Students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement: implications from a UK university

This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instr...

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Published inStudies in higher education (Dorchester-on-Thames) Vol. 41; no. 4; pp. 734 - 755
Main Authors Nguyen, ThuyUyen H., Charity, Ian, Robson, Andrew
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.04.2016
Taylor & Francis Ltd
Subjects
Academic Achievement
attitude
Business Administration Education
Business Schools
business statistics
Computer Uses in Education
Discriminant analysis
Educational Environment
Factor Analysis
Foreign Countries
Graduate Students
Higher Education
Instructional Design
instruments
Learning
Multivariate Analysis
Perceptions
perceptions of computer-based learning environment
postgraduate
Questionnaires
Regression (Statistics)
Statistical Analysis
Statistics
Structural Equation Models
Student Attitudes
Students
United Kingdom
United Kingdom
United Kingdom > UK
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Abstract This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and the other for measuring student attitude. Data were collected from 453 postgraduate business students in a UK university. Factor analyses were carried out to validate the instruments, whilst structural equation modelling was employed to validate the proposed model. The results demonstrate the importance of students' perceptions of subject integration within the learning environment and the relationship between their perceptions of cohesiveness, task orientation, and anxiety. The findings show that attitude towards statistics is significantly related to achievement, explaining almost 40% of variation, whilst perception of the learning environment (indirectly) explains about 29% of the achievement. Implications for teaching business statistics in higher education are discussed.
AbstractList This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and the other for measuring student attitude. Data were collected from 453 postgraduate business students in a UK university. Factor analyses were carried out to validate the instruments, whilst structural equation modelling was employed to validate the proposed model. The results demonstrate the importance of students' perceptions of subject integration within the learning environment and the relationship between their perceptions of cohesiveness, task orientation, and anxiety. The findings show that attitude towards statistics is significantly related to achievement, explaining almost 40% of variation, whilst perception of the learning environment (indirectly) explains about 29% of the achievement. Implications for teaching business statistics in higher education are discussed. [web URL: http://www.tandfonline.com/doi/full/10.1080/03075079.2014.950562]
This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and the other for measuring student attitude. Data were collected from 453 postgraduate business students in a UK university. Factor analyses were carried out to validate the instruments, whilst structural equation modelling was employed to validate the proposed model. The results demonstrate the importance of students' perceptions of subject integration within the learning environment and the relationship between their perceptions of cohesiveness, task orientation, and anxiety. The findings show that attitude towards statistics is significantly related to achievement, explaining almost 40% of variation, whilst perception of the learning environment (indirectly) explains about 29% of the achievement. Implications for teaching business statistics in higher education are discussed.
Audience Higher Education
Postsecondary Education
Author Robson, Andrew
Nguyen, ThuyUyen H.
Charity, Ian
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  surname: Charity
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  organization: Faculty of Business and Law, Northumbria University
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Snippet This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic...
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StartPage 734
SubjectTerms Academic Achievement
attitude
Business Administration Education
Business Schools
business statistics
Computer Uses in Education
Discriminant analysis
Educational Environment
Factor Analysis
Foreign Countries
Graduate Students
Higher Education
Instructional Design
instruments
Learning
Multivariate Analysis
Perceptions
perceptions of computer-based learning environment
postgraduate
Questionnaires
Regression (Statistics)
Statistical Analysis
Statistics
Structural Equation Models
Student Attitudes
Students
United Kingdom
Title Students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement: implications from a UK university
URI https://www.tandfonline.com/doi/abs/10.1080/03075079.2014.950562
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1091290
https://www.proquest.com/docview/1769715694
Volume 41
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