Integrating the entrepreneurial mindset into solar energy statistical analysis and performance modeling

Abstract

Statistical knowledge is required for students in a range of disciplines. However, there are limited educator resources that exist for applying statistics to solve realworld problems. This investigation provides one approach to teaching statistics using entrepreneurial-minded learning (as a way to connect real-world applications and value creation with problem-solving and curiosity) in the context of solar energy. Both the ready-to-use teaching intervention and assessment of student learning details are provided for an undergraduate course on Introductory Statistics. The teaching intervention includes a series of seven lesson plans (and three extension projects) that educators can use in an introductory statistics course.

Endowment Effect, Information Asymmetry, and Real Estate Market Decisions: Willingness to Pay and Willingness to Accept Disparities

“…Paired or repeated sample t-tests have been widely used when comparing means between groups in different fields of study (Bosman et al, 2023;Gupta et al, 2023;Khosravi et al, 2018;Prabowo et al, 2023). However, it must only be used if underlying assumptions of normality, independence, and homogeneity hold true (Horn, 2009).…”

Choosing and using data and contexts for learning

“…Anyone who has given students in introductory statistics a free hand in choosing a context to investigate, knows how sporting data can be as attractive to students as it can be difficult for them to understand the statistical challenges and pitfalls in the way of researching what they want, which is often associated with individual stars or successful teams. In [6], a scraped and organised dataset using the US National Basketball Association (NBA) Legends dataset, with R code provided for those who The approach in [1] is an example of an immersive strategy which embeds an entrepreneurial mindset within introductory statistical learning in a renewable energy context relevant to a small student cohort. Because the solar energy context requires non-negligible learning, this paper demonstrates the care required in the learning and pedagogical structure to facilitate student investigation in a highly directed and complex context.…”