(219)THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION AND VARIABLE CERTIFICATION REQUIREMENTS ON STUDENT PERFORMANCE IN UNDERGRADUATE STATISTICS CLASSES

摘要

The purpose of this research was to evaluate the effect of computer-assisted (CA)certificationstandards on student performance in undergraduate statistics classes while controlling for gender,age, and pre-existing ability. Using Hawkes Learning System software, a system designed to provideinteractive statistics education for students, we evaluated whether increasing or decreasing the defaultcertification standards for CA assignments (e.g., certification at 70%, 80%, or 90% level of mastery)would have an effect on student performance on the final examination. From the literature, weexpected to find that increased performance demands would result in increased performance;however, we did not find the expected result once control variables were entered into our model. Wedid find, however, that pre-existing ability and dedication as proxied by grade point average coupledwith time spent in practicing and certifying were statistically significant and practically relevant factors.The implications of this study is that pre-existing dedication and ability as proxied by GPA coupled withtime spent on task result in improved student performance.