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Foundations of Practical Analytic Skills: An Examination of Undergraduate Business Students' Self-Efficacy Using Excel

Gardado en:
Publicado en:Journal of Information Systems Education vol. 36, no. 3 (Summer 2025), p. 257-277
Autor Principal: Bakir, Nesrin
Outros autores: Salazar, Leslie Ramos, Babb, Jeffry
Publicado:
EDSIG
Materias:
United States > US
Students
Information systems
Curricula
Skills
Data analysis
Qualitative analysis
Self assessment
Multiple regression analysis
Effectiveness
Self-efficacy
Learning
Education
Gender differences
Generation Z
Analytics
Quantitative analysis
Gender aspects
Accounting
Business analytics
College students
Distance learning
Self evaluation
Business
Computation
Business schools
Educational systems
Competence
Elementary schools
Data processing
Teachers
Business students
Information technology
Work skills
Regression analysis
National Surveys
Learning Activities
Basic Skills
Literature Reviews
Factor Analysis
Decision Making
Job Skills
Peer Teaching
Undergraduate Students
Influence of Technology
Administrator Education
Financial Problems
Correlation
Beliefs
Mathematics Instruction
Science Curriculum
Occupational Surveys
Business Education
Acceso en liña:Citation/Abstract
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Resumo:Microsoft Excel remains the primary spreadsheet software for numerical processing, computation, data analytics, and reporting in business schools across the United States. Given that Excel proficiency is a critical competency for business graduates, it also remains imperative that Excel skills are addressed as an essential component of the undergraduate business curriculum. Furthermore, Excel skills are also a critical issue in Information Systems education due to Excel's widespread use in end-user computing for business analytics and reporting. This study applies Bandura's self-efficacy theory to investigate how students' self-assessment of their Excel skills influences their confidence in solving business problems with Excel. A total of 113 undergraduate business students completed surveys which measured perceived Excel skills and self-efficacy. The study employed both qualitative and quantitative methods to analyze the findings. T-tests results revealed significant gender differences in Excel usage. Furthermore, differences in Excel proficiency were found among students in face-to-face and online courses. Multiple regression analysis showed a positive correlation between higher self-rated Excel skills, job-related Excel performance, and overall self-efficacy in using Excel. The findings offer implications for educators to further understand and enhance students' Excel self-efficacy within the business curriculum as a principal tool for quantitative and analytical reasoning.
ISSN:1055-3096
2574-3872
1055-3104
DOI:10.62273/BOYG3545
Fonte:ABI/INFORM Global