Business Statistics Class Research Articles

A new day in higher ed: HyFlex Universities

ABSTRACT As COVID-19 continues to impact various business sectors, university administrators have steadily pushed for all academic units to resume on campus operations and activities; conversely, faculty and students have expressed increased interest in continuing online teaching/learning. We aim to mitigate this “tug-of-war” between administrators, faculty and students and develop an academic ecosystem that accommodates varying preferences. We piloted a hybrid flexible (HyFlex) Business Statistics class that combined face-to-face, synchronous online, and asynchronous online delivery modes into a single course. Survey results revealed that the majority of the respondents found access to recorded lectures and flexible ways to attend class extremely useful. We also analyzed enrollment trends to ascertain the potential impact of offering HyFlex courses at one of the authors' institutions. In spring 2022, over 64% of course enrollments and 72% of overcapacity classes were offered asynchronously online. Conversely, 89% of on campus classes were under capacity. Additionally, we examined tuition/fees for online vs. face-to-face courses for 50 universities in the US. Seventy eight percent of the schools had varying tuition/fees for online vs. face-to-face students, which led to revenue deficits ranging between −171,683,736.00 to 22,727,259.00. The adoption of HyFlex courses could positively impact the aforementioned issues.

Examining Undergraduate Students’ Attitudes toward Business Statistics in the United States and China

ABSTRACTThe rapid growth of analytics is bringing more attention to quantitative core curriculum requirements in undergraduate business programs. Statistical knowledge and skills are unequivocally recognized as essential cornerstone of business analytics. Furthermore, educational research has shown that academic performance in statistics classes is related to the attitudes that students bring to the course. This article assesses the reliability and validity of the Survey of Attitudes toward Statistics (SATS) in measuring noncognitive dimensions of attitudes among undergraduate business students. Sample data from U.S. and Chinese introductory business statistics classes were collected and analyzed to learn more about this aspect of student engagement across business schools located in countries with substantially different levels of success in international mathematics achievement testing, as well as differing cultural and educational practices. Results show that the six‐factor model structure of the SATS provides a good fit in both populations, with students entering business statistics holding only slightly positive attitudes toward the subject. Significant distinctions between four of the six attitude components were identified. Implications of measuring and improving these attitudes are discussed. Business statistics instructors are encouraged to use the survey as a standardized instrument to measure effects of interventions and make evidence‐based pedagogical decisions.

Thomas Jefferson Had Girls (a)

The A and B cases are intended for undergraduate, MBA, executive education, and MBAExec audiences. They were used as an exam case for “Data Analysis and Optimization,” which is both a first- and second-year MBA elective. They were also used as the first class of an undergraduate business statistics class. The A case begins by explaining that Thomas Jefferson fathered five girls (and one stillborn son) and Randolph Jefferson (Thomas's brother) fathered six boys (and no girls). An author of a 2009 book used these facts to argue that Randolph is more likely the father of Eston Hemings (a boy born to Sally Hemings, who was one of Jefferson's slaves) because “some men have boys and others have girls.” Although 1998 DNA evidence suggested that a Jefferson had fathered Eston, the question remained as to which Jefferson. In the B case, data are provided on the gender and birth order of children from 700,030 Danish families. Students use those data to test the idea that “some men have boys and others have girls.”There is a supplemental Excel file for students (UVA-QA-0797X) that accompanies the B case. Excerpt UVA-QA-0752 Rev. Jul. 9, 2012 Thomas Jefferson Had Girls (A) Thomas Jefferson designed the tombstone that marked his grave at Monticello and left instructions that only the following and “not a word more” be inscribed thereon: HERE WAS BURIED THOMAS JEFFERSON AUTHOR OF THE DECLARATION OF AMERICAN INDEPENDENCE . . .

Possible or Probable? An Experiential Approach to Probability Literacy

This paper presents the design for and results from an experiential learning activity for beginning statistics or decision analysis students. University students in a required business statistics class are given the task of asking subjects to rank 10 commonly heard uncertainty phrases (words such as “possible” and “probable”) in order from those that convey the most likelihood to those that indicate the least. The learning goals are communication, analysis of field results, and reflection upon the experience, and these are accomplished while exploring the concepts of subjective probability assessment as they are being learned in class. Students report their results and write a reflective report that covers their findings, the experience of working with participants, and, most importantly, their insights about language and the public's understanding of uncertainty. As students realize that those who assess probability are not always those who use the assessments for decision making, they become aware of the potential for confusion. The purpose of this article is not to conduct a statistical study of the rankings of the phrases, but rather to discuss the value of this experiential learning assignment for beginning students.

Using the Height and Shoe Size Data to Introduce Correlation and Regression

The Height and Shoe Size dataset contains information on height (in inches), dress shoe size, and gender for 408 college students. The information was collected to provide an interesting initial example for the study of correlation and regression in a business statistics class. Students don't mind providing this information (unlike weight, about which they are often more sensitive) and seem to enjoy seeing how accurate the resulting prediction is for their particular height or shoe size. Once each semester's values are added to the file, it is posted and used for a series of assignments. We begin with correlation, move on to a series of simple linear regression assignments, and finish by incorporating a dummy variable for gender. This data set could also be used for frequency distributions, histograms, or inference.

Does Smaller Class Size Affect Students Performance In Basic Statistics Class? An Empirical Study

The objective of this study was to determine whether smaller class size, defined as fewer than 20 students in Business Statistics class influence grades earned in the course. The investigator hypothesized that there is a positive relationship between class size and performance, which is measured by grade earned in the course. The study revealed a positive relationship between performance and class size. The results also indicated that the groups that were in the smaller classes performed better on tests than the control groups that were in the larger classes. Furthermore, the study revealed that although there was a positive correlation between performance and class size, simply reducing class size does not guarantee significant increases in performance for all students.

Studying Student Benefits of Assigning a Service-Learning Project Compared to a Traditional Final Project in a Business Statistics Class

The present study addresses the efficacy of using service-learning methods to meet the GAISE guidelines (http://ww2.amstat.org/education/gaise/GAISECollege.htm) in a second business statistics course and further explores potential advantages of assigning a service-learning (SL) project as compared to the traditional statistics project assignment. Second semester business students were given the choice of participating in a SL project or doing a traditional project assignment.When the projects were completed, students reflected on their experiences via survey. Both groups responded equally (agree or strongly agree) to the Likert scale questions: 96.15% reinforced learning objectives, 98.08% applied to real world, 84.62% positive experience. Responses to the open ended questions revealed that more students in the SL group (p = 0.019) wrote about the benefits of dealing with real world data, more SL students felt their work benefited others (65% felt their statistical expertise was valuable) and more (p=0.005) SL students felt that the experience will help them in future classes. These results suggest that while both groups were able to effectively support the GAISE guidelines, participation in the SL option offered an enhanced learning experience that included elements of social responsibility and personal growth. The experience was perceived more enjoyable and relevant to the real world adding elements of student empowerment while assisting a local agency in need of statistical expertise suggesting one can reap positive learning benefits by introducing service-learning pedagogy into a non-majors statistics course.

The Power of Doing: A Learning Exercise that Brings the Central Limit Theorem to Life

ABSTRACTThis article demonstrates an active learning technique for teaching the Central Limit Theorem (CLT) in an introductory undergraduate business statistics class. Groups of students carry out one of two experiments in the lab, tossing a die in sets of 5 rolls or tossing a die in sets of 10 rolls. They are asked to calculate the sample average of each experiment. An easy‐to‐use Excel template is designed to calculate the averages from the students' dice rolls. Empirical histograms are generated dynamically for both sample sizes of 5 and 10 rolls, visually demonstrating the convergence toward a bell‐shaped distribution for the sample means. Our classroom experiences with the learning approach show that most students view it as fun and valuable to their learning of the concepts underlying the CLT.

Using a spreadsheet programme to teach introductory statistics: reducing anxiety and building conceptual understanding

This paper presents an innovative method using spreadsheets to reduce anxiety and build understanding in introductory statistics courses. Empirical data show that instruction using spreadsheets is currently concentrated in business statistics classes. The authors advocate the use of spreadsheets in statistics education in other fields and present supporting cases.

Basic Math Skills and Performance in an Introductory Statistics Course

We identify the student characteristics most associated with success in an introductory business statistics class, placing special focus on the relationship between student math skills and course performance, as measured by student grade in the course. To determine which math skills are important for student success, we examine (1) whether the student has taken calculus or business calculus, (2) whether the student has been required to take remedial mathematics, (3) the student's score on a test of very basic mathematical concepts, (4) student scores on the mathematics portion of the ACT exam, and (5) science/reasoning portion of the ACT exam. The score on the science portion of the ACT exam and the math-quiz score are significantly related to performance in an introductory statistics course, as are student GPA and gender. This result is robust across course formats and instructors. These results have implications for curriculum development, course content, and course prerequisites.

Characteristics and Performance of Students in an Online Section of Business Statistics

We compare students in online and lecture sections of a business statistics class taught simultaneously by the same instructor using the same content, assignments, and exams in the fall of 2001. Student data are based on class grades, registration records, and two surveys. The surveys asked for information on preparedness, reasons for section choice, and evaluations of course experience and satisfaction. Using descriptive statistics, regression analysis and standard hypothesis tests, we test for significant differences between the online and lecture sections with regard to performance and satisfaction with the course as well as motivation and preparedness for taking an online course. We report several differences, including better performance by online students.

The Use of Technology in Teaching Business Statistics

In this study, the author administered a 19-question survey instrument to students in 2 types of business statistics classes at Virginia Commonwealth University. In the 1st class, a traditional 1, students used pocket calculators during exams and had access to tables in a textbook. In the other class, a technology class, each student had a computer and used the Minitab statistical software for calculations. The author compared the 2 classes to investigate differences in attitude toward technology learning and learning enhancement. Results showed that both classes felt comfortable with their corresponding approaches and performed similarly on a common final exam.

Teamwork

This article describes a team-based project developed for undergraduate students in both business communication and business statistics classes in a small, midwestern college. More than 94% of the students endorsed the usefulness of the project, which was designed to help them develop communication competencies in multiple areas: working in teams, writing collaboratively, participating in meetings, and giving and receiving constructive criticism. The project presents a model of collaboration between instructors in business departments.