Students’ Perceptions of Technology-Enhanced Pedagogy in Their Statistics Learning

Guolin Lai, Long Li


Statistical literacy, reasoning, and thinking are highly valued in various industries. However, many college students struggle in their required statistic course(s). The use of technology has the potential to bring about positive changes in content, pedagogy, and course format of statistics instruction. This study explores undergraduate business students’ perceptions of the instructor’s technology integration efforts in their statistics learning. The research results reveal that students mostly regarded their learning experience as positive, engaging, informative, and effective. They attributed their learning gain to the instructor’s innovative teaching style, the availability of various learning resources on Moodle, and how the resources were presented.

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