ERIC Number: EJ844726
Record Type: Journal
Publication Date: 2005
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1436-4522
EISSN: N/A
The Effectiveness of Computer-Assisted Instruction in Teaching Introductory Statistics
Basturk, Ramazan
Educational Technology & Society, v8 n2 p170-178 2005
The focus of this study is to demonstrate and discuss the educational advantages of Computer Assisted Instruction (CAI). A quasi-experimental design compared learning outcomes of participants in an introductory statistics course that integrated CAI to participants in a Lecture-only introductory statistics course. Reviews of participants' identical midterm and final exams scores demonstrated that participants in Lecture-plus-CAI section obtained higher averages on midterm and final exams than participants in the Lecture-only sections and these higher averages likely were because of their better performance on concepts and practices that were taught in both regular lecture and CAI course. In addition, when the topics of the introductory statistics course moved from descriptive statistics to inferential statistics, the learning gap between Lecture-only and Lecture-plus-CAI is increased. Findings suggest participants' learning capacity of the introductory statistics could be improved successfully when CAI used as a supplement to regular lecture in teaching introductory statistics course. (Contains 1 figure and 3 tables.)
Descriptors: Computer Assisted Instruction, Statistics, Introductory Courses, Instructional Effectiveness, Lecture Method, Comparative Analysis, Outcomes of Education, Graduate Students, Quasiexperimental Design
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A