ASSESSING THE IMPACT OF APLIA, A COMPUTER ASSISTED INSTRUCTION TOOL, ON LEARNING OUTCOMES IN A BUSINESS STATISTICS COURSE

This study investigates the usefulness, if any, of the Aplia courseware in facilitating the learning of Business Statistics at Grambling State University, a Historially Black College. The study hypothesized that students adopting Aplia should score higher than those not adopting the courseware. The experimental design entailed the use of Aplia in one section of the course, but none in the other. Both sections were taught by the same instructor thereby controlling for instructional differences. A simple test of two means was used to identify differences in test scores between the class using Aplia and the one not using Aplia. The same test was administered to both sections and graded by the same instructor. After controlling for differences in majors and differences between domestic and international students, results show a statistically significant difference in test scores between Aplia users and non Aplia users. Aplia users scored 11 percentage points higher on the average than non-Aplia users. The implications of the obtained results include a fact based support for the use of Aplia and similar Computer Assisted Instruction tools to enhance the teaching of Business Statistics.