193 – Contributed Oral Poster Presentations: Section on Statistical Education
Is Computer-Graded Homework an Effective Tool in Introductory Statistics?
Lynn Eudey
California State University East Bay
Julia Norton
California State University East Bay
After thirty years of instruction and ten years of considering program assessment in statistics and course-wide assessment in introductory statistics, it seemed time to concentrate on an individual course in a systematic way rather than in an ad hoc manner. Now that large sections and prepackaged, automated homework are the reality, we wondered how students compare on the course-wide final with students in previous years, using the same instructors and the same text but no automated homework. Using our standard measures of percent correct on six elementary topics, as well as, the percent correct on measures designed to study literacy, skill and thinking in introductory courses, the authors compare past measures on identical situations with only random students in classes and the use of automated (programmed learning) homework different.
