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Name

ID

Sheikh Foysal Shahrier Rabit

230110966

Rahatul Islam Nishan

230110968

S.M Asraful Alom Opu

200110579

Nusrat Jahan Meghla

230110980

Sheikh Abid Hasan Sabbir

230110987

Submitted to

Fairuz Rahman

Lecturer in HRM

Dept. in Business Administration

Northern University of Business and Technology, Khulna

Date of Submission: 10/12/23

Course Title: Business Mathematics

Course Code: QNT1204

Group: B

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The Relationship Between Norwegian Business Student’s Attitudes Towards Mathematics and Success in Business Education

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Introduction

Attitudes towards mathematics and the ability to use and think in mathematical terms are a key factor for academic success in many areas such as science, engineering, medicine, economics and more.

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Attitudes Towards Mathematics Inventory (ATMI)

  • Self-confidence: An individual believes in success in mathematics, is confident and feels capable in dealing with mathematical issues.

​

  • Enjoyment: An individual finds the subject interesting and enjoyable.

​

  • Value: Mathematics is useful and relevant for one’s life.

​

  • Motivation: It is about motivation and interest in mathematical issues.

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Literature Review

  • According to Tanveer et al. (2015), it is difficult to complete a bachelor programme in business studies without mathematical skills.

​

  • Johnson and Kuennen (2006) discuss the link between mathematical skills and success in introductory statistics.

​

  • Cerbito (2020) reports that students have different attitudes towards mathematics depending on study fields.

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This study assumes there is a connection between ATMI and success in business education.

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  • Hypothesis 1 (H1): There is a positive link between ATMI and success in business subjects.

​

  • Hypothesis 2 (H2): The relationship between ATMI and performance varies among business subject.

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  • Hypothesis 3 (H3): Gender and GPA are correlated with achievement in business courses.

Hypothesis

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Link Between Gender, GPA, ATMI and Success in Business Education

Students Performance in Business Subjects

Gender

GPA

ATMI

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  • Data Analyses: The data in this analysis are based on information obtained by distributing a questionnaire in 2018 and 2019 to the undergraduates attending a compulsory course at a business school in Norway.

​

  • Methodology: The quantitative methodological approach is a standard linear regression model based on gender, GPA, ATMI.

Data & Methodology

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Tables show the results of the regression analysis. There are identical explanatory answers for all subjects, but the number of observations varies depending on the course. Table 3a) to c) presents the quantitatively oriented courses.

Finding & Discussion

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​

Investment and Financial Analysis (2nd year)

Macroeconomics (2nd year)

​

Model 1

Model 2

Model 1

Model 2

​

B

t-value

B

t-value

B

t-value

B

t-value

Gender

.146

1.06

.149

1.09

.186

2.52**

.162

2.19**

GPA

.155

1.12

.157

1.14

.120

1.57

.101

1.32

Self- Confidence

-.172

-.91

-.250

-1.07

.334

3.04***

.190

1.51

Value

-.090

-.46

​

​

-.038

-.38

​

​

Enjoyment

.491

2.14**

​

​

.097

.75

​

​

Motivation

​

​

.460

1.96*

​

​

.205

1.60

​

​

​

​

​

​

​

​

​

​

Adj. Rs = .082, N = 50

Adj. Rs = .071, N = 50

Adj. Rs = .179, N = 151

Adj. Rs = .168, N = 153

Table 3a. Results from regression model. Standardized B-coefficients (quantitative courses)

*: P< .1, **: P <.05, ***: P<.001

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Table 3b. Results from regression model. Standardized B-coefficients (quantitative courses)

*: P< .1, **: P <.05, ***: P<.001

​

Microeconomics (1st year)

Applied Microeconomics (Voluntary 2nd year)

​

Model 1

Model 2

Model 1

Model 2

​

B

t-value

B

t-value

B

t-value

B

t-value

Gender

.070

.93

.056

.74

-.168

-1.74*

-.177

-1.81*

GPA

.089

1.15

.065

.83

.129

1.34

-111

1.14

Self- Confidence

.451

3.93***

.370

2.87***

.410

2.98***

.394

2.48**

Value

-.111

-1.08

​

​

-.104

-.92

​

​

Enjoyment

.022

.165

​

​

-.110

-.73

​

​

Motivation

​

​

.027

.21

​

​

-.144

-.91

​

​

​

​

​

​

​

​

​

​

Adj. Rs =.164, N = 148

Adj. Rs = .145, N = 150

Adj. Rs = .098, N = 98

Adj. Rs = .080, N = 99

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Table 3c. Results from regression model. Standardized B-coefficients (quantitative courses)

*: P< .1, **: P <.05, ***: P<.001

​

Managerial Economics and Accounting (Ist year)

Business Statistics (1st year)

​

Model 1

Model 2

Model 1

Model 2

​

B

t-value

B

t-value

B

t-value

B

t-value

Gender

.150

2.02**

.146

1.98**

.092

1.37

.092

1.39

GPA

.180

2.34**

.157

2.04**

.164

2.38**

.141

2.07**

Self- Confidence

.364

3.26***

.266

2.10**

.557

5.59***

.466

4.81***

Value

-.147

-1.42

​

​

-.017

-.19

​

​

Enjoyment

.048

.355

​

​

.025

.22

​

​

Motivation

​

​

.077

.59

​

​

.133

1.17

​

​

​

​

​

​

​

​

​

​

Adj. Rs = .148, N = 155

Adj. Rs = 148, N = 157

Adj. Rs = .346, N = 145

Adj. Rs = .363, N = 147

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ATMI and Success in Business Courses (H1 and H2)

  • This study shows a clear correlation between the dimension ATMI and performance in the quantitative business subjects. There is, in particular, a strong link between self-confidence and achievements.

​

  • It is difficult to analyse and interpret data sets, calculate probabilities and make predictions without mathematical skills. Statistical analyses are based on mathematical models to identify trends and patterns in data.

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Gender, GPA and Success in Business Courses (H3)

There is a lot of research on gender and performance in economic and administrative subjects and with mixed results.

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  • Milun et al. (2006) report that female students outperform male students in subjects like accounting, economics, marketing and business mathematics.

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  • Borde et al. (1998) suggest the opposite in the introductory finance course. In this study, there is no significant gender impact for most subjects.

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Limitation

The analysis in this research has some limitations:

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  • The analysis is from only one business school.

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  • Some of the subjects there are few observations.

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Conclusion

Mathematical skills are a very important component in explaining success for business students. ATMI contains several dimensions and there is a heterogeneous subject portfolio.

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THANK YOU!