EVIDENCE FOR CHANGE: THE AFFECTIVE IMPACT OF COMPUTER-ASSISTED TEACHING AND LEARNING IN STATISTICS

This study examined how students experienced a computer-assisted intervention in a Statistics course. Thirty-six psychology students enrolled for an introductory Statistics course and completed a post-course questionnaire consisting of 44 Likert scale questions (providing quantitative data) and five open-ended questions (providing qualitative data). The effect of computer technology on students' attitudes, enjoyment of Statistics, and learning of Statistics is reported. Results from the study provide evidence of an overall positive impact of the computer-assisted intervention on the affective experiences of students when learning Statistics.