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The Impact of Web-Based Instruction on Performance in an Applied Statistics Course
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, , , Texas A&M University, United States

International Conference on Mathematics / Science Education and Technology, ISBN 978-1-880094-34-1 Publisher: Association for the Advancement of Computing in Education (AACE)

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Abstract

Forty-one graduate and undergraduate students enrolled in Summer or Fall sections of an applied statistics course self-selected into one of three groups. Group 1 subjects (n = 11) took chapter pretests online and printed out results. Subjects in group 2 (n = 18) printed copies of the pretests but did not take tests online. Group 3 subjects (n = 12) did not access the pretests. Pretests for exams 1 and 3 were made available through a class website using online-testing software developed by the authors. Demographic information (educational background and course learning and performance goals) and prerequisite math skills scores were collected on the first day of class. Groups could not be distinguished, a priori, on the basis of either demographic data or math skill scores. There were, however, statistically significant differences among groups on exam performance, favoring students in the online-pretest group. Factors influencing student performance, as well as issues for future study, are addressed.

Citation

Pilant, M.S., Strader, R.A. & Hall, R.J. (1999). The Impact of Web-Based Instruction on Performance in an Applied Statistics Course. In Proceedings of International Conference on Mathematics / Science Education and Technology 1999 (pp. 261-266). Association for the Advancement of Computing in Education (AACE). Retrieved May 18, 2022 from .

© 1999 Association for the Advancement of Computing in Education (AACE)

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References

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