An Evaluation of Computer-Based Instruction in Statistical Techniques for Education and Social Work Students

Abstract

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.

A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class

“…For example, Wisenbaker and Douzenis (2000) supplemented their face-to-face class by posting a series of readings that applied statistical concepts in "real life" situations on the Internet to help make statistics more meaningful for their students. Others have used the Internet to deliver ancillary tutorials to help students work through problems, with consequent positive effects on students' understanding of statistics as well as their attitude towards the content (Aberson, Berger, Healy, & Romero, 2001;Collis, Oberg, & Shera, 1988;Scanlon & Morris, 2000). Dereshiwsky (1998) made the argument that it is possible to deliver a statistics course entirely online with students feeling appreciative of the freedom and flexibility to work at their own pace.…”

Motivating Social Work Students in Statistics Courses

“…Many commentators have espoused the incorporation of computers into the statistics curriculum (Forte, 1995(Forte, , 1998Forte et al, 1994;Collis et al, 1988-89;Hudson, 1985;Smith, 1983). Proponents might assert that students familiar with computers would be less anxious using computers to learn statistics.…”

Medición de la actitud hacia la estadística. Influencia de los procesos de estudio

“…En una segunda fase, se han estudiado las posibles variables que afectan a la actitud hacia la estadística, con resultados dispares. La característica menos discutida es la relación con la formación estadístico-matemática previa como se recoge en Roberts y Saxe (1982), Collins et al (1989) o Eltinge (1992. El estudio del efecto sexo no ha proporcionado evidencia concluyente.…”

“…Existen trabajos con resultados contrapuestos, como los obtenidos por Roberts y Saxe (1982) y Raiszadeh y Ahmadi (1987), mientras que en otros no se encuentran diferencias significativas entre sexos, como en el trabajo de Gil (1999). También se ha analizado la influencia del uso de programas informáticos en la docencia de la estadística en trabajos como Collins et al (1989) o Elmore y Lewis (1991); o el efecto de la etnia del estudiante, en el trabajo de Raiszadeh y Ahmadi (1987). Una excelente revisión de la bibliografía existente en este campo puede hallarse en el trabajo del profesor Carmona (2004).…”