June 24, 2017
June 24, 2017
June 28, 2017
Recently, authors from West Point and MIT wrote about the impact of varied computer usage on student performance in an Economics class*. The study demonstrated that students perform more poorly when allowed to use computers in the classroom. The current article takes this conclusion one step further using an Engineering Economics class. Would students who were not allowed electronics in the classroom and also informed about this West Point/MIT study perform differently than students who were simply not allowed to use computers in the classroom? It is hypothesized that students who are informed about the study and its outcome and not allowed to use computers will perform better than those who are simply prohibited from the use of computers in the classroom.
* Payne Carter, Susan and Greenberg, Kyle and Walker, Michael, “The Impact of Computer Usage on Academic Performance: Evidence from a Randomized Trial at the United States Military Academy”, SEII Discussion Paper # 2016.02, May 2016.
Abel, K. D. (2017, June), Does Knowing a Study’s Outcome Further Impact It’s Conclusion: A Classroom Study Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28189
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