Possible effects of calculators on the problem solving abilities and mathematical anxiety of students with learning disabilities or attention deficit hyperactivity disorder

Abstract

Students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are being asked to perform commensurate with their non-disabled peers on high-stakes tests; however, there is little research on the effects of calculators as a testing accommodation. The purpose of this study was therefore to examine the effects of calculators on the problem-solving abilities and anxiety levels of 3 groups of middle school students, those with LD, ADHD, and a control group. The overarching research question asks what effects calculators have on these 3 groups. A 2-by-3 factorial ANOVA was conducted to explore the main effects or interactions between the use of calculators, disability, and problem-solving skills on the 2 math subtests of the Kaufman Test of Educational Achievement Second Edition (KTEA-II). A 2^nd ANOVA was performed to examine the main effects or interactions between the use of calculators, disability, and anxiety according to the Abbreviated Math Anxiety Scale. Finally, a Pearson Correlation examined possible correlations between computational and problem-solving abilities. Students with LD and ADHD demonstrated lower problem-solving skills and higher anxiety than typical peers. Calculators did not show a significant impact on students’ anxiety or problem-solving skills, nor was there a significant interaction between the use of a calculator and the disability status. Further study with different tests is recommended due to the exceptional construct validity of the KTEA-II. This study contributes to social change by informing teaching professionals and parents that caution should be taken when assigning the use of a calculator as an accommodation to students with LD and ADHD, as calculators could actually cause anxiety levels to increase.