The Impact of Graphing Calculator Use on Algebra I End of Course Examinations

This study examined the impact of the use of graphing calculators on standardized end of course examinations in Algebra I courses. Researchers sought to answer questions regarding the relationships among the use of graphing calculators on standardized assessments and student achievement, levels of access, and classroom use of graphing calculators. The researchers recruited participation in the study by high schools in two states. Students took a pre- and post- version of a state standardized end-of-course examination without using a graphing calculator then took a second post-test using a graphing calculator. Researchers examined data with descriptive statistics and multiple linear regression, to investigate differences and relationships between mathematics achievement, graphing calculators, and student and teacher variables. Researchers found that students demonstrated higher levels of math performance when a graphing calculator was used. There was a positive correlation between the residual gain scores and students using a classroom set of graphing calculators. n a meta-analysis of 54 studies of the use of any type of calculator in the classroom, Ellington (2003a) reports, “when calculators were included in testing and instruction, students in grades K-12 experienced improvement in operational skills as well as in paper-and-pencil skills and the skills necessary for understanding mathematical concepts ” (p. 456). These findings were for classes o