| Many researchers have recommended using computer simulation methods (CSMs) very few empirically and theoretically based studies related to student achievement. The purpose of this research was to determine whether using CSMs enhanced of these methods on student attitudes toward statistics and student metacognitive skills was also investigated.; Radical and social constructivism, conceptual change, and expertise theories provided the theoretical bases for this research. Students learn statistics by actively constructing their own knowledge of new ideas, and attempt to fit these ideas into their cognitive frameworks. If a student's current ideas are not adequate for the successful acquisition of new knowledge, they must change these old, faulty, ideas. If students change these ideas or misconceptions, they may become better problem-solvers and may enhance their metacognitive skills. CSMs may empower students to become independent in their own learning.; Two studies were conducted for students enrolled in introductory statistics related to the central limit theorem.; Although there were statistically significant differences between groups on a few measures, the overall results suggested no evidence to indicate that statistically, than students using a more traditional approach, or that student attitudes toward statistics and metacognitive skills improved as a result of these methods. Interesting findings revealed a difference in achievement for students enrolled in introductory undergraduate and graduate courses. Students in the traditional group for Study 1 performed better than students in the CSMs group while students in the CSMs group performed better than students in the traditional group for Study 2, in general. Students in both studies students in Study 2 expressing more positive attitudes, statistically. There was also support for improved achievement for students in the CSMs groups for both studies on a subsequent in-class test. Limitations are also discussed. |
