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The Data to Decision Project: An Experiential Approach to Teaching Undergraduate Business Statistics
Matthew P. Shatzkin; Wei Chen; David S. Greisler; Christopher Kratz – Journal of Education for Business, 2024
Teaching statistics to undergraduate business students is an enduring challenge, often due to student apprehension and low understanding of relevance. The Data to Decision Project is an approach designed to address this challenge. At the onset of an introductory statistics course, fifty-two students received instruction on the Define, Collect,…
Descriptors: Undergraduate Students, Business Administration, Undergraduate Study, Statistics
Ding, Ning; Xu, Xiaoyan; Lewis, Emily – Journal of Education for Business, 2023
This quasi-experimental study examines the effect of short instruction videos on students' business statistics learning. Two hundred and thirty-one Dutch students attended 6-week online seminars on Business Statistics. One hundred and nineteen students were in an experimental group, and 112 in a control group. Students in the experimental group…
Descriptors: Educational Media, Video Technology, Age Groups, Statistics Education
Pepe, Michael; McCollum, Joseph – Journal of Education for Business, 2023
The purpose of this study was to empirically investigate the effectiveness of the Blended Learning Choice Model on student academic performance. In response to the requirements necessitated by the COVID-19 pandemic, an adaptive blended learning method was developed. This model combined pedagogical needs with digital technology using online…
Descriptors: Blended Learning, Academic Achievement, College Students, COVID-19
Mitra, Sinjini – Journal of Education for Business, 2022
Online education has grown exponentially in the past few years. An important aspect of learning that is often missing in online classes is the feeling of social connectedness among students. This paper presents a mixed methods approach using both quantitative and qualitative means to understand the impact and long-term benefits of a collaborative…
Descriptors: Cooperative Learning, Outcomes of Education, Academic Achievement, Disproportionate Representation
Morin, Jennifer; Tamberelli, Frank; Buhagiar, Tarek – Journal of Education for Business, 2020
Many educators utilize simulations to create active learning environments suitable for learning outcome achievement and soft skill development, which are critical for student success in the workforce. However, many educators focus primarily on affective benefits of simulations, such as engagement and motivation, rather than cognitive impacts, such…
Descriptors: Undergraduate Students, Business Administration Education, Educational Games, Computer Games
Ro, Young K.; Guo, Yi Maggie; Klein, Barbara D. – Journal of Education for Business, 2018
Many business schools are criticized for being ineffective in helping students learn proper management skills and knowledge. Flow theory has been cited as being helpful in many learning environments in that flow experience can enhance student learning. The authors conducted a study of 315 students in an undergraduate operations management (OM)…
Descriptors: Undergraduate Students, Business Administration Education, Teaching Methods, Instructional Effectiveness
Gresch, Eric; Rawls, Janita – Journal of Education for Business, 2017
This exploratory research examines students' perceptions of a capstone business simulation game by identifying (a) courses that were most useful in preparing students for the simulation and (b) interpersonal skills students found most helpful when working with teammates on the simulation. Also identified are the simulation's impact on student…
Descriptors: Business Skills, Success, Simulation, Interpersonal Competence
Dendir, Seife – Journal of Education for Business, 2016
The author uses data from two Principles of Microeconomics courses to examine differences in characteristics and performance of online versus face-to-face students. The analysis indicates that even in a traditional institution, the two delivery modes may be serving students with distinctly different backgrounds and characteristics. In terms of…
Descriptors: Microeconomics, Student Characteristics, Online Courses, Intermode Differences
Siagian, Ferdinand T.; Khan, Mohammad – Journal of Education for Business, 2016
The authors investigated whether students in an Intermediate Financial Accounting I course who took a 1-credit, participant-based accounting cycle course performed better than students who did not take the accounting cycle course. Results indicate a higher likelihood of earning a better grade for students who took the accounting cycle course even…
Descriptors: Accounting, Instructional Effectiveness, Student Participation, Academic Achievement
Hunt, Irma; Taylor, Ronald K.; Winter, Anthony; Mackie, J. Jay; Fisher, Daniel – Journal of Education for Business, 2016
Several research studies found that managers lacked a basic understanding of a balanced scorecard (BSC) approach to evaluate an organization. Because of this, the authors saw an opportunity to reorganize a course in order to provide students with an opportunity to address this issue. Therefore, a recent pilot study was conducted to ascertain…
Descriptors: Pilot Projects, Undergraduate Students, Business Administration Education, Teaching Methods
Middleton, Karen L.; Loveland, Karen A. – Journal of Education for Business, 2014
The authors describe the four stages of the closing the loop process undertaken by a college of business (COB) over a 6-year period. The COB developed and offered an online, noncredit review course to help students prepare for the Major Field Test in Business (MFT). Early results demonstrated the efficacy of the course as student scores rose from…
Descriptors: Business Administration Education, Online Courses, Test Coaching, Noncredit Courses
Sun, Qin; Ganesh, Gopala – Journal of Education for Business, 2014
The authors intend to describe the experience of developing and teaching an online marketing research class for master of business administration students. The class has been taught for four fall semesters. Each time, the class also completed an online survey, analyzed the resulting data, and wrote a detailed report for a real client. The course…
Descriptors: Masters Degrees, Business Administration Education, Electronic Learning, Online Courses
Who Really Answers the Questions? Using Glasser's Quality School Model in an Undergraduate Classroom
Logan, Jennifer; Plumlee, Gerald L. – Journal of Education for Business, 2012
The authors discuss the effectiveness of the Quality School model and active learning in an undergraduate classroom setting. They compare performance levels of students in two course sections of Principles of Macroeconomics and two sections of Managerial Communications. Students are given an opportunity to help shape the structure of the…
Descriptors: Instructional Effectiveness, Teaching Models, Active Learning, Student Motivation
Sebastianelli, Rose; Tamimi, Nabil – Journal of Education for Business, 2011
Given the expected rise in the number of online business degrees, issues regarding quality and assessment in online courses will become increasingly important. The authors focus on the suitability of online delivery for quantitative business courses, specifically business statistics and management science. They use multiple approaches to assess…
Descriptors: Online Courses, Interaction, Statistics, Teaching Methods
Lam, Monica – Journal of Education for Business, 2009
The author investigated the effectiveness of Web-based courses on technical learning. The regression results show that the delivery format (Web-based or traditional classroom courses) has no significant effect on student performance. However, although gender is a significant predictor in traditional classroom courses, its effect disappears in…
Descriptors: Evaluation Methods, Instructional Effectiveness, Web Based Instruction, Delivery Systems
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