Integrating Technology in Mathematics Classrooms: A Case Study of Scientific Calculator Use in Secondary Schools

Abstract

The educational system in Malaysia needs to improve calculator implementation because schools must fulfill their responsibility of developing Higher Order Thinking Skills (HOTS) through national regulations. This research study examines the link between scientific calculator competencies and the Higher Order Thinking Skills (HOTS) performance of Form Four students who solve quadratic functions. A secondary school in Johor conducted a primarily quantitative research study with supplementary qualitative elements (open-ended questionnaire responses), involving 55 students who completed the Calculator Competency Test (α = 0.89), the HOTS Assessment (α = 0.91), and the student questionnaire (α = 0.85). The findings showed a strong positive association between calculator proficiency and HOTS performance (r = 0.949, p < 0.001). The regression results (R² = 0.901) are exploratory due to the small sample size (n = 55); this should be interpreted as a preliminary association rather than a predictive relationship. No multicollinearity was found (VIF = 1.48), but discriminant validity testing is needed (Fornell-Larcker, HTMT). Students showed a major confidence deficiency, with the majority reporting low confidence levels for difficult tasks, even though 56.36% of students demonstrated high performance on the competency test. The study revealed four illustrative themes from qualitative responses: technical obstacles, strategic uncertainty, restricted teaching time, and preference for traditional methods. As basic skills calculators function as scaffolding tools that help students, they do not address fundamental learning gaps. The study recommends professional development, curriculum alignment, and resource distribution through classroom sets, government funding, shared-device systems, and public-private partnerships.