id: 06011761
dt: j
an: 2012b.01157
au: González, Jose A.; Jover, Lluis; Cobo, Erik; Muñoz, Pilar
ti: A web-based learning tool improves student performance in statistics: A
randomized masked trial.
so: Comput. Educ. (Exeter) 55, No. 2, 704-713 (2010).
py: 2010
pu: Elsevier, Exeter
la: EN
cc: U55 K15 C75
ut: evaluation methodologies; interactive learning environments; probability
and statistics; teaching-learning processes; effectiveness
ci:
li: doi:10.1016/j.compedu.2010.03.003
ab: Summary: Background e-status is a web-based tool able to generate different
statistical exercises and to provide immediate feedback to students’
answers. Although the use of Information and Communication Technologies
(ICTs) is becoming widespread in undergraduate education, there are few
experimental studies evaluating its effects on learning. Method All of
the students (121) from an introductory course for statistics in
dentistry were randomly assigned to use the tool with one of two
6-problem sets, known as types A and B. The primary endpoint was the
grade difference obtained in the final exam, composed of two blocks of
questions related to types A and B. The exam evaluator was masked to
the intervention group. Results We found that the effect of e-status on
the student grade was an improvement of 0.48 points (95\% Cl:
0.10‒0.86) on a ten-point scale. Among the 94 students who actually
employed e-status, the effect size was 0.63 (95\% Cl: 0.17‒1.10).
Conclusions It is feasible to formally assess the learning effect of an
innovative tool. Providing e-status exercises to students has a direct
effect on learning numerical operations related to statistics. Further
effects on higher cognitive levels still have to be explored.
rv: