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Objavljivanje knjige prof.dr.sc. Aleksandra Halmija Temelji kvantitativne analize u društvenim znanostima ( 1.izdanje ) kao sveučilišnog priručnika odobrio je Senat Sveučilišta u Zagrebu, a sufinanciralo je Ministarstvo znanosti i tehnologije Republike Hrvatske. Drugo nepromijenjeno izdanje ove knjige tiskano je u rujnu 2013. godine u izdanju Alinee iz Zagreba. Recenzenti knjige su: prof.dr.sc. Dušan Milinković, prof.dr.sc. Vlatko Previšić, prof.dr.sc. Gojko Zovko. Knjiga je usmjerena na temeljne postupke kvantitativne analize koje mora poznavati svaki istraživač društvenih pojava, kako složenih tako i višedimenzionalnih..

Proceeding from the principle of the rational organisation of learning, the investigation attempted to establish the effect of programmed teaching of mathematics with the help of computers. The investigation was carried out in March 1999 amongst 87 pupils attending the fourth grade in the “Šime Budinić” elementary school in Zadar. A test (1) which examined the level of acquired knowledge from math was applied. The pupils were also tested with Raven’s progressive coloured matrices which examine the children’s ability to draw logical conclusions. General grades and grades from math at the end of the first semester were also collected. Using a model of regressive analysis where the test results from mathematics and the results of Raven’s matrices were treated as predictor variables and general grades and the semestar grade from mathematics as criterion variables it was established dial only the result of the math test was a significant predictor of criterion variables. This is why according to the results of the math test the pupils in the classroom were assigned to the experimental (E) and the control (C) group (four E and and four C groups)respectively. The experimental groups was taught a lesson from mathematics (during four school classes) with the help of programmed material on the computer (N=43) while the control pupils were taught in the traditional manner “by their teacher using chalk and a blackboard". The level of acquired knowledge from the assigned lesson amongst pupils in group E and C was examined by another math test. The results show that there is no statistical significant difference in the quantity of acquired knowledge between the experimental and control group of pupils. The investigation showed that both programmed and traditional teaching are equally effective.