Effect of Experiential Learning in Business Statistics

In this study, the author examined the effect of a semester-long, active-learning project on student learning in a business statistics course. The author investigated whether students who engaged in this project performed better on project-related examinations than did students who did not participate in the project. Results showed that, compared with the traditional lecture format, the active-learning technique encouraged students to become more involved with the course content through application of theory to real-life situations. Thus, the active-learning students gained a better understanding of statistics than did the students in the traditional class.