Performance and Attitudes in Introductory Statistics

The purpose of this study was to determine the
effectiveness of online course delivery by comparing
students'' learning outcomes in a traditional setting
with students'' learning outcomes in an online
setting. The author also examined student attitudes
toward statistics as measured by the Survey of
Attitudes Toward Statistics (SATS). Three ARTIST
(Assessment Resources for Improving Statistical
Thinking) scales were used to measure student
performance. The fully online class used a learning
management system that provided streamed video
instruction, discussion, email, and feedback on
assignments. CD-ROM instruction was also used.
Results from all data analysis indicated there was
no significant difference in learning outcomes and
attitudes toward statistics between participants in
an online course and a traditional face-to-face
course. These results appear to indicate the use of
an online interface for these concepts in statistics
did not adversely affect content acquisition for the
targeted sample. Also, both groups tended to have
somewhat positive attitudes toward statistics after
only three weeks of instruction.

Autorentext
Dr. Sue Schou has taught statistics at Idaho State University for 20 years. Her research interests include statistics and online education as well as group dynamics in the educational setting. She has received teaching awards at both the college and university levels and is a Phi Kappa Phi Honor Society member.

Klappentext
The purpose of this study was to determine the effectiveness of online course delivery by comparing students' learning outcomes in a traditional setting with students' learning outcomes in an online setting. The author also examined student attitudes toward statistics as measured by the Survey of Attitudes Toward Statistics (SATS). Three ARTIST (Assessment Resources for Improving Statistical Thinking) scales were used to measure student performance. The fully online class used a learning management system that provided streamed video instruction, discussion, email, and feedback on assignments. CD-ROM instruction was also used. Results from all data analysis indicated there was no significant difference in learning outcomes and attitudes toward statistics between participants in an online course and a traditional face-to-face course. These results appear to indicate the use of an online interface for these concepts in statistics did not adversely affect content acquisition for the targeted sample. Also, both groups tended to have somewhat positive attitudes toward statistics after only three weeks of instruction.