Learning quantitative courses in higher education is difficult because students need to understand complex principles and solve complicated questions. In these courses, new knowledge depends on prior knowledge and when gaps in students’ understanding occur, they are difficult to overcome. The study examines a new model called comprehensive technology-based learning (CTBL) designed to overcome these difficulties.
The problem is addressed by full coverage of the curriculum in a variety of textual and video learning tools, as well as an ongoing process of diagnosis and prognosis, designed to overcome students’ difficulties and knowledge gaps. The study examined the students’ attitudes towards CTBL model relating to three quantitative courses (