effects of using graphic calculator in mathematics teaching and ...
effects of using graphic calculator in mathematics teaching and ...
effects of using graphic calculator in mathematics teaching and ...
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4.2.3 Effect <strong>of</strong> Graph<strong>in</strong>g Calculator Strategy <strong>and</strong><br />
Conventional Instruction Strategy on<br />
Metacognitive Awareness<br />
4.3 Op<strong>in</strong>ion on Graph<strong>in</strong>g Calculator Usage – Phase I<br />
4.4 Analyses <strong>of</strong> Performance, Metacognitive<br />
Awareness <strong>and</strong> Instructional Efficiency – Phase II<br />
4.4.1 Respondents’ Pr<strong>of</strong>iles<br />
4.4.2 Effect <strong>of</strong> Graph<strong>in</strong>g Calculator Strategy <strong>and</strong><br />
Conventional Instruction Strategy on<br />
Performance<br />
4.4.3 Effect <strong>of</strong> Graph<strong>in</strong>g Calculator Strategy <strong>and</strong><br />
Conventional Instruction Strategy on<br />
Metacognitive Awareness<br />
4.4.4 Effect <strong>of</strong> Graph<strong>in</strong>g Calculator Strategy <strong>and</strong><br />
Conventional Instruction Strategy on<br />
Mental Effort<br />
4.4.5 Effect <strong>of</strong> Graph<strong>in</strong>g Calculator Strategy <strong>and</strong><br />
Conventional Instruction Strategy on<br />
Instructional Efficiency<br />
4.5 Op<strong>in</strong>ion on Graph<strong>in</strong>g Calculator Usage – Phase II<br />
4.6 Analyses <strong>of</strong> Performance, Metacognitive<br />
Awareness, Instructional Efficiency <strong>and</strong><br />
Mathematics Ability –Phase III<br />
4.6.1 Respondents’ Pr<strong>of</strong>iles<br />
4.6.2 Effect <strong>of</strong> Graph<strong>in</strong>g Calculator Strategy <strong>and</strong><br />
Conventional Instruction Strategy on<br />
Performance<br />
4.6.3 Effect <strong>of</strong> Graph<strong>in</strong>g Calculator Strategy <strong>and</strong><br />
Conventional Instruction Strategy on<br />
Metacognitive Awareness<br />
4.6.4 Effect <strong>of</strong> Graph<strong>in</strong>g Calculator Strategy <strong>and</strong><br />
Conventional Instruction Strategy on<br />
Mental Effort<br />
4.6.5 Effect <strong>of</strong> Graph<strong>in</strong>g Calculator Strategy <strong>and</strong><br />
Conventional Instruction Strategy on<br />
Instructional Efficiency<br />
4.7 Op<strong>in</strong>ion on Graph<strong>in</strong>g Calculator Usage – Phase III<br />
4.8 Summary<br />
5 DISCUSSION<br />
5.1 Introduction<br />
5.2 Phase I<br />
5.2.1 Effects <strong>of</strong> Us<strong>in</strong>g Graph<strong>in</strong>g Calculators on<br />
Students’ Performance<br />
350<br />
363<br />
367<br />
370<br />
372<br />
386<br />
396<br />
400<br />
404<br />
409<br />
411<br />
413<br />
417<br />
422<br />
432<br />
437<br />
443<br />
445<br />
445<br />
445<br />
446<br />
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