Abstract
Many universities require Business Statistics for undergraduate business majors. For students with weak quantitative and critical thinking skills, these courses present a significant challenge that must be met before beginning academic work in their major field. Pearson and partial correlation coefficients are calculated to identify three factors from an initial model of seven that are found to be significantly related to student performance in business statistics courses: class attendance, previous performance in algebra and differential calculus, and overall GPA. Awareness of these factors can provide a basis for improving student performance in Business Statistics.
Recommended Citation
(2007)
"Student Success in Business Statistics,"
Journal of Economics and Finance Education: Vol. 6:
Iss.
1, Article 6.
Available at:
https://scholarship.rollins.edu/jefe/vol6/iss1/6
