Abstract
This paper examines several ways in which teaching effectiveness and student learning in an undergraduate Business Statistics course can be enhanced. First, we review some key concepts in Business Statistics that are often challenging to teach and show how using real data sets assist students in developing deeper understanding of the concepts. Second, the paper examines some ways that typical learning issues faced by students taking such a course can be effectively addressed. Third, the paper describes how assessing what knowledge of statistics is retained after formal coursework is completed can provide both a rich source of feedback to improve Business Statistics courses themselves and to strengthen undergraduate business programs, in general.
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