Utilization of Adding Machine by Students’ of Secondary School: The Impact on their Critical Thinking Skills According to their Teachers Perception

Abstract

This study examines secondary school teachers' perceptions of how the use of adding machines influences students' critical thinking skills. The integration of technology, specifically adding machines, in educational settings has become increasingly common, with potential implications for students’ cognitive development. The study focuses on how teachers' qualifications, gender, and years 
of experience shape their views on the role of adding machines in enhancing critical thinking. A total of 100 science teachers from 24 public secondary schools in the Awka Education Zone of Anambra State participated in the study. Data were collected through a structured questionnaire, which was analyzed using descriptive and inferential statistics. The results reveal that teachers generally view adding machines as effective tools for improving problem-solving efficiency and fostering creativity. However, they express concern that over-reliance on calculators might impede the development of foundational cognitive skills, particularly in relation to 
problem-solving and deep understanding of mathematical concepts. Additionally, teachers with higher qualifications perceive adding machines as having a more significant impact on students’ critical thinking skills. These findings suggest the need for a balanced approach to integrating adding machines in classrooms, ensuring that students develop both technical proficiency and critical thinking abilities necessary for academic success.