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Does the use of technology in a typical classroom setting build a more effective educational method that truly assists students to learn more and do better in class? This is the research question addressed in this paper. To study this, a Statistics for Engineering Managers course was analyzed. The course was required for all junior Engineering Management students at Stevens Institute of Technology. Traditionally, the course was taught via a whiteboard and marker. In 2002, the course was modified and all notes traditionally provided on the board, were transferred to Powerpoint slides. The purpose was to change the focus for the student, from note taking, to the digestion of presented material. In essence, the purpose was to allow the students to concentrate on understanding the material, rather than copying it down before it was erased from the board. Final grades over the course of several semesters were compared via a regression analysis. Data were not analyzed until the end of the fourth semester to eliminate grading prejudice in the study. Analyses demonstrated that students who were provided the same material via Powerpoint slides achieved higher grades than those who were provided the material via white board. Lessons learned from this research could impact the possible restructuring of classes, including traditionally math based, whiteboard, courses such as Statistics, since the results from this research indicate that those students that are provided Powerpoint notes do significantly better than those that do not.

Modernizing Teaching Methods In The Classroom – Does It Impact Student Performance?