Abstract
In an institutional review board–approved study aimed at evaluating differences in learning between a large-sized introductory business statistics course section using courseware assisted examinations compared with small-sized sections using traditional paper-and-pencil examinations, there appeared to be a severe disconnect between the final grades students expected to receive and the grades they actually earned. Given that the core-required business statistics course has, for many years, had a reputation among students as being anxiety producing, this disconnect was quite surprising. Using student responses to a survey administered early in the semester, demographic information was available that enabled assessment of this disconnect.
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