The Comparative Effectiveness of Various Microcomputer-Based Software Packages on Statistical Achievement

Christmann, Edwin P.; Badgett, John L.

doi:10.1300/j025v16n01_04

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…In truth, studies that have pitted computer-based versus text-based learning yield mixed results. Some studies favor computer-based learning (e.g., Christmann & Badgett, 1999; Fletcher-Flinn & Gravatt, 1995; Ott, Mann, & Moores, 1990), whereas others report comparable outcomes (e.g., Debevec et al, 2006; Thirunarayanan & Perez-Prado, 2002). Overall, studies from the United States and Great Britain show only mild achievement gains for computer-based learning (Moos & Azevedo, 2009; Timmerman & Kruepke, 2006; Viadero, 2007).…”

Section: Computer-based Learning and Soarmentioning

confidence: 99%

Helping students soar to success on computers: An investigation of the SOAR study method for computer-based learning.

Jairam¹,

Kiewra²

2010

Journal of Educational Psychology

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This study used self-report and observation techniques to investigate how students study computer-based materials. In addition, it examined if a study method called SOAR can facilitate computer-based learning. SOAR is an acronym that stands for the method's 4 theoretically driven and empirically supported components: select (S), organize (O), associate (A), and regulate (R). There were 2 experiments. In Experiment 1, 114 undergraduates completed a questionnaire about how they study computer-based materials. Students reported using more ineffective study strategies than effective SOAR strategies. In Experiment 2, 108 different undergraduates read an online text about wildcats and then created materials that reflected their preferred study method, the full SOAR method, or parts of the SOAR method. Specifically, the control group created their preferred study notes; the S group created a complete set of linear notes; the SO group created graphically organized matrix notes; the SOA group created a matrix and associations; and the SOAR group created a matrix, associations, and practice questions that aid self-regulation. The SOAR materials were also created in line with four theoretical principles for technology design (Mayer, 2009). Students studied their materials in preparation for fact and relationship tests. Results from both tests showed that those using the full SOAR method outscored the control group and most other groups using parts of the SOAR method. In addition, observations of students' preferred study methods confirmed the Experiment 1 self-reports that unaided students use ineffective study strategies. Study limitations, suggestions for future research, and instructional implications are presented.

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Section: Computer-based Learning and Soarmentioning

confidence: 99%

Helping students soar to success on computers: An investigation of the SOAR study method for computer-based learning.

Jairam¹,

Kiewra²

2010

Journal of Educational Psychology

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“…It is also of interest to uncover whether gender achievement differences within online and traditional face-to-face statistics courses exist, given an ongoing sociological and academic concern with gender disparities in mathematics study and achievement and in adoption of new instructional technologies to bolster statistics achievement. Subsequently, there is a call for additional research regarding the most effective ways for improving statistics achievement in academic settings (Christmann and Badgett, 1999). One investigation of the online learning achievement of males and females found that there are differences in achievement based on gender (Eisenchlas, 2013).…”

Section: Introductionmentioning

confidence: 99%

A comparison of the achievement of statistics students enrolled in online and face-to-face settings

Christmann

2017

E-Learning and Digital Media

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This study compared the achievement of male and female students who were enrolled in an online univariate statistics course to students enrolled in a traditional face-to-face univariate statistics course. The subjects, 47 graduate students enrolled in univariate statistics classes at a public, comprehensive university, were randomly assigned to groups that used either online instruction or traditional face-to-face instruction. The effects of the independent variables of online univariate statistics instruction versus traditional face-to-face instruction on the dependent variable of statistics achievement were analyzed with a two-way analysis of variance. There was a significant difference between the achievement of students who used online univariate statistics instruction and those who used traditional face-to-face instruction (p = .001). The traditional face-to-face group scored higher with an effect size of 0.979, indicating that, on the average, those who were enrolled in a traditional face-to-face univariate statistics class outperformed 83.4% of those enrolled in the online statistics course. Moreover, females using online instruction outperformed males using online instruction and males enrolled in a traditional face-to-face course scored higher than females, with an effect size of 0.651, indicating that, on the average, those males outperformed 74.22% of the females enrolled in a traditional face-to-face statistics course.

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“…Petrocelli (2007) demonstrated that computer-based statistics instruction is more effective than traditional training using a power analysis program. In addition, meta-analyses revealed that the utilization of computer-based instruction on statistics education has usually resulted in achieving a medium or low level positive contribution toward success on statistics courses (Christmann & Badget, 1999;Hsu, 2003;Sosa et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Instruction of Statistics via Computer-Based Tools: Effects on Statistics' Anxiety, Attitude, and Achievement

Çiftçi

Karadağ

Akdal

2014

Journal of Educational Computing Research

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The purpose of this study was to determine the effect of statistics instruction using computer-based tools, on statistics anxiety, attitude, and achievement. This study was designed as quasi-experimental research and the pattern used was a matched pre-test/post-test with control group design. Data was collected using three scales: a Statistics Anxiety Rating Scale, a Statistics Attitude Scale, and a Statistics Achievement Scale. ANCOVA and MANCOVA analyses the used during the analysis process. The findings of the study revealed that computer-based tools statistic instruction reduces statistics anxiety and improves attitude toward statistics and increases success.

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The Comparative Effectiveness of Various Microcomputer-Based Software Packages on Statistical Achievement

Cited by 4 publications

References 9 publications

Helping students soar to success on computers: An investigation of the SOAR study method for computer-based learning.

Helping students soar to success on computers: An investigation of the SOAR study method for computer-based learning.

A comparison of the achievement of statistics students enrolled in online and face-to-face settings

Instruction of Statistics via Computer-Based Tools: Effects on Statistics' Anxiety, Attitude, and Achievement

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