The Effects of Web-Based Supplemental Modules on Exam Performance in an Undergraduate Economics Statistics Course

Behavior analysis has had great success in designing effective and efficient methods of instruction at multiple different levels. Despite large amounts of empirical evidence, these methods are not widely adopted in terms of general educational approaches. The present study describes the use of web-based supplemental modules in an undergraduate Economics course in Inferential Statistics and their effect on exam performance. Specifically, the present study asks what are the effects of installing supplements into a lecture-based course, and does attaching a point contingency directly impact contact with the supplements. While differentiation was observed in the two experimental conditions of this study, effects may have been diminished by general course design. Future areas of research are discussed.

Level thesis:degree_level

Master's Degree

Year dc:date.issued

2010

Author dc:creator

• Brown, Thomas W.

Advisor dc:contributor.advisor

• Alavosius, Mark P.

Committee members dc:contributor.committeemember

• Houmanfar, Ramona
• Follette, Victoria
• Cathey, William

• Behavioral Education
• Statistics
• Supplements
• Web-Based Modules

Statement dc:rights

• In Copyright(All Rights Reserved)

Handle dc:identifier.uri

http://hdl.handle.net/11714/4264

OAI identifier oai:identifier

oai:scholarwolf.unr.edu:11714/4264