Daniel Lass () (Department of Resource Economics, University of Massachusetts Amherst) Bernard Morzuch () (Department of Resource Economics, University of Massachusetts Amherst) Richard Rogers () (Office of the Provost, University of Massachusetts Amherst)
Abstract
Teaching technology effects on student learning in a large lecture introductory statistics course were tested. Findings show in-class personal response systems and on-line homework/quizzes significantly improve student exam scores. We infer proven small class techniques, participating in class and doing homework via technologies, can restore sound pedagogy in larger classes. The experiment was conducted using just one class, but factors usually unaccounted for in assessment research were controlled, especially the instructor and other materials. The technologies investigated here can provide learning benefits to students even in larger courses often criticized for their inability to provide students quality learning experiences.
Download Info
To download:
If you experience problems downloading a file, check if you have the
proper application to
view it first. Information about this may be contained
in the File-Format links below. In case of further problems read
the IDEAS help
page. Note that these files are not on the IDEAS
site. Please be patient as the files may be large.
Publisher Info
Paper provided by University of Massachusetts Amherst, Department of Resource Economics in its series Working Papers with number
2007-1.
References listed on IDEAS Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.: