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Abstract Measuring Cognitive and Affective Performance in a Statistics Course that uses Online Computer Statistics Modules
BibTeX
@MISC{Mauldin_abstractmeasuring,
author = {Barry Mauldin and Teri Reed Rhoads},
title = {Abstract Measuring Cognitive and Affective Performance in a Statistics Course that uses Online Computer Statistics Modules},
year = {}
}
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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.
Keyphrases
affective performance statistic course abstract measuring cognitive online computer statistic module statistical difference engineering statistic course computer module cognitive performance statistic module introductory platform statistic principle course content educational technology new way
