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Teaching Business Statistics to Multidisciplinary Law Students Using Constructivism Approach

Year: 2025
Type: article
Abstract: Aim/Purpose: The aim of this research is to study the performances of the inter-disciplinary law students in Business Statistics course and investigate the student’s academic performance and attitudes towards the course when taught using constructivist approaches and traditional class room approach. Background: Multidisciplinary progarmmes are offered to undergraduate students across various universities. Business statistics is one of such course offered to BBA LLB, which is a multidisciplinary course, students as part of their curriculum by these universities. The students who join in such course have some inhibitions and anxiety to learn Business Statistics. This study has tested whether constructivism approach is better than traditional classroom approach to make these multidisciplinary Law students understand Business Statistics. Methodology: The class size was 120 for each batch (Thos who are studying Business statistics in 2021-22 academic year and 2022-23 academic year) and a random sample of 32, 16 from each batch has been chosen for administering STAS questionnaire to test their attitudes towards the statistics course. To study the performance of the student all the 120 students of each batch was considered. Contribution To consider the changes in teaching methodology to teach business statistics for multidisciplinary law students. Findings The study found that those students who received the instructions through constructivist approach have a high mean score in terms of their attitude and marks received compared to those who received instructions through traditional class room method. Recommendations for Practitioners To make necessary changes in the teaching methodologies while teaching multidisciplinary students. Recommendation for Researchers To look for more creative and innovative teaching methodologies that suits to the students’ requirements
DOI: 10.12732/ijam.v38i4s.223
Language: English
Open Access status: diamond
OpenAlex ID: W4414570533
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