International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Attitude of Secondary School Students on use of Scientific Calculators in Learning Mathematics in Embu District in Kenya
Mbugua, Z. K.; Muthomi, M. W.; Okere, M. O.

Mathematics plays a crucial role in technological development of any country, attainment in the subject determines the rate of adoption of appropriate technology and industrialization. In Kenya mathematics is compulsory in primary and at secondary school level. Use of scientific calculators was introduced in Kenya secondary schools in the year 2005. However its influence on students’ attitude towards mathematics has not been established. The purpose of the study was to investigate the influence of using scientific calculators in teaching mathematics on students’ attitude towards mathematics in secondary schools in Embu District. The study sought to determine whether there was a difference in attitude towards mathematics when students used calculators. The study employed the descriptive survey research design. The research was carried out in nine secondary schools in Embu District in Eastern province in Kenya. The subjects were form three students and stratified random sampling technique was used to draw the participating schools. The sample size was 370 students. The research instrument used was Attitude Questionnaire for students and a teachers’ Questionnaire. The reliability coefficient of at least 0.7 was used in the study to test the degree of internal consistency of research instrument. The raw data obtained were scored, coded and analysed using both descriptive and inferential statistics involving chi-square. The hypothesis was tested at alpha =0.05 level of significance. From the study there was evidence that use of calculators influence student attitude towards mathematics. The findings of this study are helpful to curriculum developers in meaningful integration and incorporation of calculators into the curriculum to improve the attitude towards mathematics.

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