International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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The Impact of Prohibiting Scientific Calculators on Mathematics Learning at Las Piñas National High School Almanza

Author(s) Mr. Aries U Cuevas
Country Philippines
Abstract In this investigation, Grade 9 learners from Las Piñas National High School Almanza were studied to examine the impact of prohibiting the use of scientific calculators in terms of performance in mathematics, computation accuracy, problem-solving skills, and learners’ perceptions. The research was a quasi-experimental design involving 90 participants who were divided into two groups: a control group that was allowed to use scientific calculators and an experimental group that was not permitted to use scientific calculators. Data were collected through a researcher-made pre-test and post-test, together with a survey questionnaire. Results indicated that both groups improved following the intervention. However, learners in the control group performed better on the post-test (M = 9.13, SD = 1.972) compared to those in the experimental group (M = 4.97, SD = 2.115). Nonetheless, non-scientific calculator users exhibited more careful stepwise solutions and were stronger in manual computation. In terms of perception, learners generally showed a neutral response to learning mathematics without scientific calculators, especially in confidence in solving problems.
The findings indicated that while scientific calculators contributed to better overall performance, limiting their use helped strengthen foundational skills and improve structured problem-solving. This supported the idea of using calculators in a guided and balanced manner in mathematics instruction. Results indicated that both groups improved following the intervention. The learners in the control group performed better on the post-test with a mean score (M = 9.13, SD = 1.972) than the experimental group (M = 4.97, SD = 2.115). The learners prohibited from using scientific calculators worked on more methodical step-by-step solutions and were drilled in manual computation. The learners exhibited a neutral perception of learning mathematics without scientific calculators, particularly in confidence in solving problems. These results suggested that while scientific calculators were beneficial to overall performance, prohibiting their use aided in creating a more solid foundation of skills and an enhanced ability for structured problem-solving. This suggested the need for a balanced and guided use of scientific calculators during mathematics class.
Keywords scientific calculators, mathematics performance, computational accuracy, problem-solving ability, learners’ perception, quasi-experimental design
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-15
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.78554
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