Evaluating the Integration of Technology into Business Statistics

Abstract

T his research explores the use of computer technology (specifically Microsoft Excel spreadsheets and the WebCT content delivery and student evaluation mechanism) as enablers of content delivery and as ways to improve pedagogy and learning. I evaluate the effect of these technologies on course delivery in Introductory Business Statistics, a sophomore-level required business course, but the lessons learned may apply to any analytical subject in the OR/MS field. I compare two different course offerings, a "technology light" version and a "technology centric" version, for both student satisfaction level (based on standard student evaluations) and level of learning achieved (based on student scores on a common course final), as well as provide an evaluation from the instructor perspective. The efficiency of instructor time and class time improves with technology, after initial startup costs are incurred. Technology components are generally well-received by students, and final test scores improve. I hypothesize that the increase in the students' outside-of-class workload and the assessment enabled by the technology may adversely affect student evaluations.

Incorporating Unusual Fonts and Planned Mistakes in Study Materials to Increase Business Student Focus and Retention

“…Multiple-choice quizzes are commonly used to assess the effectiveness of various teaching methods. For example, in evaluating the effectiveness of teaching a business statistics course using "technology centric" and "technology light" methods, Gorman (2008) used a multiple-choice test to evaluate the effectiveness of these methods. A number of studies in the business education domain have used similar approaches in gauging performance (Hembrooke and Gay (2003) A classic and popular reference model that can be used for question development and to study the effectiveness of various teaching methods is Bloom's Taxonomy of the Cognitive Domain (Bloom (1956)).…”

An Evaluation of Technology Integration in Teaching Statistics

“…Similarly, the American Statistical Association (ASA) supports the use of technology for developing conceptual understanding and analyzing real data (GAISE, 2007). Various investigations have been made on the different teaching methods using technology and the impact on student's learning (Baharun & Porter, 2009;Gorman, 2008;Prabhakar, 2008;Tsao, 2006;Neiss, 2005;Sam & Kee, 2004;Garfield, Chance, & Snell, 2000).…”

“…These remarkable features facilitate the wide use of technology in teaching. Yet, introducing technology into the classroom can present challenges like students' lack of acceptance (Gorman, 2008).…”

“…The following are some of the positive effects of integrating new technology as pointed out by various research studies (Baharun & Porter, 2009;Gorman, 2008;Prabhakar, 2008;Morales & Roig, 2002;Su & Liang, 2000;Velleman, 1995):…”

Education and New Developments 2019

“…In the very early stages of teaching there is a sense that mathematics anxiety is exacerbated by spreadsheet shock. This latter point also being picked up by Gorman (2008) whom comments that the necessity to learn Excel can become an additional obstacle in learning statisticsthe vast majority of the business analysis curriculum.…”