An Evaluation of Technology Integration in Teaching Statistics: A Multivariate Survey Analysis

• Published in: International journal of web-based learning and teaching technologies Vol. 7; no. 2; pp. 16 - 27
• Main Authors: Tchantchane, Abdellatif, Fortes, Pauline, Koshy, Swapna
• Format: Journal Article
• Language: English
• Published: Hershey IGI Global 01.04.2012
• Subjects: Academic Achievement; American Statistical Association; Blended learning; Calculators; College Science; Comparative analysis; Computers; Copyrights; Data analysis; Education; Educational Change; Educational Technology; Electronic Equipment; Experiential learning; Face to face education; Failure rates; Grades (Scholastic); Grouping (Instructional Purposes); Higher education; ICT in education; Inclusive education; Inferences; Influence of Technology; Innovations; Instructional Effectiveness; International comparisons; Introductory courses; Knowledge base for teaching; Learning; Learning experience; Mathematical statistics; Mathematics Education; Mathematics Instruction; Mathematics Skills; Methods; Multivariate Analysis; National Council of Teachers of Mathematics (US); Nationality; Online teaching; Perception; Performance factors; Periodicals; Polls & surveys; Questionnaires; Rating of; Skill development; Statistical Analysis; Statistical data; Statistics; Statistics Education; Student attitudes; Student Experience; Student Improvement; Student Surveys; Students; Study and teaching; Surveys; Teacher Effectiveness; Teaching; Teaching methods; Technological literacy; Technology; Technology Integration; Technology utilization; University of Wollongong in Dubai; University teaching; United Arab Emirates
• ISSN: 1548-1093; 1548-1107
• DOI: 10.4018/jwltt.2012040102

Teaching and learning in higher education has been influenced by the rapid rate of innovation in technology. A technology intervention was used to teach Foundation Statistics. This paper reports students’ performance relative to those taught statistics using traditional teaching methods. Failure rate was reduced from 34% with traditional teaching to only 14% with the inclusion of technology, and in order to measure students’ perception towards the integration of technology in the subject, a total of 144 students of 30 different nationalities were surveyed at the end of the semester before the final examination. The analysis of the survey highlighted the students’ positive perception independent of their overall performance. Overall, the survey expressed a significant result showing that the use of technology helped students to perform better.