How Are Students Learning in a Business Statistics Course? Evidence from Both Direct and Indirect Assessment

Published Online:https://doi.org/10.1287/ited.2022.0270

References

  • Brower AM, Ketterhagen A (2004) Is there an inherent mismatch between how black and white students expect to succeed in college and what their colleges expect from them? J. Soc. Issues 60(1):95–116.CrossrefGoogle Scholar
  • Cohn E (1972) Students’ characteristics and performance in economic statistics. J. Edu. Bus. 3(2):106–111.Google Scholar
  • Crisp G, Doran E, Reyes NAS (2018) Predicting graduation rates at 4-year broad access institutions using a Bayesian modeling approach. Res. Higher Edu. 59(2):133–155.CrossrefGoogle Scholar
  • Erwin TD (1991) Assessing Student Learning and Development: A Guide to the Principles, Goals, and Methods of Determining College Outcomes, 1st ed. (Jossey-Bass, San Francisco).Google Scholar
  • Gainen J (1995) Barriers to success in quantitative gatekeeper courses. Gainen J, Williamson EW, eds. Fostering Student Success in Quantitative Gateway Courses (Jossey-Bass, San Francisco), 5–14.CrossrefGoogle Scholar
  • Garfield JB, Chance B (2000) Assessment in statistics education: Issues and challenges. Math. Thinking Learn. 2(1–2):99–125.CrossrefGoogle Scholar
  • Garfield JB, Gal I (1999) Assessment and statistics education: Current challenges and directions. Internat. Statist. Rev. 67(1):1–12.CrossrefGoogle Scholar
  • Haughton J, Kelly A (2015) Student performance in an introductory business statistics course: Does delivery mode matter? J. Edu. Bus. 90(1):31–43.CrossrefGoogle Scholar
  • Herndon MK, Moore JL (2002) African American factors for student success: Implications for families and counselors. Family J. (Alexandria, Virginia) 10(3):322–327.CrossrefGoogle Scholar
  • Lawrence JA, Singhania RP (2004) A study of teaching and testing strategies for a required statistics course for undergraduate business students. J. Edu. Bus. 79(6):333–338.CrossrefGoogle Scholar
  • Lester D (2016) Predicting success in psychological statistics courses. Psych. Rep. 118(3):772–777.CrossrefGoogle Scholar
  • May DK (2009) Mathematics self-efficacy and anxiety questionnaire. PhD dissertation, Philosophy Department, University of Georgia, Athens, GA.Google Scholar
  • Menhart S (2011) Direct vs. indirect assessment methodologies. Proc. Midwest Section Conf. of the Amer. Soc. for Engrg. Edu., University of Arkansas, Fayetteville, AR.Google Scholar
  • Mitra S, Beenen G (2019) A comparative study of learning styles and motivational factors in traditional and online sections of a business course. INFORMS Trans. Edu. 20(1):1–15.LinkGoogle Scholar
  • Mitra S, Goldstein Z (2015) Designing early detection and intervention techniques via predictive statistical models: A case study on improving student performance in a business statistics course. Comm. Statist. Case Stud. Data Anal. Appl. 1(1):9–21.Google Scholar
  • Mitra S, Goldstein Z (2018) Impact of supplemental instruction on business courses: A statistical study. INFORMS Trans. Edu. 18(2):89–101.LinkGoogle Scholar
  • Mundfrom DJ, Shaw DG, Thomas A, Young S, Moore AD (1998) Introductory graduate research courses: An examination of the knowledge base. Proc. Annual Meeting of the Amer. Edu. Res. Assoc., San Diego.Google Scholar
  • Onwuegbuzie AJ (2000) Attitudes toward statistics assessments. Assessment Evaluation Higher Edu. 25:321–339.CrossrefGoogle Scholar
  • Onwuegbuzie AJ, Leech NL (2003) Assessment in statistics courses: More than a tool for evaluation. Assessment Evaluation Higher Edu. 28(2):115–127.CrossrefGoogle Scholar
  • Onwuegbuzie AJ, Seaman M (1995) The effect of time and anxiety on statistics achievement. J. Experiment. Psych. 63:115–124.Google Scholar
  • Rochelle CF, Dotterweich D (2007) Student success in business statistics. J. Econom. Finance Edu. 6(1):19–24.Google Scholar
  • Rogers G (2020) Direct and indirect assessments. Retrieved July 8, 2021, https://www.abet.org/wp-content/uploads/2020/09/Direct-and-Indirect-09.09.2020.pdf.Google Scholar
  • SPSS IBM Accessed June 20, 2021, https://www.ibm.com/analytics/spss-statistics-software.Google Scholar
  • Tomasetto C, Matteucci M, Carugati F, Selleri P (2009) Effect of task presentation on students’ performances in statistics courses. J. Soc. Psych. Edu. 12:191–211.CrossrefGoogle Scholar
  • Weland Z (2020) Project-based learning in social statistics: Direct and indirect assessment of student learning outcomes. Proc. Duquesne Undergraduate Research and Scholarship Sympos. Retrieved July 7, 2021, https://dsc.duq.edu/urss/2020/proceedings/10/.Google Scholar
INFORMS site uses cookies to store information on your computer. Some are essential to make our site work; Others help us improve the user experience. By using this site, you consent to the placement of these cookies. Please read our Privacy Statement to learn more.