Does knowing a study's outcome further impact it's conclusion: A classroom study

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Abstract

Recently, authors from West Point and MIT wrote about the impact of varied computer usage on student performance in an Economics class1. The study demonstrated that students perform more poorly when allowed to use computers in the classroom. The current article takes this conclusion one step further using an Engineering Economics class. Would students who were not allowed electronics in the classroom and also informed about this West Point/MIT study perform differently than students who were simply not allowed to use computers in the classroom? It is hypothesized that students who are informed about the West Point/MIT study and its' outcome and not allowed to use computers will perform better than those who are simply prohibited from the use of computers in the classroom.

Original languageEnglish
JournalASEE Annual Conference and Exposition, Conference Proceedings
Volume2017-June
StatePublished - 24 Jun 2017
Event124th ASEE Annual Conference and Exposition - Columbus, United States
Duration: 25 Jun 201728 Jun 2017

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