASED INSTRUCTION: ITS EFFECT TO THE ACADEMIC PERFORMANCE OF STEM STUDENTS IN CONIC SECTIONS
RHEA U. BALONKITA, Teacher III, Quirino National High School; ALJUN D. CADORNA, Teacher III, Quirino National High School; MARY JANE P. GUMANGAN, Teacher III, Quirino National High School
ABSTRACT
This study explored the effectiveness of Calculator-Based Instruction (CBI) using graphing calculators in enhancing the academic performance of STEM students in Pre-Calculus, particularly in lessons covering Conic Sections. The main objectives were to assess students’ academic performance before and after the intervention, determine if there was a statistically significant difference between pre-test and post-test results, and evaluate the effect size of the intervention. A quasi-experimental one-group pre-test–post-test design was employed, involving 66 Grade 11 STEM students during the 2023–2024 academic year. Results revealed that students’ pre-test scores were generally below average. After the implementation of CBI, there was a marked improvement in performance. The post-test mean score of the experimental group was 3.54 points higher than that of the control group. Statistical analysis using a paired t-test yielded t-values of 13.36 and 17.06, respectively, with a p-value of 0.000, indicating a significant difference at the 0.05 level. Moreover, Cohen’s d effect size was calculated at 1.67, signifying a large effect and supporting the substantial impact of graphing calculator integration in improving learning outcomes in Conic Sections. These findings suggest that Calculator-Based Instruction is an effective pedagogical approach in mathematics education. It supports enhanced conceptual understanding and performance in graphing-related topics. Consequently, the researchers recommend that mathematics teachers incorporate graphing calculators in their instruction, not only in Pre-Calculus but also in other subjects with graphical or visual data representation. Additionally, future studies may extend the application of this intervention to different learning areas and diverse student populations to further validate its effectiveness.
Keywords: graphing calculator, calculator-based instruction, intervention, effectiveness, Pre-Calculus, Conic Sections
Year: 2025
posted on June 11, 2025
How to Cite
Balonkita, R., Cadorna, A., & Gumangan, M. J.. (2025). Calculator Based Instruction: Its Effect to the Academic Performance of STEM Students in Conic Sections. Saringit, 5(1), 104-108.
