A Comparison of the Performance of Undergraduate Statistics Students using Intelligent Learning Objects versus Those Receiving Traditional Classroom Instruction

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Title: A Comparison of the Performance of Undergraduate Statistics Students using Intelligent Learning Objects versus Those Receiving Traditional Classroom Instruction
Author: Stamey, John Winfred
Advisors: Thomas Honeycutt, Committee Member
Theodore Branoff, Committee Member
Richard Peterson, Committee Member
V. William Deluca, Committee Chair
Abstract: This study analyzed undergraduate students' achievement and perception when using Intelligent Learning Objects. Learning objects are digital or non-digital entities that are used for learning, education, or training. (IEEE, 2001) Intelligent Learning Objects are an advancement over traditional static Learning Objects, in which student performance is used to determine the actual curriculum materials to be delivered (Stamey, Saunders & Deluca, 2005). Intelligent Learning Objects were used in this study to measure student achievement in the delivery of instruction on elementary statistics. Different levels of the Revised Bloom's Taxonomy (Bloom, B.S., 1984A, 1956; Anderson, et. al., 2000) were used to organize the curriculum material and evaluation questions. At the completion of the study, student perceptions regarding Intelligent Learning Objects were also measured. Undergraduates from a university in the southeast, taking Statistics 201 Lab (Stat 201L), Introduction to Statistical Analysis, represented the sample for this study. The data for this study were collected in Spring 2006. Undergraduate statistics students from a university in the southeast were also involved in the pilot study in Fall 2005. It was found that Intelligent Learning Objects did provide a statistically significant different in the achievement of the experimental group versus he control group.
Date: 2006-08-10
Degree: EdD
Discipline: Technology Education
URI: http://www.lib.ncsu.edu/resolver/1840.16/4605


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