Undergraduate Business Course: Students’ Perceptions

Topics: Statistics, Statistical significance, Business Pages: 23 (4662 words) Published: September 30, 2013
Use of an e-Textbook and Web-Based Homework for an
Undergraduate Business Course: Students’ Perceptions
Robert C. Cutshall, Ph.D., Texas A&M University – Corpus Christi Joseph S. Mollick, Ph.D., Texas A&M University – Corpus Christi Eugene M. Bland, Ph.D., CFA, CFM, CTP, Texas A&M University – Corpus Christi

More and more, employers are looking for workers that have a solid foundation in business statistics and data analysis. As businesses collect more and more information, the ability to efficiently and effectively utilize this information cause trained knowledge workers to be in greater demand. However, business statistics, where many of these high demand skills are taught, is a course that many students view in an unfavorable light. To revise the students’ perceptions of business statistics there is a need to revise the way that undergraduate business statistics courses are taught. This has been noted by various authors throughout the years. In an effort to bring more student engagement into their business statistics education, this study looks at the use of a web-based homework and electronic textbook applications in an undergraduate business statistics course. Specifically, this study examines the business students’ perceptions regarding the use of a web-based homework and electronic textbook combination in an undergraduate business statistics course.

The use of web-based homework is
relatively new in the context of business statistics so this study seeks to uncover the students’ perceptions regarding this new use of technology outside of the classroom.
Business statistics is a business core course that all undergraduate business students are required to take. Some colleges have a one semester undergraduate business statistics course and other colleges have a two semester course sequence of undergraduate business statistics. In 2001, McAlevey and Sullivan (2001) pointed to the usefulness of statistical knowledge in a business environment. Several years later the need for knowledge workers to have a solid understanding of business statistics and data analysis is even more apparent in a complex business environment where many businesses are measuring their stores of data in terabytes. Nevertheless the students’ view of statistics has been noted by many authors as being the most unpopular course in the business program (McAlevey and Stent, 1999). Perhaps the reason for the negative perception of statistics has to do with the math and statistics anxiety that many students have. Statistics anxiety is defined as “feelings of anxiety encountered when taking a statistics course or doing statistical analyses; that is gathering, processing and interpreting data” (Cruise, Cash, and Bolton, 1985). Six factors are used to measure statistics anxiety: worth of statistics (students’ perception of the value of statistics), interpretation anxiety (determining


which statistical test to use), test and class anxiety (anxiety related to taking a statistics class or exam), computational self-concept (relates to anxiety associated with math computation), fear of asking for help, and fear of statistics teachers (perception of the statistics teacher not being able to relate to students) (Cruise et al., 1985). Statistics anxiety is often reflected in lower student performance in the business statistics class (Baloglu and Zelhart, 2003). With technology becoming more and more prevalent at universities, many statistics instructors have sought ways to ease the statistics anxiety suffered by business students. Some instructors have brought technology into the classroom in the form of statistical applications like Minitab and SPSS in order to let the computer do the computations and then let the students focus only on interpreting the results (Spinelli, 2001; Steagall and Mason, 1994). Other studies have looked at replacing the traditional statistics classroom setting with statistics being taught through...

References: Baloglu, M. and Zelhart, P.F. (2003) Statistical Anxiety: a Detailed Review. Psychology and
Bennett, L. (2006). E-books: The Options: A Manual for Publishers. The Publishers
Association, London.
Bonham, S.W., Deardorff, D.L. and Beichner, R.J. (2003). Comparison of Student
Performance Using Web and Paper-based Homework in College-Level Physics
Research in Science Teaching. 40, 1050-1071
Brightman, H
Cruise, R.J., Cash, R.W. and Bolton, D.L. (1985). Development and Validation of an
Instrument to Measure Statistics Anxiety
Dufresne, R., Mestre, J., Hart, D.M. and Rath, K.A. (2002). The Effect of Web-based
Homework on Test Performance in Large Enrollment Introductory Physics Courses
e-book. (2009). In Merriam-Webster Online Dictionary. Retrieved February 21, 2009, from
EDUCAUSE (2006). 7 Things You Should Know About e-Books. EDUCAUSE Learning
Initiative London
Gay, S. (2007). E-Publishing Trends in the Academic and Professional Book Market.
Retrieved February 21, 2009 from
Grandzol, J.R. (2004). Teaching MBA Statistics Online: A Pedagogically Sound Process
Harrington, C.F. and Schibik, T.J. (2004). Methods for Maximizing Student Engagement in
the Introductory Business Statistics Course: A Review
Hauk, S. and Segalla, A. (2005). Students Perception of the Web-based homework program
WeBWork in Moderate Enrollment College Algebra Classes
Kulik, J.A. and Kulik, C.C. (1988). Timing of Feedback and Verbal Learning. Review of
Educational Leadership
Larson, R. (2002). E-enabled textbooks: Lower Cost, Higher Functionality. Retrieved
February 21, 2009, from http://campustechnology.com/articles/2002/05/eenabled-textbookslower-cost-higher-functionality.aspx
Lawrence, J.A. and Singhania, R.P. (2004). A Study of Teaching and Testing Strategies for a
Required Statistics Course for Undergraduate Business Students
McAlevey, L. G. and Stent, A. F. (1999). Undergraduate Perceptions of Teaching of a First
Course in Business Statistics
McAlevey, L. G. and Sullivan, J. C. (2001). Making Statistics More Effective for Business?
International Journal of Math Education
Palocsay, S.W. and Stevens, S.P (2008). A Study of the Effectiveness of Web-Based
Homework in Teaching Undergraduate Business Statistics
Porter, T.S. and Riley, T.M. (1996). The Effectiveness of Computer Exercises in
Introductory Statistics
Reitz, J.M. (2004). Dictionary for Library and Information Science. Libraries Unlimited
Spinelli, M.A. (2001). The Use of Technology in Teaching Business Statistics. Journal of
Education for Business
Steagall, J.W. and Mason, P.M (1994). Technology in the Classroom: Using PCs to Teach
Business and Economic Statistics
Vassiliou, M. and Rowley, J. (2008). Progressing the Definition of “e-book”. Library Hi
Warton, P.M. (2001). The Forgotten Voices in Homework: Views of Students. Educational
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Essay about Student
  • Thesis on Students Perception on Business and Employment Essay
  • Perception Essay
  • Undergraduate Courses for International Students
  • Essay about business course
  • Student Essay
  • student Essay
  • Essay on student

Become a StudyMode Member

Sign Up - It's Free