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Creator |
63dcee00858a17aaeeaf49f0344f1fa0 |
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Creator |
c5cc9bdb86221a55ef2b102cfbf98538 |
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Creator |
ext-6e5a0bc85403d626bd0b933ca59b6c65 |
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Date |
2002-06 |
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Is Part Of |
repository |
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Is Part Of |
p02664909 |
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abstract |
Psychology students often find statistical concepts difficult, and research has suggested
that students can hold confusions about seemingly straightforward concepts, such as
the mean. Although previous research has evaluated computer-based learning systems
for statistics, there is little research that has looked specifically at whether particular
computer-based learner activities contribute to students' understanding of introductory
concepts in statistics. The study described in this paper was designed to investigate
whether computer-based activities that provide multiple representations of concepts
contribute to students' understanding of correlations and measures of central tendency.
A pre-/post-test control group design was used involving 50 students who were studying
psychology. It was found that activities involving the direct manipulation of data
contributed to students' understanding of measures of central tendency as indicated
by a significant improvement from pre- to post-test. However, findings indicated that
computer-based activities of this kind did not necessarily contribute to students'
understanding of correlations. |
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authorList |
authors |
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issue |
2 |
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status |
peerReviewed |
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volume |
18 |
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type |
AcademicArticle |
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type |
Article |
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label |
Morris, E.J. ; Joiner, R. and Scanlon, E. (2002). The contribution of computer-based
activities to understanding statistics. Journal of Computer Assisted Learning, 18(2)
pp. 116–124. |
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label |
Morris, E.J. ; Joiner, R. and Scanlon, E. (2002). The contribution of computer-based
activities to understanding statistics. Journal of Computer Assisted Learning, 18(2)
pp. 116–124. |
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Title |
The contribution of computer-based activities to understanding statistics |
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in dataset |
oro |