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Measuring Cognitive And Affective Performance In A Statistics Course That Uses Online Computer Statistics Modules

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

22

Page Numbers

6.704.1 - 6.704.22

Permanent URL

https://peer.asee.org/9537

Download Count

42

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Paper Authors

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Teri Rhoads

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Barry Mauldin

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1665

Measuring Cognitive and Affective Performance in a Statistics Course that uses Online Computer Statistics Modules

Barry Mauldin, Teri Reed Rhoads University of Oklahoma

Abstract

The advancement of educational technology has stimulated new ways to present course content. The goal of this research was to study the effect that computerized statistics modules (introductory platforms for statistics principles) have on students in an engineering statistics course. Effect was measured on two levels: cognitive and affective. Students from the engineering statistics course at the University of Oklahoma were evaluated. Cognitive performance was measured via grades earned on homework, tests, and projects. Affective performance was measured via a survey of their attitudes toward this statistics course and the topic of statistics in general. The study compares results from a semester that did not use computer modules and a semester that did use computer modules. There was found to be no statistical difference in cognitive performance between the two semesters. Similarly, no statistical difference in affective performance was discovered.

I. Introduction

The advancement of educational technology has stimulated new ways to present course content. Multimedia usage varies over a broad spectrum. It can include e-mail communication, on-line class notes, video lectures, animated instructions and simulated demonstrations. There are efforts by several engineering instructors to use the computer and Internet as a means to introduce topics or facilitate learning. Implementation of these multimedia tools has the potential to improve student performance.

One such multimedia tool is a computerized statistic module. These modules are animated tutorials that demonstrate some course topic. The modules present formal text definitions supplemented with working examples. For instance, the module could explain the concept of statistical mean and give the accompanying equation. Then the module could demonstrate how to calculate the mean. The modules are accessed via the course web site. The module can be viewed online or downloaded and viewed inside any typical web browser.

The goal was to study what impact the computerized statistics modules have on students in an

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education

Rhoads, T., & Mauldin, B. (2001, June), Measuring Cognitive And Affective Performance In A Statistics Course That Uses Online Computer Statistics Modules Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9537

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