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

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書誌詳細
出版年:	Journal of Information Systems Education vol. 36, no. 3 (Summer 2025), p. 257-277
第一著者:	Bakir, Nesrin
その他の著者:	Salazar, Leslie Ramos, Babb, Jeffry
出版事項:	EDSIG
主題:	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
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その他の書誌記述
抄録:	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
ソース:	ABI/INFORM Global