Performance and Attitudes in Introductory Statistics: a Comparison of Traditional and Online Delivery Methods

The purpose of this study was to determine the effectiveness of online course delivery by comparing students' learning outcomes in a traditional setting with students' learning outcomes in an online setting. The author also examined student attitudes toward statistics as measured by the Survey of Attitudes Toward Statistics (SATS). Three ARTIST (Assessment Resources for Improving Statistical Thinking) scales were used to measure student performance. The fully online class used a learning management system that provided streamed video instruction, discussion, email, and feedback on assignments. CD-ROM instruction was also used. Results from all data analysis indicated there was no significant difference in learning outcomes and attitudes toward statistics between participants in an online course and a traditional face-to-face course. These results appear to indicate the use of an online interface for these concepts in statistics did not adversely affect content acquisition for the targeted sample. Also, both groups tended to have somewhat positive attitudes toward statistics after only three weeks of instruction.