Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments
Decision Sciences Journal of Innovative Education Volume 3, Number 2, ISSN 1540-4595
This project investigates the relationship between student performance, past mathematics experience, and perceptions of statistics education for two groups of university students studying statistics in different learning environments. One group received the traditional form of teaching with lectures, whereas the other group studied in a more flexible learning mode where lectures were replaced with a computer-managed learning tool and optional small-group workshops facilitated by written lecture notes. The results on student learning experience show that, for both groups, student enjoyment of the course is positively related to their learning attitudes and to their perceived value of statistics education, and is negatively related to anxiety with regard to their performance in the course. There is some evidence that the group studying in the technology-supported flexible learning environment experienced more assessment anxiety and consequently less enjoyment of the subject. There is also evidence that assessment anxiety has a negative effect on student performance that is exacerbated by a lack of prior mathematics experience. Hence, the flexible learning approach in statistics education, with minimal face-to-face teaching, may be especially inappropriate for these students.
Cybinski, P. & Selvanathan, S. (2005). Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments. Decision Sciences Journal of Innovative Education, 3(2), 251-271.
Cited ByView References & Citations Map
Lee Daniels & Blake Snider, East Tennessee State University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1656–1658
Shawn McCombs, Youmei Liu, Craig Crowe, Keith Houk & Dale Higginbotham, University of Houston, United States
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1604–1609
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