Computational Efficiency And Conceptual Understanding in Mathematics Among Grade 7 Students in Bernardo Lirio MNHS Sy 2025 – 2026

Abstract

This study investigated the effects of calculator integration on the computational efficiency and conceptual understanding of Grade 7 mathematics students at Bernardo Lirio Memorial National High School during the school year 2025–2026. The study viewed calculators as cognitive tools rather than mere computational devices, addressing the gap between students’ procedural skills and conceptual understanding. It aimed to reduce tedious manual computations, lessen cognitive load, and allow students to focus more on problem-solving strategies and mathematical relationships.

A quantitative research design was employed involving 50 randomly selected Grade 7 students, consisting of 26 males and 24 females. Data were gathered through a 30-item timed written pre-test and post-test, along with a 5-item conceptual problem-solving test evaluated using a scoring rubric to measure computational efficiency and conceptual understanding. A validated researcher-made survey questionnaire was also administered to identify the practical and cognitive challenges students encountered when using calculators.

The findings revealed that most students were initially classified as non-numerate in basic competencies, indicating a low level of mathematical proficiency during the pre-test. However, significant improvement was observed after calculator integration. Specifically, 54% of students achieved an above-average numerate level in integer operations, while many attained advanced performances in simplifying complex numerical expressions and applying the order of operations.

Despite these improvements, students reported several challenges, including inconsistent access to similar calculators used during instruction, concerns about overdependence on calculators, and difficulty identifying input errors during computation.

The study concluded that the intentional integration of calculators in Grade 7 mathematics significantly improves students’ computational efficiency, conceptual understanding, and classroom engagement. It recommends expanding calculator integration to other mathematics subjects, providing teachers with technology-focused pedagogical training, and ensuring schools maintain adequate and reliable access to calculators and related learning resources.