This study explores the degree to which students' understanding, or knowledge, may deteriorate over time. Our specific focus was examining the importance of course sequencing in a curriculum. We measured student performance in quantitative business courses and found that, over time, the correlation between students' performance in those courses declined significantly. We further found that that decline was not linear.

The ways in which students normally obtain, retain, and get back information are defined as the students’ learning style.  Mismatches often occur between the learning styles of students in a Basic Statistics class and the teaching style of the instructor, with adverse effects on the quality of the students’ learning and on their attitudes toward the class and the subject.  The purpose of this study was to determine whether or not congruency of learning and teaching styles improve students’ performance in my Basic Statistics class.

This study explores the impact of unannounced quizzes on students performance on Quantitative Analysis examinations by comparing course sections with unannounced quizzes to sections with announced quizzes. The difference in academic performance between students with unannounced quizzes and students with announced quizzes was examined in this study. Test scores for the first and second semesters were compared between the students with unannounced quizzes and students with announced quizzes. A significant difference was found in academic performance between the group with unannounced quizzes and group with announced quizzes. The group with unannounced quizzes showed better performance than the control group with announced quizzes. Therefore, this study demonstrates that an unannounced quiz is more effective than announced quiz in Quantitative Analysis Performance.

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.