Authors :
Maria Gabriela Campuzano; Tania Crisanto
Volume/Issue :
Volume 7 - 2022, Issue 1 - January
Google Scholar :
http://bitly.ws/gu88
Scribd :
https://bit.ly/3HMzFPD
DOI :
https://doi.org/10.5281/zenodo.6045067
Abstract :
The active use of ICT for math education
offers known advantages like cre-ating interactive
environments to facilitate learning, improved monitoring
and detailed feedback. The objective of this study is to
determine the effective-ness of using Wolfram Alpha tool
on academic achievement and students’ attitude towards
it when learning analytic geometry. Wolfram Alpha web
re-source was chosen because it has a good visual
representation, shows step-by-step solutions, returns
detailed outcome and is easy to use. A quasi-experimental
methodology was used dividing students into
experimental and control groups. Academic achievement
was assessed with two sample t-test to pre and post tests’
scores. Questionnaires were applied to Wolfram Alpha
group to gather students’ perception of using this tool
and tabulated under descriptive statistics. Research was
applied to an online course of pre-calculus during
disruption of face-to-face classes due to COVID spread.
Re-sults suggest that Wolfram Alpha improves students’
academic achievement generating positive and interactive
conditions where students can benefit from the use of ICT
in different ways. Students have optimistic attitudes
about this tool and support it to be included in regular
pre-calculus courses. Teachers should consider the use of
Wolfram Alpha for their math courses
Keywords :
analytic geometry, Wolfram Alpha, conics, parabola, quasi-experiment
The active use of ICT for math education
offers known advantages like cre-ating interactive
environments to facilitate learning, improved monitoring
and detailed feedback. The objective of this study is to
determine the effective-ness of using Wolfram Alpha tool
on academic achievement and students’ attitude towards
it when learning analytic geometry. Wolfram Alpha web
re-source was chosen because it has a good visual
representation, shows step-by-step solutions, returns
detailed outcome and is easy to use. A quasi-experimental
methodology was used dividing students into
experimental and control groups. Academic achievement
was assessed with two sample t-test to pre and post tests’
scores. Questionnaires were applied to Wolfram Alpha
group to gather students’ perception of using this tool
and tabulated under descriptive statistics. Research was
applied to an online course of pre-calculus during
disruption of face-to-face classes due to COVID spread.
Re-sults suggest that Wolfram Alpha improves students’
academic achievement generating positive and interactive
conditions where students can benefit from the use of ICT
in different ways. Students have optimistic attitudes
about this tool and support it to be included in regular
pre-calculus courses. Teachers should consider the use of
Wolfram Alpha for their math courses
Keywords :
analytic geometry, Wolfram Alpha, conics, parabola, quasi-experiment
