subject predicate object context
966 Creator 63dcee00858a17aaeeaf49f0344f1fa0
966 Creator c5cc9bdb86221a55ef2b102cfbf98538
966 Creator ext-6e5a0bc85403d626bd0b933ca59b6c65
966 Date 2002-06
966 Is Part Of repository
966 Is Part Of p02664909
966 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.
966 authorList authors
966 issue 2
966 status peerReviewed
966 volume 18
966 type AcademicArticle
966 type Article
966 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.
966 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.
966 Title The contribution of computer-based activities to understanding statistics
966 in dataset oro