Changes in Math Prerequisites and Student Performance in Business Statistics: Do Math Prerequisites Really Matter?
We 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.
|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|
|Contact details of provider:|| Postal: Muncie, Indiana 47306|
Phone: (765) 285-5360
Fax: (765) 285-8024
Web page: http://www.bsu.edu/econ
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- 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.
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- 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 480-486, May.
- Richard H. Mattoon, 2007. "Can higher education foster economic growth?—a conference summary," Chicago Fed Letter, Federal Reserve Bank of Chicago, issue Mar. Full references (including those not matched with items on IDEAS)
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