VISA: reducing technological impact on student learning in an introductory statistics course. In this empirical study we compare student performance using two different teaching methods in introductory business statistics course. Two groups were taught in the computer lab with software available at students’ fingertips while one was taught in the regular classroom with only a computer workstation for the instructor. VISA (visual interactive statistical analysis), an Excel-based analysis software package was used in classroom to perform computational analysis of the data in all three groups. Exam data and final course grades indicate that student performance between the two methods was not affected by presence of the software in classroom for use by students. This leads us to conclude that VISA is an intuitive enough tool, which does not require a major learning curve, and can be mastered by students with minimal supervision. Second, we conclude that if the software used for statistics instruction is “teaching-friendly”, then technology availability in the classroom does not affect learning efficiency. This allows instructors to concentrate more efforts in class teaching conceptually important material.
References in zbMATH (referenced in 1 article )
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- Shaltayev, Dmitriy S.; Hodges, Harland; Hasbrouck, Robert B.: VISA: reducing technological impact on student learning in an introductory statistics course (2010) MathEduc