ASSOCIATION OF COURSE PERFORMANCE WITH

STUDENT BELIEFS: AN ANALYSIS BY GENDER AND

INSTRUCTIONAL SOFTWARE ENVIRONMENT

 

J. RICHARD ALLDREDGE

Washington State University

alldredg@wsu.edu

 

GARY R. BROWN

Washington State University

browng@wsu.edu

 

ABSTRACT

 

The effect of educational technologies on learning is an area of active interest. We conducted an experiment to compare the impact of instructional software on student performance. We hypothesize that some of the impact on student performance may reflect the influence of the technology on student subject-related beliefs and that those beliefs may differ by gender. We desired to assess how course performance may be associated with student beliefs, and how the association may differ depending on instructional software environment and gender.

 

Keywords: Statistics education research; Instructional software; Student beliefs; Gender

 

 

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Statistics Education Research Journal, 5(1), 64-77, http://www.stat.auckland.ac.nz/serj

Ó International Association for Statistical Education (IASE/ISI), May, 2006

 

 

 

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j. rICHARD aLLDREDGE

Department of Statistics

Washington State University

Pullman, WA 99164-3144

USA