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How Are Students Learning in a Business Statistics Course? Evidence from Both Direct and Indirect Assessment

Author

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  • Sinjini Mitra

    (Department of Information Systems and Decision Sciences, California State University, Fullerton, California 92831)

Abstract

This paper studies how both direct and indirect assessment outcomes can determine how students are learning different concepts in business statistics. We explore connections between the outcomes from the two assessment approaches and how different student characteristics and background factors impact these two methods of assessment. The results based on a sample of 64 students enrolled in an undergraduate business statistics course at a large public university designated as a minority-serving institution show some similarities and some differences among the two types of assessment outcomes and the insights they provide about overall student learning in the course. Furthermore, factors like gender and background grade point average are seen to impact both direct and indirect assessment results, whereas others such as the type of business concentration and student status only impact one type of assessment. Finally, we show that some indirect assessment outcomes can predict direct assessment outcomes while controlling for demographic and other background variables.

Suggested Citation

  • Sinjini Mitra, 2023. "How Are Students Learning in a Business Statistics Course? Evidence from Both Direct and Indirect Assessment," INFORMS Transactions on Education, INFORMS, vol. 23(2), pages 95-103, January.
    • Handle: RePEc:inm:orited:v:23:y:2023:i:2:p:95-103
    DOI: 10.1287/ited.2022.0270
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    References listed on IDEAS

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    1. Sinjini Mitra & Gerard Beenen, 2019. "A Comparative Study of Learning Styles and Motivational Factors in Traditional and Online Sections of a Business Course," INFORMS Transactions on Education, INFORMS, vol. 20(1), pages 1-15, September.
    2. Gloria Crisp & Erin Doran & Nicole A. Salis Reyes, 2018. "Predicting Graduation Rates at 4-year Broad Access Institutions Using a Bayesian Modeling Approach," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(2), pages 133-155, March.
    3. Sinjini Mitra & Zvi Goldstein, 2018. "Impact of Supplemental Instruction on Business Courses: A Statistical Study," INFORMS Transactions on Education, INFORMS, vol. 18(2), pages 89-101, January.
    4. Joan B. Garfield & Iddo Gal, 1999. "Assessment and Statistics Education: Current Challenges and Directions," International Statistical Review, International Statistical Institute, vol. 67(1), pages 1-12, April.
    Full references (including those not matched with items on IDEAS)

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