Using technology in learning integral calculus

Abstract

The purpose of this study was to investigate students’ perceptions towards integral calculus difficulty and their readiness towards using technology in learning integral calculus. A total of 191 students were selected at random from two lecture groups of Technical Mathematics 1. The students were given a set of questionnaire with two parts. The first part was used to measure students’ perceptions on integral calculus difficulty. The second part was used to measure students’ computer readiness in learning. Three main contributing factors of students’ readiness towards computers were adapted from The Computer Aversion, Attitudes, and Familiarity Index (CAAFI).For measuring computer readiness using CAAFI, Pearson correlations and the mean values were determined. The inter-correlations between factors in this instrument were statistically significant. More than three quarters of the students with school calculus background perceived integral calculus as difficult or a very difficult topic. The students were found to have positive attitudes towards computers, a low computers aversion level and an average level of computers familiarity. These findings allow for an enhancement of teaching and implementation of learning calculus using computers.