Changes in Math Prerequisites and Student Performance in Business Statistics: Do Math Prerequisites Really Matter?
AbstractWe use a binary probit model to assess the impact of several changes in math prerequisites on student performance in an undergraduate business statistics course. While the initial prerequisites did not necessarily provide students with the necessary math skills, our study, the first to examine the effect of math prerequisite changes, shows that these changes were deleterious to student performance. Our results helped convince the College of Business to change the math prerequisite again beginning with the 2008/2009 academic year. Thus, this study is also the first to actually help strengthen math prerequisites and improve student performance in business statistics.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by Ball State University, Department of Economics in its series Working Papers with number 200704.
Length: 26 pages
Date of creation: Jul 2007
Date of revision: Jul 2007
Publication status: Published in The Journal of Economics and Finance Education, 2007, vol. 6, no. 2, pp. 27-38
binary probit; business statistics; math prerequisites; student performance.;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2007-07-27 (All new papers)
- NEP-BEC-2007-07-27 (Business Economics)
- NEP-EDU-2007-07-27 (Education)
- NEP-SOG-2007-07-27 (Sociology of Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Charles L. Ballard & Marianne F. Johnson, 2004. "Basic Math Skills and Performance in an Introductory Economics Class," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(1), pages 3-23, January.
- J. S. Butler & T. Aldrich Finegan & John J. Siegfried, 1998.
"Does more calculus improve student learning in intermediate micro- and macroeconomic theory?,"
Journal of Applied Econometrics,
John Wiley & Sons, Ltd., vol. 13(2), pages 185-202.
- Butler, J S & Finegan, T Aldrich & Siegfried, John J, 1994. "Does More Calculus Improve Student Learning in Intermediate Micro and Macro Economic Theory?," American Economic Review, American Economic Association, vol. 84(2), pages 206-10, May.
- Becker, William E, 1998. "Engaging Students in Quantitative Analysis with Short Case Examples from the Academic and Popular Press," American Economic Review, American Economic Association, vol. 88(2), pages 480-86, May.
- William E. Becker & William H. Greene, 2001. "Teaching Statistics and Econometrics to Undergraduates," Journal of Economic Perspectives, American Economic Association, vol. 15(4), pages 169-182, Fall.
- Rick Mattoon, 2007. "Can higher education foster economic growth?—a conference summary," Chicago Fed Letter, Federal Reserve Bank of Chicago, issue Mar.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Tung Liu).
If references are entirely missing, you can add them using this form.