Available Online at www.e-iph.co.uk Indexed in Clarivate Analytics WoS, and ScienceOPEN CSSR 2017 https://www.amerabra.org; https://fspu.uitm.edu.my/cebs; https://www.emasemasresources.com 4 th International Conference on Science & Social Research The Pines, Malacca, Malaysia, 06 -07 December 2017 eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI1.2313 Interactive Learning in Statistics and Students Performance in Higher Education Siti Fahazarina Hazudin 1 , Nor Habibah Tarmuji * 2 , Nurul Nadia Abd Aziz 3 , Indarawati Tarmuji 4 , Nor Aini Hassanuddin 5 1 Faculty of Business and Management, Universiti Teknologi MARA, Jengka, Pahang, Malaysia . 2 Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA Pahang, Jengka, Pahang, Malaysia. 3 Faculty of Business and Management, Universiti Teknologi MARA, Raub, Pahang, Malaysia. 4 Faculty of Accountancy, Universiti Teknologi MARA Selangor, Puncak Alam, Selangor, Malaysia. 5 Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Kuala Terengganu, Terengganu, Malaysia fahazarina@uitm.edu.my, norhabibah@uitm.edu.my, nurul_nadia@.uitm.edu.my, indarawati@uitm.edu.my, norai548@uitm.edu.my 0139947174 Abstract This study aims to examine the effectiveness of applying integrated learning tools to study statistics in a particular topic of sampling techniques. The researchers developed an interactive application, referred to as e-SampTec II, to enhance the overall student learning process. Based on a sample of 92 students from the Diploma of Applied Sciences at Universiti Teknologi MARA, Pahang, the mean test scores of the experimental group and control group were found to be significantly different at the 5% level. These results suggest that employing technology-assisted pedagogy can be a more compelling medium for teaching and learning the current university generation, and in turn, to enhance their overall study performance. Keywords: Higher education; Interactive learning; Statistics; e-learning eISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI1.2313 1.0 Introduction Current trends reveal that e-learning has become a prominent teaching tool and acts as an alternative to traditional classroom learning (Zhang, Zhou, Briggs, & Nunamaker, 2006). The development of e-learning primarily aims to deliver the content of training or education quickly, effectively, and economically (Halachev, 2009a). Zhang et al. (2006) demonstrate that e-learning plays an essential role in a student’s academic performance. E-learning is also expected to resonate with today’s millennial students, who typically love to explore online, and are proficient in using computers and the Internet. In a more specific context, it can be debated that teaching statistics courses using traditional methods does not necessarily improve the understanding of students at higher education levels (Zhang, Zhao, Zhou, & Nunamaker, 2004). As Weltman and Whiteside (2010) claim, active learning outcomes would demand students to be more active and participative with some degree of flexibility in controlling their learning process. Course contents should be carefully designed and incorporated with the use of advanced technology to achieve some teaching and learning objectives, particularly for the topic of topics (Chance, Ben-Zvi, Garfield, & Medina, 2007). In this regard, we have initially attempted to capitalize on the e-learning approach by teaching students the most challenging topic in statistics, i.e., sampling techniques. Based on the experience of lecturers teaching the “Introduction to Statistics” cour se, it was found that the students consistently scored the lowest marks for the topic of sampling techniques. Therefore, we designed the content of this particular topic to be embedded with a computerized interactive software using Microsoft PowerPoint and Excel. These two software