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An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics

Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment.

Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. 

Methodology : A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016.

Contribution: To consider curriculum adjustments for first year programs and implications for teacher education.

Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach.

Recommendations for Practitioners: To consider the challenges faced by first year students and create a teaching approach that fits their needs.

Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance.

Impact on Society : The constructivist approach will enable learning to be enjoyable and students to be more confident.

Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.