Foundations of Practical Analytic Skills: An Examination of Undergraduate Business Students' Self-Efficacy Using Excel
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| Publicado en: | Journal of Information Systems Education vol. 36, no. 3 (Summer 2025), p. 257-277 |
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| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 045 | 2 | |b d20250701 |b d20250930 | |
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| 100 | 1 | |a Bakir, Nesrin |u College of Business Illinois State UniversityNormal, IL 61790, USA | |
| 245 | 1 | |a Foundations of Practical Analytic Skills: An Examination of Undergraduate Business Students' Self-Efficacy Using Excel | |
| 260 | |b EDSIG |c Summer 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
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| 653 | |a Qualitative analysis | ||
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| 653 | |a Peer Teaching | ||
| 653 | |a Undergraduate Students | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Administrator Education | ||
| 653 | |a Financial Problems | ||
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| 700 | 1 | |a Salazar, Leslie Ramos | |
| 700 | 1 | |a Babb, Jeffry | |
| 773 | 0 | |t Journal of Information Systems Education |g vol. 36, no. 3 (Summer 2025), p. 257-277 | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3252289618/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3252289618/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3252289618/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |