Research Summary
Name of Student
October 9, 2007
EDST 750
Student resistance toward incorporating computer technology
D'Souza, S.M., & Wood, L.N. (2003) Secondary students' resistance toward
incorporating computer technology into mathematics learning. Mathematics and
Computer Education., 37(3), 284-287.
Overview
The use of computer technology has moved beyond computer-assisted instruction in
the form of tutorials or drill and practice. Today's technology can provide teachers and
students with opportunities for teaching and learning that were impossible in the past.
Computers can be used as devices for communicating with people and as tools to create
instructional materials or as presentation devices to provide information. Many successful
users of technology-based materials say that students find strong motivation in the feeling
that they are in control of their own learning. Current learning theories suggest that
students need to construct their own knowledge. The purpose of the study is to examine
students' performance and perceptions using different teaching styles for the content area
of Financial Mathematics in the General Mathematics syllabus. We will discuss students'
perceptions of learning using computer spreadsheets and their learning preferences.
Research Questions
The following three questions were asked:
1. What do you like about using spreadsheets to solve mathematical problems?
2. What do you not like about using spreadsheets to solve mathematical problems?
3. If given the opportunity, would you prefer to work/learn using spreadsheets or
using traditional pen-and-paper methods? Why or Why not?
"Pen-and-paper methods" refer to use of pen and paper to solve mathematical tasks
with or without the aid of scientific calculators, but not graphics calculators. Students
have been using calculators in mathematics for the four years of high school (Years
7-10).
Population
A total population of 95 students from ten general mathematics classes across six
secondary schools in Sydney was involved in the study. Of those 95 students, 51
participants, or 54 percent of the sample were female; the remaining 44 participants, or
the remaining 46 percent, were male. The study did not attempt to group responses by
gender or school.
Methods
In this study, participants were asked to complete a questionnaire, indicating their
perceptions of learning using computer spreadsheets and their learning preferences. A
total of 3 open-ended questions were listed in the questionnaire, by studying the answers,
researchers could understand the students’ preference toward incorporating computer
technology into mathematics learning.
Results
Questions 1 and 2 asked students what they liked and did not like about using
spreadsheets to solve mathematical tasks. Here the "don't know" or "not applicable"
response rate was high (32 for Question 1 and 34 for Question 2) as many students had
not used computers in their mathematics work. When asked what they liked about using
spreadsheets, the responses included: easy and straightforward (8), fast and efficient (4),
ability to alter information (3), visible (multiple) representations (2), no different from
pen and paper (2), nothing (4).
The responses to Question 2 which asked what students do not like about using
spreadsheets included: computer problems (e.g. starting and crashing) (4), complicated
for simple tasks (3), boring (2), unfamiliarity with software causes difficulties (4), lack of
computer access (1) have to learn another subject (e.g. computer studies) (1), nothing (4),
everything (4). As stated previously 34 answered 'don't know' (5) or 'not applicable' (29).
With regard to students' previous knowledge of spreadsheets in other subjects - In
Years 7-10, students have the option of studying a computing studies subject. This is a
popular elective so many of the students will have explored spreadsheets, but have clearly
many have not transferred this knowledge over to mathematics or even seen the
possibilities in mathematics.
We believe that the issue is not whether or not students have worked with
spreadsheets. The issue is that students have very strong opinions and pre conceived ideas
about the use of spreadsheets in mathematics especially if they have used pen-and-paper
methods all their life and we feel that this resistance is what would make the introduction
of spreadsheets into mathematics learning difficult.
Among the 54 responses to Question 3, twenty-five students prefer traditional
pen-and-paper methods, thirteen students prefer using spreadsheets, and the remaining
sixteen students do not have any preference.
Implications
This study indicates the need for adequate computer resources, support and training
when implementing new curricula. The use of software such as Microsoft Excel requires
time to learn for teachers and students, and thus the package initially interferes with
mathematics learning. Preference for learning using individual pen-and-paper methods by
a majority of students implies that students feel that they learn better using traditional
teaching methods. An implication for this is that, over time and with adequate
technological, pedagogical support and training, changing teaching and learning
methodologies to include computer supported learning methods may receive less
resistance from students as well as teachers.
A group of students in this study identified that both pen-and-paper methods and
using spreadsheets are useful tools depending on the given task. In our opinion, this
demonstrates sophistication on the students' part in deciding which tools to use in a
particular situation. We would like all students to be able to demonstrate this level of
sophistication, which displays their flexibility for different learning styles. The use of
spreadsheets in the Financial Mathematics component of the General Mathematics
syllabus should be a valuable practical and cognitive tool for students. This study
demonstrated that practical difficulties of the implementation and reasons for students'
resistance towards working with computers: too few working computers, computers not
working properly, the time taken to learn the software, lack of computer confidence et
cetera. None of these difficulties is insurmountable but they put stress on already
overworked teachers and this to some extent affects whether or not students are likely to
have the opportunity to incorporate spreadsheet technology into their learning of
mathematics.