The effectiveness of computer-assisted instruction in teaching introductory statistics

Abstract

The focus of this study is to demonstrate and discuss the educational advantages of Computer Assisted Instruction (CAI). A quasi-experimental design compared learning outcomes of participants in an introductory statistics course that integrated CAI to participants in a Lecture-only introductory statistics course. Reviews of participants' identical midterm and final exams scores demonstrated that participants in Lecture-plus-CAI section obtained higher averages on midterm and final exams than participants in the Lecture-only sections and these higher averages likely were because of their better performance on concepts and practices that were taught in both regular lecture and CAI course. In addition, when the topics of the introductory statistics course moved from descriptive statistics to inferential statistics, the learning gap between Lecture-only and Lecture-plus-CAI is increased. Findings suggest participants' learning capacity of the introductory statistics could be improved successfully when CAI used as a supplement to regular lecture in teaching introductory statistics course. © International Forum of Educational Technology & Society (IFETS).