A comparative study of the use of spreadsheet software and graphing calculator technology in introductory statistics

Statement of the problem. Graphing calculator and computer technology have become tools in high school statistics courses due largely to the recent advances in graphing calculators and the introduction of Advanced Placement Statistics in the secondary curriculum. This study compares two forms of technology, spreadsheet software and graphing calculators, when utilized to develop conceptual understanding of introductory statistics topics. The primary purpose of this study was to explore the use of spreadsheet software and graphing calculator applications that can provide a learning environment that leads to greater conceptual understanding.;Methods. Eight Advanced Placement Statistics classes were assigned to one of two treatment groups. Two other Advanced Placement classes were assigned to a control group. One treatment group used spreadsheet software during the labs on linear regression, correlation, and statistical inference. The other treatment group used the Texas Instrument 83 calculator during similar labs on the same topics. The control groups did not perform the labs prior to the posttest. The primary data collection instruments were pretests and posttests designed by the researcher using questions from the Advanced Placement Test or from review tests. Group means for the experimental and control groups were compared.;Results. The treatment groups outperformed the control groups on the linear regression and the correlation labs. There was no significant difference in student performance on the statistical inference lab. There was no significant statistical difference found between the two technologies, Excel spreadsheet and Texas Instruments 83 graphing calculator on any of the three labs. Student comments supported the Excel spreadsheet software as being visually beneficial. The majority of students surveyed found both the labs and the technology to be beneficial.;Conclusion. This study demonstrated that alternative forms of technology could be used effectively in the introductory statistics curriculum. While there was no significant difference between the two technologies, many students cited the visual advantages of using the Excel spreadsheet software. Students favoring the graphing calculator cited the portability and familiarity with the technology as the main reasons for their preference. The labs appeared to benefit the students in linear regression and correlation.