Abstract
In this study, the author administered a 19-question survey instrument to students in 2 types of business statistics classes at Virginia Commonwealth University. In the 1st class, a traditional 1, students used pocket calculators during exams and had access to tables in a textbook. In the other class, a technology class, each student had a computer and used the Minitab statistical software for calculations. The author compared the 2 classes to investigate differences in attitude toward technology learning and learning enhancement. Results showed that both classes felt comfortable with their corresponding approaches and performed similarly on a common final exam.
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