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

다국어 초록 (Multilingual 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 methods increased knowledge acquisition in quantitative methods courses compared with students' academic performance in other courses, measured by grade point average. We also found that student attitudes have weak and mostly nonsignificant influence on quantitative methods knowledge tests. Additionally, the paper suggests a curriculum‐level approach to teaching quantitative methods to undergraduate students.
What is already known about this topic:

Computer‐assisted learning environments are more effective in teaching statistics than traditional lecture instructions
Students' attitudes toward the subject matter are important for their knowledge acquisition
Students' attitudes toward quantitative methods are overall negative
Computer‐assisted learning helps improve student attitudes in some cases

What this paper adds:

Computer‐assisted instruction had higher impact on knowledge acquisition than students' overall academic performance
Student attitudes have lower effect on knowledge acquisition than the introduction of computer‐assisted instruction or grade point average
Students' attitudes toward quantitative methods courses change slowly similar with any other attitudes
Computer‐assisted instruction is effective in cultural settings other than those in the western world

Implications for practice and/or policy:

Knowledge acquisition of quantitative methods depends on instructional choices and students' overall academic performance. Universities should address students' attitudes toward quantitative methods at the curriculum level.