![Sample our Law journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5942/TOC-Subject-Sample-2021-Law.jpg"})
Previous research examining computer-assisted teaching is inconclusive. Some studies find enhanced student performance while others find no difference from traditional-approach pedagogy. This case study compares student performance and course evaluations for computer-assisted and traditional-approach sections in three criminal justice courses: crime theory, criminal courts, and inequality in the justice system. Overall results indicate a significant difference between student performance in computer-assisted and traditional classes. Yet differences are not the same for each course. The theory course shows the least difference while the courts course had the greatest difference. Student evaluation data indicate computer-assisted activities are enjoyed, yet differences from traditional-approach sections are not significant. Questions for future research on the use of technology in teaching are raised.
The author thanks Jeff Nash for advice and guidance with statistical data analysis. An earlier version of this paper was presented at the 2001 Midwest Sociological Society meetings in St. Louis, Missouri.
The author thanks Jeff Nash for advice and guidance with statistical data analysis. An earlier version of this paper was presented at the 2001 Midwest Sociological Society meetings in St. Louis, Missouri.
Notes
The author thanks Jeff Nash for advice and guidance with statistical data analysis. An earlier version of this paper was presented at the 2001 Midwest Sociological Society meetings in St. Louis, Missouri.
