THE IMPACT OF USING REAL-WORLD DATA ANALYSIS IN APPLIED BUSINESS STATISTICS COURSES

An increasing number of employers are seeking college graduates with data analysis skills. However, research suggests that students have an aversion to statistics courses and avoid utilizing statistical tools in the workplace. Project-Based Learning has been proven to increase student engagement and achievement, particularly in courses with a heavy mathematical component. To bridge the gap between employer wants and student sentiment related to statistics, instructors of applied business statistics at a regional comprehensive public university implemented a group project that utilized real-word data to answer a research question. This paper examines if and through what channels this group project impacted student performance and knowledge using multiple linear regression models. Results indicate that inclusion of the group project is associated with higher final grades but lower average exam scores, while controlling for student ability using student cumulative grade point average as a proxy. Focusing on the students that completed the project, a higher project grade corresponds to both improved final grades and average exam scores, implying that the project solidifies learning of course concepts.