Impact of video-based learning in business statistics: a longitudinal study

Abstract

Many undergraduate business students in the United Kingdom (UK) find themselves during the initial stages of their degree programmes required to study numerical subjects which, for many, have not been encountered since completing compulsory education. This paper considers the utilisation of a technology-based approach in order to support first-year undergraduate students engage with and achieve in the business numeracy subject area. The purpose of this paper is providing background introduction to new pedagogy through the use of technology. Through a longitudinal study conducted within a modern university in the UK over a 11-year period (2006–2017), this paper qualifies the impact of a video-based learning (VBL) approach on the achievement profiles of first-year undergraduate students within a modern business school. Results indicate that the use of a VBL approach such as that adopted within this study supports not only improvement in the number of students gaining an overall pass, but also an overall improvement amongst higher achieving students within business numeracy. Findings also demonstrate those characteristics of a VBL approach that support continuation of student engagement with the subject matter throughout their studies. Whilst such findings offer a range of benefits to both students and educators in enhancing student achievement, these also serve to introduce a new learning model which will be explored in subsequent research.