You are here:

Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments
ARTICLE

,

Decision Sciences Journal of Innovative Education Volume 3, Number 2, ISSN 1540-4595

Abstract

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.

Citation

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. Retrieved September 16, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map
  • Are E-Readers the New Textbooks? Preliminary Findings

    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

  • Podcasting Best Practice Based on Research Data

    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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.