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Digital divide in quantitative methods: The effects of computer-assisted instruction and students' attitudes on knowledge acquisition

Abstract:

Computer‐assisted instruction can change the way introductory statistics and quantitative methods courses are taught. Using a two‐group pretest–posttest design, we conducted an experiment using an undergraduate social science student sample to investigate whether the introduction of statistical software to teaching quantitative methods would improve knowledge acquisition and attitudes toward quantitative methods courses. Our project confirmed that implementing computer‐assisted instructional ...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1111/jcal.12322

Authors


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Institution:
University of Oxford
Department:
Sociology
Department:
Unknown
Role:
Author
ORCID:
0000-0001-6338-0977
More by this author
Role:
Author
ORCID:
0000-0001-6650-3231
Publisher:
Wiley Publisher's website
Journal:
Journal of Computer Assisted Learning Journal website
Volume:
35
Issue:
2
Pages:
208-217
Publication date:
2018-10-23
Acceptance date:
2018-09-28
DOI:
ISSN:
0266-4909
Source identifiers:
987793
Language:
English
Keywords:
Pubs id:
pubs:987793
UUID:
uuid:c8d78102-452b-42ce-8d5f-b03ebf62cff5
Local pid:
pubs:987793
Deposit date:
2019-04-10

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