Author(s): Hilton CS, Christensen BH
This paper presents the results from a large, r andomized, controlled experiment conducted in the introductory statistics course at Brigham Young Un iversity. The purpose of the study was to assess the impact of multimedia lectures on student lear ning and attitudes. A randomized complete block design was implemented to evaluate the treatmen t that had two levels: multimedia versus overhead transparencies. Data was coll ected over four semesters on 5,603 students. Several student characteristics were measured and controlled for in the analyses. Our findings indicate that the multimedia lectures did not improve student learni ng or attitudes compared to the control group. However, our research also indicates that larg e, randomized, controlled experiments can be implemented in educational resear ch. We advocate their use as the standard method of evaluation for educational innovations.