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Teaching Introductory Business Statistics Using the DCOVA Framework
Author(s) -
Levine David M.,
Stephan David F.
Publication year - 2011
Publication title -
decision sciences journal of innovative education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 19
eISSN - 1540-4609
pISSN - 1540-4595
DOI - 10.1111/j.1540-4609.2011.00316.x
Subject(s) - business statistics , computer science , context (archaeology) , statistics education , mathematics education , face (sociological concept) , teaching method , value (mathematics) , data science , statistics , psychology , mathematics , machine learning , sociology , paleontology , social science , biology
Introductory business statistics students often receive little guidance on how to apply the methods they learn to further business objectives they may one day face. And those students may fail to see the continuity among the topics taught in an introductory course if they learn those methods outside a context that provides a unifying framework. The DCOVA problem‐solving framework that presents discrete steps to define, collect, organize, visualize, and analyze data addresses these concerns while helping to enhance the perceived value of taking statistics courses.