ASSOCIATION OF COURSE PERFORMANCE WITH STUDENT BELIEFS: AN ANALYSIS BY GENDER AND INSTRUCTIONAL SOFTWARE ENVIRONMENT

Abstract

The effect of educational technologies on learning is an area of active interest. We conducted an experiment to compare the impact of instructional software on student performance. We hypothesize that some of the impact on student performance may reflect the influence of the technology on student subject-related beliefs and that those beliefs may differ by gender. We desired to assess how course performance may be associated with student beliefs, and how the association may differ depending on instructional software environment and gender. First published May 2006 at Statistics Education Research Journal: Archives