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Students in education and social work traditionally display negative attitudes toward statistics, and these attitudes often impede their understanding and use of research methodology. This report evaluates the use of computerized tutorial support for elementary statistics instruction in five different education and social work courses, both graduate and undergraduate, by three different instructors. Regardless of the approach selected by each of the instructors with respect to the incorporation of the computerized support materials, the use of the tutorials was associated with positive outcomes for the students, both in terms of statistical concepts and attitudes toward statistics. The computerized mode of instruction was effective in spite of many students' lack of previous experience with computers and traditionally negative attitudes toward statistics. It was also compatible with the students' self-expressed preferences for learning environments.