Computer laboratory workshops as learning environments for university business statistics: validation of questionnaires

• Published in: Learning environments research Vol. 24; no. 3; pp. 389 - 407
• Main Authors: Nguyen-Newby, Thuyuyen H., Fraser, Barry J.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.10.2021; Springer; Springer Nature B.V
• Subjects: Business Administration Education; Business education; Business Schools; CAI; Calculus; Classroom Environment; College Science; College Students; Computer assisted instruction; Computer Centers; Computers; Doctoral Programs; Education; Educational Environment; Educational Objectives; Educational Technology; Elementary Education; Elementary Schools; Foreign Countries; Higher education; Laboratories; Language Laboratories; Learning; Learning and Instruction; Learning Processes; Literature Reviews; Mathematics Instruction; Original Paper; Outcomes of Education; Questionnaires; Required Courses; Science Laboratories; Social Environment; Sociology of Education; Statistical Data; Statistics; Statistics Education; Student Attitudes; Student Participation; Student Surveys; Test Validity; University students; Validated Programs; Workshops; United Kingdom; Attitudes; Business statistics; Higher education; Learning environment; Attitude–environment associations; Computer laboratory workshops
• ISSN: 1387-1579; 1573-1855
• DOI: 10.1007/s10984-020-09324-z

Research on learning environments at the higher-education level has been quite sparse compared with studies at other educational levels. Because statistics is perceived as a difficult subject across disciplines, it suffers from low passing rates in many universities. This study involved validating questionnaires for assessing the psychosocial environment and student attitudes associated with learning business statistics in computing laboratory workshops. The Business Statistics Computer Learning Environment Inventory (BSCLEI) and Attitude to Business Analytics instrument were validated with 275 students enrolled across various business degree programs in the United Kingdom over two academic years. Various data analyses (including exploratory and confirmatory factor analyses) supported the validity of these two questionnaires, thereby paving the way for their future use in research and practical applications relevant to learning environments in higher-education statistics workshop classrooms.