Positive effects have been reported when graphic calculator (GC) is used in Mathematics classrooms as it influences the way Mathematics is taught and learned. This study aims to examine the effects of GC instructional approach on students’ Probability performance, particularly for students with different levels of Mathematics performance. Two groups of students were involved in this study; Group A adopted the GC instructional approach while group B used the conventional teaching approach. Students from different Mathematics performance levels, particularly the low-performing students, gained benefits when the GC instructional approach was adopted in learning Probability.

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Research found that the use of technology in teaching and learning is able to reduce mathematics anxiety by initiating students' motivation to explore and enjoy mathematics instead of feeling worries over it. There is a better humancomputer interaction for student engagement and motivation in learning when using technology and pedagogical agent. This study aimed to investigate the effectiveness of integrating the pedagogical agent in mathematics learning. An experimental research approach was employed with the involvement of undergraduates at a university in Malaysia. Undergraduates' learning was via a system with the integration of a pedagogical agent who provided motivational type of messages in teaching Calculus. Mathematics Anxiety Rating Scale was employed to measure students' anxiety levels before and after the study. Before the study, students were grouped into high, medium and low mathematics anxiety levels. Prior to the study the sample consisted of a high number of medium math-anxious students. There was no significant difference in the mean score of anxiety level for high and low math-anxious students, respectively, but there was a significant difference in the mean score between pre-and post-tests for medium math-anxious students. This agreed with the sample of this study that majority of the students were medium math-anxious students. Thus, integrating the pedagogical agent in mathematics learning effectively decrease students' mathematics anxiety level particularly in Calculus. A better human-computer interaction for student engagement and motivation in learning was gained when pedagogical agent was integrated in learning, hence effectively reduce students' mathematics anxiety.

The aim of this study was to examine undergraduate students' perceptions toward the adoption of the Graphing Calculator (GC) instructional approach in learning Probability. During the study, a sample of 55 students was provided GCs and self-designed instructional activities modules for their learning. At the end of the study, an adapted questionnaire was distributed to collect students' views on the adoption of the GC instructional approach in Probability learning. The data collected from the questionnaire were categorized into six aspects: the GC usage, quality of the output from the GC, GC helped students to understand probability, GC helped in increasing students confidence in problem solving, GC helped in students communication, GC helped to foster students attitude towards probability learning, and it was found that students' perceptions in these six aspects are favourable. ANOVA test also showed that there were no significant differences in the mean scores among students of different levels when the GC instructional approach was adopted. A majority of students found that leaning probability with the GC instructional approach was more funny and interesting. A positive attitude and increased motivation to learn Probability was cultivated as well.

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