Abstract
As a supplement to traditional classroom instruction, online video tutorials were created and made available as just-in-time support to enhance undergraduate business students’ academic performance in a required introductory business statistics course. The study showed the availability of video tutorials enriched students’ learning experiences and enhanced their academic performance. The results suggest that the learning benefits of the video tutorials were instrumental to those students with a final course grade B or C because these students were struggling to understand the course materials in the class. While those students with a final grade of A, D, or F might believe that they either totally understood everything or they were absolutely lost in the class. In either case, these students might believe that studying the video tutorials added no more value to their understanding of the materials presented in the class.
Highlights
Statistical literacy, statistical reasoning, and statistical thinking are increasingly applied in various industries as today’s business becomes more digitalized (Ben-Zvi & Garfield, 2004; Franklin & Garfield, 2006; Lane, Mansour, & Harpell, 1993; Philip & Schultz, 1994)
The core-required business statistic course has been viewed by many students as being anxiety-producing and the most difficult to understand (Berenson, Ramnarayanan, & Oppenheim, 2015; Swanson, Meinert, & Swanson, 1994)
Students either had a very negative learning experience with the course (Hogg, 1991) or regarded it as an obstacle preventing them from receiving their business degrees (Perney & Ravid, 1990)
Summary
Statistical literacy, statistical reasoning, and statistical thinking are increasingly applied in various industries as today’s business becomes more digitalized (Ben-Zvi & Garfield, 2004; Franklin & Garfield, 2006; Lane, Mansour, & Harpell, 1993; Philip & Schultz, 1994). To respond to this trend, the accredited colleges of business school in the United States have required business students to take at least one statistics course in their degree program. As business statistics instructors, constantly struggle to find ways to help students learn business statistics more
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