4642 Using Spreadsheets To Develop Applied Skills in A Business Math Course Student Feedback and Perceived Learning
4642 Using Spreadsheets To Develop Applied Skills in A Business Math Course Student Feedback and Perceived Learning
4642 Using Spreadsheets To Develop Applied Skills in A Business Math Course Student Feedback and Perceived Learning
10-21-2015
Recommended Citation
Mays, Thomas (2015) Using spreadsheets to develop applied skills in a business math course: Student feedback and perceived
learning, Spreadsheets in Education (eJSiE): Vol. 8: Iss. 3, Article 1.
Available at: http://epublications.bond.edu.au/ejsie/vol8/iss3/1
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Using spreadsheets to develop applied skills in a business math course:
Student feedback and perceived learning
Abstract
This paper describes the redesign of a business math course and its delivery in both face-to-face and online
formats. Central to the redesigned course was the addition of applied spreadsheet exercises that served as both
learning and summative assessment tools. Several other learning activities and assignments were integrated in
the course to address diverse student learning styles and levels of math anxiety. Students were invited to
complete a survey that asked them to rank course activities and assignments based on how well they helped
the student learn course material. Open-ended items were also included in the survey. In the online course
sections, students reported higher perceived learning from the use the spreadsheet-based application
assignments, while face-to-face students preferred demonstrations. Qualitative remarks from the online
students included numerous comments about the positive learning impact of the business application
spreadsheet-based assignments, as well as the link between these assignments and what students considered
the “real world.”
Keywords
Applied business spreadsheets, spreadsheet assignments, business math, course redesign
Distribution License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0
License.
1. Introduction
Spreadsheets are an integral part of organizational data analysis activities. In the
modern era of “big data”, individuals and organizations are confronted by an
increasingly data-driven world. As such, data analysis has become a key 21st century
skill. As reported by the National Association of Colleges and Employers (NACE),
data management and analysis skills and related software proficiencies are in high
demand by today’s employers [8]. The Partnership for 21st Century Skills specifically
highlights the need for today’s students to develop strong information and
technology skills, including the ability to manage, evaluate and use information [10].
The use of computer-based spreadsheets in college courses provides a way to mesh
information management and analysis skills with technology skill areas. This is
particularly important in quantitative oriented courses.
To address these skill development needs, an introductory business math course was
redesigned to both include applied spreadsheet activities and assignments, and
deliver as an online course. The goal of this project was to create an applied course
that enables students to transform learned concepts into practical business
applications. A description of the redesign considerations and process, as well as the
results of surveys administered at the conclusion of each course section, are
presented here. The survey is provided in the appendix.
Prior to the redesign, the course focused primarily on developing business math
skills with limited attention to application oriented spreadsheet use. For example,
several lessons included instruction and resources on calculating descriptive
statistics and ratios, then required students to complete textbook problems using a
spreadsheet for reporting final answers. The course also included a limited number
and variety of learning activities and assessments.
Three identified problems directed the course redesign process. The first problem
involved addressing the need to foster the development of data, information and
software skills through the use of applied spreadsheets. These spreadsheets involved
merging the learning of quantitative business methods with business application and
spreadsheet analysis exercises. This is important because spreadsheets are used in
the course to help students develop applied skills appropriate for use in real world
applications. The second problem involved optimizing the course for online delivery.
The third problem involved student math anxiety and related issues with translating
math concepts to real world applications. A review of the literature on online course
design, spreadsheet use in classrooms, and anxiety mitigation was completed.
The redesigned course included a new focus on students developing applied
quantitative skills using spreadsheets. This involves not only learning introductory
quantitative concepts, but also the application of these concepts in a variety of real
world accounting, finance, and decision making scenarios. The student learning
outcomes for the course are listed below.
3. Course Redesign
Historically, many students who enrolled in this course had not completed math
courses beyond basic algebra. This necessitated retaining the math instruction part of
the course while enhancing the application aspects of the course. To support student
learning of spreadsheet formula development, tutorials were provided throughout
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Mays: Using spreadsheets to develop applied skills in a business math course
the course. In addition to the spreadsheet-based tutorials, the online course redesign
included the development of a number of course-specific instructional videos that
demonstrated solving common business math problems both by hand and using
spreadsheets. Third party videos and resources were also integrated. Tutorials on
creating formulas and using spreadsheet functions were also provided in the
learning management system for both the face-to-face and online course sections. For
the online course, opportunities for developing presence were created through the
availability of instructor-developed videos, student discussion forums and a team-
project option for the final project.
Grade Weights
Textbook
Homework
Spreadsheet
Homework
Exams
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Grade Weights
Final Project Participation
(Spreadsheet
based)
Textbook
Homework
Exams
(Spreadsheet
based)
Business
Applications
(Spreadsheet
Word
based)
Problems/
Forums
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Mays: Using spreadsheets to develop applied skills in a business math course
The online and face-to-face course versions were the same with the exception of
course modality. The course content, including the textbook, most learning resources
and the assessments remained the same. Since the online course was designed to be
delivered asynchronous, live classroom discussions and demonstrations were not
possible. This was addressed by incorporating several concept introduction and
problem demonstration videos to replicate the topics that would normally be
presented in face-to-face classrooms. In addition, several discussion forums were
added to the online course to foster interactivity among students. With the exception
of many of the instructional videos and the use of online discussion forums, the
online course site and related materials were also made available to the face-to-face
students as a part of the curriculum. While not all videos were available to the face-
to-face students, classroom-based demonstrations substituted for these learning
materials.
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disagree to strongly agree was used for responses. Students were also asked open-
ended questions including “Which activity or assignment was the most helpful in
this class?” and “Which activity or assignment was least helpful in this class?”. The
open-ended questions were analysed for common elements to help supplement the
survey data.
5. Results
The face-to-face course included 11 enrolled students as of the final day of class, with
seven students completing a survey instrument (n=7). The online courses included
students from four course sections, including 79 enrolled students with 32
completing a survey instrument (n=32). The course had only been offered once
during the study period using the face-to-face mode, thus a larger sample was not
possible. Tables 3 and 4 include frequencies and descriptive statistics for the survey
responses. Figures 4 and 5 illustrate the percent of total statistics for each activity and
assignment and survey responses. Frequency tables are included in the appendix.
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Mays: Using spreadsheets to develop applied skills in a business math course
Face-to-face course section: The following activities and assignments helped me learn in this
course, n=7
Strongly Strongly Agree +
Disagree Disagree Neither Agree Agree Strongly Agree
Problem demonstrations 0% 0% 0% 14% 86% 100%
Textbook homework 0% 14% 0% 57% 29% 86%
Discussion 0% 0% 14% 29% 57% 86%
Business applications 14% 0% 0% 14% 71% 85%
Summary sheets 0% 0% 14% 14% 71% 85%
Final project 0% 0% 29% 29% 43% 72%
Textbook readings 29% 14% 14% 14% 43% 57%
Word problems 14% 0% 43% 14% 29% 43%
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Problem demonstrations
Business applications
Summary sheets
Discussion
Final project
Textbook readings
Textbook homework
Word problems
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Business Applications
Final project
Summary sheets
Problem demonstrations
Word problems
Textbook homework
Textbook readings
Discussion
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
For the face-to-face course section, the highest percent share of strongly agree
responses occurred with demonstrations (86%), business applications (71%) and
summary sheets (71%). Summing the strongly agree and agree responses, the highest
responses were with problem demonstrations (100%), textbook homework (86%),
discussion (86%), business applications (85%), and summary sheets (85%).
For the online course sections, the highest percent share of strongly agree responses
occurred with business applications (65%), final project (47%) and summary sheets
(40%). Summing the strongly agree and agree responses, the highest responses were
with business applications (89%), final project (88%), and textbook homework (82%).
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Mays: Using spreadsheets to develop applied skills in a business math course
“I think each time we had to complete an Excel sheet it not only helped us learn the
material but allowed us to see it used in a business sense. Using particular
calculations and formulas helped to round our skills and personally my confidence in
the problem solving.”
“The business applications was the most helpful because I was able to learn a lot of
stuff on researching about personal finance and other business activities.”
“The business applications put in perspective how you might use math every day.”
“I liked the Business application assignments. I also think the final project gave us a
good insight into the business world of problem solving and business ethics. I
particularly liked the way it was structured into having a business and accounting for
the financial part of the business.”
“The business applications. Gave you practical assignments to work on that had real
world applications.”
“I like the business applications because I felt like it gave me hands on experience in
real situations.”
“The business applications and final project were really good. I think they helped me
see how I can use Excel to help in business operations.”
Students were asked about the kinds of activities or assignments that would be
helpful in reducing anxiety and increase learning. Of the 22 responses, 15 reported
no having no anxiety or that anxiety was not an issue. Several items were mentioned
once, and increasing the use of spreadsheets was mentioned three times.
Students were also asked about how did their thoughts and attitudes towards math
change during the semester. In the responses listed below, Excel was mentioned
positively several times, as was the application of learned skills in life or business.
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“Math is usually the last sought after subject but when you're able to apply it
towards business concepts successfully, it becomes clear to you how easy it is to use
but also how sensitive computing and calculating data really can be.”
“I guess I can see how Excel can help me with math problems now.”
“It seems to be easier to do through formulas through Excel, I still don't like math.”
“I have always liked math...not always great at it but enjoy doing it and learning
about it. The fact that math was interpreted into business situations made it so
much more interesting and practical.”
“I feel more comfortable with using Excel.”
Finally, students were asked which activities and assignments were least helpful. The
face-to-face course students mentioned word problems and the textbook most often,
with one participant mentioning the business applications, and another stating that
“Nothing was unhelpful”. In the online course sections, one participant remarked on
how they struggled with the business applications, while other responses included
“Not sure,” “None”, “It was all helpful,” and “No assignments were without
learning tools. All were helpful for the financial part of the business world.”
Speaking to the variety of learning preferences of students, while business
applications and the final project were mentioned most often, respondents also
referred to the summary handouts, discussions, word problems, and problem
demonstration videos as being helpful.
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Mays: Using spreadsheets to develop applied skills in a business math course
6.3. Conclusion
The connection that students reported between the spreadsheet assignments and real
world applications was important; it is key that students make connections between
classroom material and application, and that they find value in completing
coursework. Since data analysis skills continue to grow in importance to employers,
the development and use of applied spreadsheet assignments should continue to be
emphasized. Future research in this area should explore the impact of applied
spreadsheet assignments on student motivation, grade performance, and retention.
The course redesign process involved a thorough review of course objectives,
structure, learning materials, and assessments. The process was guided by reviewing
literature from Richlin [11], Palloff and Pratt [9], and Lehman and Conceição [7], and
the redesign was completed with online course delivery in mind. One of the primary
goals of the process was to create an online learning experience that focused on
students developing practical spreadsheet skills. This was accomplished through
creating the business application and final project assignments. Based on the analysis
of student work as well as the survey responses, future iterations of this course will
continue to emphasize applied spreadsheets, and instructors and course designers
are encouraged to develop similar assignments.
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