Enhance Students’ Learning in Business Statistics Class Using Video Tutorials

Main Article Content

Guolin Lai
Zhiwei Zhu
Douglas Williams

Abstract

As a supplement to traditional classroom instruction, online video tutorials were created and made available as just-in-time support to enhance undergraduate business students’ academic performance in a required introductory business statistics course. The study showed the availability of video tutorials enriched students’ learning experiences and enhanced their academic performance. The results suggest that the learning benefits of the video tutorials were instrumental to those students with a final course grade B or C because these students were struggling to understand the course materials in the class. While those students with a final grade of A, D, or F might believe that they either totally understood everything or they were absolutely lost in the class. In either case, these students might believe that studying the video tutorials added no more value to their understanding of the materials presented in the class.

Downloads

Download data is not yet available.

Article Details

How to Cite
Lai, G., Zhu, Z., & Williams, D. (2017). Enhance Students’ Learning in Business Statistics Class Using Video Tutorials. Journal of Teaching and Learning With Technology, 6(1), 31–44. https://doi.org/10.14434/jotlt.v6.n1.21161
Section
Articles
Author Biographies

Guolin Lai, University of Louisiana at Lafayette

Instructor

Department of Management

B. I. Moody III College of Business Administration

University of Louisiana at Lafayette

Zhiwei Zhu, University of Louisiana at Lafayette

Professor

Department of Management

B. I. Moody III College of Business Adminstration

University of Louisiana at Lafayette

Douglas Williams, University of Louisiana at Lafayette

Professor

Department of Curriculum & Instruction

College of Education

University of Louisiana at Lafayette

References

Aberson, C. L. (2002). An interactive tutorial for teaching statistical power. Journal of Statistics Education, 10(3), available at www.amstat.org/publications/jse/v10n13/aberson.html.

Allredge, J. R., Johnson, H. D., & Sanchez, J. J. (2006). Does viewing video of statistics in action affect student attitudes. In A. Rossman & B. Chance (Eds.), Working cooperatively in statistics education: Proceedings of the Seventh International Conference on Teaching Statistics: Boorburt, The Netherlands: International Statistical Institute.

Ben-Zvi, D., & Garfield, J. (Eds.). (2004). The challenge of developing statistical literacy, reasoning and thinking. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Ben-Zvi, D., & Garfield, J. B. (2008). Introducting the emerging displine of statistics education. School Science and Mathematics, 108(8), 355-361.

Berenson, M. L., Ramnarayanan, R., & Oppenheim, A. (2015). Assessing the disconnect between grade expectation and achievement in a business statistics course. Journal of Education for Business, 90(2), 72-79.

Chance, B., Ben-Zvi, D., Garfield, J. B., & Medina, E. (2007). The role of technology in improving student learning statistics. Technology Innovations in Statistics Education, 1(1), available at escholarship.org/uc/item/8sd2t4rr.

Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. San Francisco, CA: John Wiley and Sons, Inc.

Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: making thinking visible. American Educator, 6(11), 38-46.

Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.

DeVaney, T. A. (2009). Impact of video tutorials in an online educational statistics course. Journal of Online Learning and Teaching, 5(4), available at jolt.merlot.org/vol5no4/devaney_1209.htm.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.

Fabry, D. L., & Higgs, J. R. (1997). Barriers to the effective use of technology in education: Current status. Journal of Educational Computing Research, 17(4), 385-395.

Franklin, C. A., & Garfield, J. (2006). The GAISE project: Developing statistics eductaion guidelines for grades pre-K-12 and college courses. In G. F. Burrill & P. C. Elliott (Eds.), Thinking and reasoning with data and chance: 2006 NCTM yearbook (pp. 345-376). Reston, VA: National Council of Teacher of Mathematics.

Freeman, H., Patel, D., Routen, T., Ryan, S., & Scott, B. (2013). The virtual university: The internet and resource-based learning. Routledge.

Garfield, J. (1995). How students learn statistics. International statistical review, 63(1), 25-34.

Garfield, J., & Ben-Zvi, D. (2007). How students learn statistics revisited: A current review of research on teaching and learning statistics. International statistical review, 75(3), 372-396.

Haughton, J., & Kelly, A. (2015). Student performance in an introductory business statistics course: Does delivery mode matter? 90, 1(31-42).

Hill, J. R., & Hannafin, M. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37-52.

Hogg, R. V. (1991). Statistical education: Improvement are badly deeded. The American Statistician, 45, 342-343.

Huffman, D., Goldberg, F., & Michlin, M. (2003). Using computers to create constructivist learning environments: Impact on pedagogy and achievement. Journal of Computers in Mathematics and Science Teaching, 22(2), 151-168.

Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: Barriers and promise. Journal of Sicence Education and Technology, 17(6), 560-565.

Keleiman, G. M. (2004). Myths and realities about technology in k-12 schools: Five years later. Contemporary Issues in Technology and Teacher Education, 4(2), 248-253.

Lane, M. S., Mansour, A. H., & Harpell, J. L. (1993). Operations research techniques: A longitudinal update 1973-1988. Interfaces, 23(2), 63-68.

Larwin, K. H., & Larwin, D. A. (2011a). Evaluating the use of random distribution theory to introduce statistical inference concepts to business students. Journal of Education for Business, 86(1), 1-9.

Larwin, K. H., & Larwin, D. A. (2011b). A meta-analysis examing the impact of computer-assisted instruction on postsecondary statistics education: 40 years of research. Journal of Research on Technology in Education, 43(3), 253-278.

Leggett, W. P., & Persichitte, K. A. (1998). Blood, sweat, and TEARS: 50 years of technology implementation obstacles. TechTrends, 43(3), 33-36.

Lloyd, S. A., & Robertson, C. L. (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology, 39(1), 67-71.

Martin, L. R. (2011). Teaching business statistics in a computer lab: Benefit or distraction? Journal of Education for Business, 86(4), 326-331.

Massy, W. F., & Zemsky, R. (1996). Information technology and academic productivity. Educom Review, 31(1), 12-14.

Mayer, R. E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.

Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 31-49). Cambridge, England: Cambridge University Press.

McDaniel, S. N., & Green, L. B. (2012). Using applets and video instruction to foster students' understanding of sampling variability. Technology Innovations in Statistics Education, 6(1), available online at escholarship.org/uc/item/inh4n607.

Meletiou-Mavrotheris, M., Lee, C., & Fouladi, R. T. (2007). Introductory statistics, college student attitudes and knowledge - a qualitative analysis of the impact of technology-based instruction. International Journal of Mathematical Education in Science and Technology, 38(1), 65-83.

Moore, D. S. (1997). New pedagogy and new content: The case of statistics. International statistical review, 65(2), 123-137.

Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics anxiety: Nature, etiology antecedents, effects, and treatments - a comprehensive review of the literature. Teaching in Higher Education, 8(2), 195-209.

Perney, J., & Ravid, R. (1990). The relationship between attitudes towards statistics, math selfconcept, test anxiety and graduate students' achievement in an introductory statistics course. Paper presented at the American Educational Research Association.

Philip, G. C., & Schultz, H. K. (1994). Operations research in medium-sized companies and the microcomputer revolution: Educational implications. Journal of Education for Business, 69(4), 217-221.

Quinn, C. N. (2004). Learning at large: Situating learning in the bigger picture of action in the world. Educational Technology, 4, 45-49.

Roberts, D. M., & Bilderback, E. W. (1980). Reliability and validity of a statistics attitude survey. Educational and Psychological Measurement, 40(1), 235-238.

Rogers, D. L. (2000). A paradigm shift: Technology integration for higher education in the new millennium. Educational Technology Review, 1(13), 19-33.

Spector, J. M. (2001). An overview of progress and problems in educational technology. Interactive Educational Multimedia, 3, 27-37.

Su, B. (2009). Effective technology integration: Old topic, now thoughts. International Journal of Education and Development using ICT, 5(2), 161-171.

Swanson, J. C., Meinert, D. B., & Swanson, N. E. (1994). Business communications: A highly valued core course in business administration. Journal of Education for Business, 69(4), 235-239.

Thistead, R. A., & Velleman, P. F. (1992). Computers and modern statistics. In D. Hoaglin & D. Moore (Eds.), Perspectives on contemporary statistics (pp. 41-53). Washington, DC: Mathematics Association of America.

Tsai, C.-C., & Chai, C. S. (2012). The "third"-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6), 10571060.

Zeidner, M. (1991). Statistics and mathematics anxiety in social science students: Some interesting parallels. British Journal of Educational Psychology, 61(3), 319-328.

Zieffler, A., Garfield, J., Alt, S., Dupuis, D., Holleque, K., & Change, B. (2008). What does research suggest about the teaching and learning of introductory statistics at the college level? A review of the literature. Journal of Statistics Education, 16(2), www.amstat.org/publications/jse/v16n12/zieffler.html.