ERIC Number: EJ1175067
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Using Financial Investment Measures to Proactively Engage Students in the Introductory Business Statistics Course
Berenson, Mark L.; Koppel, Nicole B.; Lord, Richard A.; Chapdelaine, Laura L.
Journal of Statistics Education, v26 n1 p17-30 2018
Typically, the core-required undergraduate business statistics course covers a broad spectrum of topics with applications pertaining to all functional areas of business. The recently updated American Statistical Association's GAISE (Guidelines for Assessment and Instruction in Statistics Education) College Report once again stresses the pedagogical importance of topic and application relevancy in an increasingly data-centered world. To this end, only two introductory textbooks have incorporated some financial investment measures (Sharpe ratio and beta coefficient) in the teaching of numerical descriptive measures and simple linear regression analysis, respectively, while a few others include them as real-data application exercises at the end of their respective chapters. Although this latter coverage is in compliance with GAISE College Report recommendations on the importance of using relevant real data applications in the teaching of introductory business statistics, it forgoes an opportunity to provide more detailed discussion within the text itself and add value to a business student's learning. Given that all business students will have an opportunity to learn about financial investment, regardless of their functional area major, this paper offers a more proactive use of these and other financial investment measures as part of the current, traditional course or as part of a suggested dedicated introductory business statistics course for finance majors.
Descriptors: Statistics, Investment, Introductory Courses, Business Administration Education, Undergraduate Students, Teaching Methods, Educational Practices, Educational Strategies
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
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