COR JESU COLLEGE, INC.

Sacred Heart Avenue, Digos City

Davao del Sur

COLLEGE OF SPECIAL PROGRAMS

COURSE CAT. NO. : GENED 4 COURSE CREDIT : 3 UNITS

COURSE TITLE: MATHEMATICS IN THE MODERN WORLD COURSE PRE-REQUISITE :

Vision

Cor Jesu College, a premier Catholic educational institution in Southern Mindanao, envisions fully transformed persons inspired by the spirituality of the Most Sacred Heart of Jesus and
the charism of the Brothers of the Sacred Heart.

Mission

We, the members of Cor Jesu College community, commit ourselves to:
1) advance a responsive and dynamic learning environment that draws out the best in all; (EXCELLENCE)
2) nurture a compassionate community that journeys as one family united at the Heart of Christ; and (COMMUNITY)
3) strengthen responsible stewardship towards social transformation, progress and sustainable development (APOSTLESHIP)

Core Value of Compassion

4) This value of compassion, inspired by the spirituality of the Sacred Heart of Jesus, is characterized by selfless and dedicated concern for others marked by loving respect and kindness.

Course Cat. No.: Date Effective: Prepared by: Approved by:

GENED 4

Course Title: OCTOBER 2019 NEIL MARC JOAQUIN MATE, LPT, MAED HERMOGENES C. ORION, JR.,Ed.D
MATHEMATICS IN THE MODERN Part Time Instructor CSP Dean
WORLD

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 COR JESU COLLEGE
COLLEGE DEPARTMENT
Sacred Heart Avenue, Digos City, Philippines
Tel. No. (082) 553 – 2433 local 105* Fax No.: (082) 553 – 2433
Website: www.cjc.edu.ph * Email: cjccollegedepartment@yahoo.com
COLLEGE OF SPECIAL PROGRAM
COURSE CAT. NO. : GENED 4
COURSE TITLE : MATHEMATICS IN THE MODERN WORLD
COURSE CREDIT : 3 units
PRE –REQUISITE :

VISION
Cor Jesu College, a premier Catholic educational institution in Southern Mindanao, envisions fully transformed persons inspired by the spirituality of the Most Sacred Heart of Jesus and the charism of the Brothers of
the Sacred Heart.

MISSION
We, the members of Cor Jesu College community, commit ourselves to:
1. advance a responsive and dynamic learning environment that draws out the best in all; (EXCELLENCE)
2. nurture a compassionate community that journeys as one family united at the Heart of Christ; (COMMUNITY)
3. strengthen responsible stewardship towards social transformation, progress and sustainable development. (APOSTLESHIP)

Core Value of COMPASSION

This value of compassion, inspired by the spirituality of the Sacred Heart of Jesus, is characterized by selfless and dedicated concern for others marked by loving respect and kindness.

GOALS OF THE COLLEGE DEPARTMENT

GOALS OF THE COLLEGE DEPARTMENT CJC MISSION / CORE
VALUE OF COMPASSION
1 2 3 4
1 Offer academic programs that meet local and global demands; 

2 Conduct developmental researches and productive scholarship activities for dynamic and responsive instruction;  

3 Engage in community extension services for capacity building and empowerment of poor communities; 
4 Provide a research and field based instructions for a relevant and functional learning;   
5 Nurture a climate of compassionate community of personal, communitarian and spiritual growth; 
6 Send graduates to the fields of works as God-centered professionals, responsible stewards of nature, agents of cultural preservation and  
promotion, initiators of social transformation and sustainable development.

Course Title: Date Effective: Date Revised: Prepared by Endorsed by Approved by

MATHEMATICS IN THE
MODERN WORLD NOVEMBER 2019 OCTOBER 2019 NEIL MARC J. MATE, LPT, HERMOGENES C. ORION, JR.,Ed.D. ALEX D. NIEZ. Ph.D, Ed.D
MAED
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 INTENDED LEARNING OUTCOMES

Institutional Level
(These are statements of what graduates of the institution are supposed to be able to do)
(Related Terms: Institutional Outcomes and Competencies of the Ideal Graduates)

INTENDED PROGRAM EDUCATIONAL OUTCOMES

(CJC IDEAL GRADUATES)
CJC PILLARS

The CJC Graduates can:

Excellence Community Apostleship

1. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective

professional practice in the field of specialization.

2. Exercise critical and creative thinking in providing solutions to discipline-related problems. 

3. Apply effective communication skills, both orally and in writing, using the English language. 

4. Utilize lifelong learning skills in pursuit of personal development and excellence in professional practice 

5. Contribute to nation-building and national development through application of new technology 

6. Work effectively in multi-disciplinary and multicultural teams 

7. Actualize professional practices with a sense of community characterized by compassion and

trustworthiness. 

8. Hold personal values and beliefs as ethical professional consistent with Filipino family values, industry-
desired values and global citizen values. 

9. Exhibit professional character as responsible stewards for social progress and development marked by
availability and accountability 

Program Level

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 (Has 2 parts: Program Educational Objectives (PEOs) and Program Outcomes or Student Outcomes)

A. Program Educational Objectives (PEOs)

(These are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve within 3 to 5 years after graduation. Note: Educational Objectives of
the Division or College which intended program educational outcomes are Program Graduate Attributes which emphasize what the graduate of a certain program can understand, can do, can achieve after
three to five years of graduation).

INTENDED PROGRAM EDUCATIONAL OUTCOMES CJC PILLARS

(CJC- CSP BSCRIM Attributes) Excellence Community Apostleship
Identify and design lessons according to the stages of learner’s growth and     
1. Demonstrate in – depth understanding of the development.
development of adolescent learners Utilize the potentials and uniqueness of individual learners in teaching     

Discuss and share insights on the subject area’s learning goals, instructional     
2. Exhibit comprehensive knowledge of various procedures and content in the secondary curriculum.
learning areas in the secondary curriculum. Facilitate collaboration among diverse learners     

Use appropriate teaching – learning strategies to sustain interest in learning.     

3. Create and utilize materials appropriate to the
Select, develop or adapt updated technology in support of instruction.     
secondary level to enhance teaching and
learning.
Use improvised and indigenous materials for meaningful learning.     

Balance the use of traditional and non – traditional assessment techniques.     

4. Design and implement assessment tools and
Interpret the use assessment data and information to improve teaching and     
procedures to measure secondary learning
learning
outcomes.
Adjust assessment tools and procedures to reflect school policies and     
guidelines.
5. Establish harmonious working environment Serve their communities with compassion and behave in accordance with the  
with utmost professionalism dedication to Code of Ethics of Professional Teachers.
duties empowered by the core value of Exhibit teamwork, effective communication skills, and effective leadership  
compassion. skills among students, parents, colleagues, and other stakeholders.
Witness and work as God centered teachers, responsible stewards of nature, and  
agents for cultural preservation and promotion.
Initiate social transformation and sustainable development  

B. Program Outcomes/Student Outcomes

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 (This specifies what students are expected to know and be able to do by the time of graduation of the taken program. These relate to the skills, knowledge, and behaviors that students acquire as they go through
the program. Note: CHED Prescribed Program Outcomes are included/ considered)

INTENDED PROGRAM EDUCATIONAL OUTCOMES CJC PILLARS

(CJC- CSP BSCRIM Graduate Attributes) Excellence Community Apostleship
By the time of graduation, BSBA/BSAT graduates will be able to: 1 2 3 4 5 6 7 8 9
a. express effectively oneself through oral and written communication;     

b. acquire high level of content knowledge in the area of specialization;     

c. apply the basic and higher level of literacy, numeracy, critical thinking, learning skills needed for higher learning;
    

d. apply a meaningful and comprehensive knowledge of the subject matter they will teach;     

e. understand a deep and principled knowledge on educational processes related to larger historical, social, cultural, and political
    
processes;

f. demonstrate a deed and principled understanding of the learning processes and the role of the teacher in facilitating these
processes among diverse types of learners of the different types of learning environments;     

g. demonstrate expertise and excellence in the field of specialization;     

h. apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development,     
educational assessment, and teaching approaches);

i. create and innovate alternative learning approaches, and evaluation of the effectiveness of such approaches in improving
    
student learning;

j. create and innovate alternative approaches and evaluation of the effectiveness of such approaches in improving and learning;     

k. develop willingness and capability to continue learning in order to better fulfill their mission as teachers;  

l. establish learning environments that respond to the aspirations of the community;  

m. characterize a dignified personality which could serve as model worthy of emulation by learners, peers, colleagues, and others;  
and

n. develop positive attitudes towards teaching profession and collaborating with others in the pursuit of academic excellence,
 
personal, professional, and community development.

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 Course Level
(There are intended course learning outcome statements which emphasize what students should be able to do at the completion of a given course/subject, e.g. Com Arts 1, College Algebra, etc.. Note: This course intended
learning outcomes statements are very important components in outcomes based teaching and learning implementation that every faculty member should be able to recognize).
INTENDED COURSE LEARNING OUTCOMES CJC PILLARS
COURSE/SUBJECT: MATHEMATICS IN THE MODERN WORLD
Excellence Community Apostleship
(CJC- CSP BSCRIMSTUDENT ATTRIBUTES)
By the end of the course/subject the student will be able to (BSCRIM Students Attributes): 1 2 3 4 5 6 7 8 9
1. acquire a deep understand of the concepts and promotes understanding of economic decision-making factors, such as marginal     
analysis and opportunity costs.
2. gain actual experience in Economics and generating/interpreting graphs and charts.       

3. develop appreciation towards diversity of culture and tradition which fosters nationalism; and  

4. develop positive attitudes towards teaching and teaching as a profession.  

GENED 4 in the CJC -CSP BSCRIM Curriculum Map

Program Outcomes Code
Course Classification List of Required Courses (Subjects) Unit m n
a b c d e f g h i j k l
General Education MATHEMATICS IN THE MODERN WORLD
3
Course
COURSE SYLLABUS
Course Cat. No. GEN ED 4
Course Title MATHEMATICS IN THE MODERN WORLD
Course Credit 3 units
Contact Hours 50 hrs
Nocon, E.G. & Nocon, R.C. (2018). Essential mathematics for the modern world (2 nd Ed). Quezon City, Philippines: C & E Publishing , Inc.
Alejan, R., Bonghanoy,G., Ondaro,J., E., Sumalinog ,J. & Veloria ,E., Mathematics in the modern world. Manila, Philippines: Mutya Publishing House, Inc.
References Aufmann,R., Clegg, D.,Epp,S., Lockwood,J. & Lockwood,Jc.(2018). Mathematics in the modern world. Manila, Philippines: Rex Bookstore. Excersions USA: Cengage Learning
CK-12 Probability Advanced. 2nd Ed. (pdf File)
Instructor NEIL MARC JOAQUIN MATE, LPT, MAED
This course deals with nature of mathematics, appreciation of its practical, intellectual and aesthetic dimensions and application of mathematical tools on daily life.
It begins with an introduction to the nature of mathematics as an explanation of patterns (in nature and environment) and as an application of inductive and
deductive reasoning. It then proceeds to survey ways in which mathematics provides a tool for understanding and dealing with various aspects of present day
Course Description
living, such as managing personal finances, making social choices, appreciating geometric designs, understanding codes used in data transmission and security, and
dividing limited resources fairly. These aspects will provide opportunities for actual doing mathematics in abroad range of exercises that bring out the various
dimensions of mathematics as a way of knowing and test students understanding and capacity.
GENED 4 Intended Course Learning Outcomes
By the end of the semester, the BSCrim students will be able to:
BSBA/ BSAT 1. acquire a deep understanding of the concepts and promotes understanding of data management
Students' Attributes 2. gain actual experience in the real-life situation of mathematics in the modern world and generating/interpreting graphs and charts.
3. develop appreciation towards diversity of culture and tradition which fosters nationalism; and
4. develop positive attitudes towards teaching and teaching as a profession.
REQUIREMENTS PRACTICE SETS

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 GRADING
TIME COURSE INTENDED CRITERIA
COURSE CONTENT TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASKS (RUBRICS,
FRAME LEARNING OUTCOMES
OBJECTIVE TESTS
ETC.)
To establish the wisdom of offering Introduction: Lecture and Group Discussion: Students will be grouped and ESSAY: Students will answer the
the course as means of realizing the Vision and Mission given 15 minutes to discuss the mission, vision, goals and following questions: How would they Rubrics for the Essay
College’s mission of  Spirituality of objectives of Cor Jesu College. Specific guide questions will contribute to the realization of the vision
EXCELLENCE; COMMUNITY; Compassion be provided for discussion. Another 5 minutes will be allotted and mission of Cor Jesu College?
and APOSTLESHIP. Pillars of CJC: for each group’s presentation/sharing of output.
EXCELLENCE,
COMMUNITY and
1st APOSTLE SHIP
Session
Giving of
1. Expectations
2. Course Content
3. Reference
4. Grading System
5. Requirements
6. Policies
FIRST QUARTERLY EXAMINATION
I. INTRODUCTION TO
WEEK 1 At the end of the session, STATISTICS
Short Quiz Points System
80% of the students can: A. Origin of statistics Group Discussion Teacher will conduct a 10 – minute quiz at
1. Egyptian and Students have already been pre-assigned to research on the the end of the topic
Roman Origin of Statistics and its Significance in the Business World,
Civilization the students then are asked to form a triad and share the Assignment
2. Middle Ages information they have gathered regarding the topic. Students will be asked to gather data on
different types of variables (i.e. age, Points System
B. Statistics in height, favorite subjects, etc.).
1. Accounting Powerpoint Presentation
2. Economics The Basic Concepts of and the Introduction to statistics will be Seatwork
3. Finance discussed by the teacher with the aid of a power point Worksheets will be given in which
4. Management presentation. students are required to identify the given Rubric for the
5. Marketing variables as discrete or continuous as well Written Output
2
CILO #1 6. International Triad Sharing as being nominal, ordinal, interval or ratio.
(acquire a deep understanding Business Each triad will be given activity sheets to discuss further their
of the concepts and promotes 7. Sports understanding, as well as minimize their confusion, on scales Quiz
understanding of economic 8. Criminology of measurement. A 15 – minute quiz will be given to the
decision-making factors, such class at the end of the week.
C. Reasons Why We
as marginal analysis and
Study Statistics Assignment
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 opportunity costs.) Students will be grouped into 5 groups and
D. Some Areas if each group will be given a specific method
Statistical of collecting data. They will then submit a
Applications written output of how they were able to
collect data using the method assigned to
them.
II. BASIC CONCEPTS Group Output
Each group will be asked to present to the
A. Statistics Rubric for the
class a sample problem that is suitable for
B. Descriptive Group Presentation
each sampling technique.
Statistics
C. Inferential Quiz
Statistics A 15 – minute quiz will be given at the end
D. Different Types of of the week.
Variables
E. Scales of
Measurement
F. Population and
Sample
G. Parameter and
Statistics

III. COLLECTION OF
3 DATA
Powerpoint Presentation
A. Methods of The Methods of Collecting Data will be discussed by the
Collecting Data teacher through a power point presentation.
1. Interview
Method
2. Questionnair
e Method Powerpoint Presentation
CILO #1 The teacher will prepare power point presentation on the
3. Empirical
(acquire a deep understanding Observation different Sampling Techniques.
of the concepts of data Method
management.) 4. Test Method
Group Dynamics
5. Registration Students will be grouped into 4 – 5 members and will be asked
Method to share within their respective groups their ideas,
understanding, and confusions on the topic.

B. Sampling
Techniques
CILO # 4
1. Random
(develop positive attitudes Sampling
towards teaching and teaching 2. Systematic
as profession)
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 Sampling
3. Stratified
Sampling
4. Non-random
Sampling
a. Purposiv
e
Sampling Rubrics for the
b. Convenie
Essay
nce
Sampling
c. Quota
Sampling
4
IV. ORGANIZATION
AND PRESENTATION Powerpoint Presentation
OF DATA Examples on how data are presented will be discussed to the Rubric for the
class through a power point presentation.
Question and
A. Presentation of
Data Group Dynamics Answer
1. Textual Form Students will be grouped into 4 – 5 members and they will be
2. Tabular asked to construct a table for the frequency distribution of
Presentation ungrouped data. A format will be given.
3. Graphical
Presentation Board and Marker Discussion
B. Frequency The frequency Distribution of Grouped Data will be discussed
Distribution by the teacher through examples written on the board while
1. Ungrouped students will be given activity/work sheets on the given Rubric for Graphs
Data examples and the format of the frequency distribution table for in the Quiz and
2. Grouped Data grouped data. Assignment
a. Class
Mark
b. Class
Boundary
c. Cumulativ
e
Frequency
d. Relative
Frequency
e. Cumulativ
e Relative
Frequency
f. Cumulativ
e
Percentag

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 CILO #1 e
(acquire a deep understanding Distributi
on
of the concepts and promotes 1st QUARTER EXAMINATION
understanding of data
management.)

2nd
QUART
ER V.DESCRIPTIVE Discussion SEATWORK
CILO # 4 STATISTICS Give exercises on the rules for summation.
Discuss briefly the rules for summation notation.
(develop positive attitudes
WEEK towards teaching and teaching A. Summary Notation
Group Dynamics Group Presentation
5 as profession) Group the students with 8 – 10 members in each group. Let Let each group present briefly their output.
B. Measures of Rubric for the
Central Tendency: them list their age, height, weight and weekly allowance. From Group
(Ungrouped and there arranged in decreasing or increasing order, and what is
Presentation of
Grouped Data) the average.
Output
1. Mean
2. Median
6 3. Mode DISCUSSION
Discuss through examples of the different measures of central Quiz
tendency of grouped data. A 30 – minute quiz will be given at the end
C. Measures of Activity sheets or fact sheets will be provided. Solve problems of the week.
Position: relating to mean, median, and mode of grouped data.
(ungrouped and
CILO # 4 Grouped Data) DISCUSSION
Interactive discussion on the measures of position, including
(develop positive attitudes 1. Quartiles
2. Deciles boardworks and individual exercises.
towards teaching and teaching
7 as profession) 3. Percentiles
Quiz
D. Measures of A 20 – minute quiz will be given at the end
Variability: of the week.
(Ungrouped and
Grouped Data)
1. Range
2. Mean
3. Absolute
Deviation
4. Variance

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 5. Standard
8 Deviation
6. Coefficient of
Variation
7. Quartile
Deviation
8. Interquartile
CILO #1 and Percentile
(acquire a deep understanding Range
of the concepts and promotes
understanding of economic MIDTERM EXAMINATION
decision-making factors, such
as marginal analysis and
opportunity costs.)

3rd
Quarter
VI. The nature of
CILO # 4 Mathematics
(develop positive attitudes
WEEK towards teaching and teaching A. Patterns and Numbers
9 as profession) in Nature and the World
B. The Sequence and
Patterns ( Arithmetic,
Geometric, Harmonic,
Fibonnaci)
C. Appreciation of
Numbers
D. We Grew Up with
Numbers ( Number
CILO # 4 System)
(develop positive attitudes
towards teaching and teaching
as profession)

10
VII. CODES
A. Binary Codes
B. Bits
C. The Decimal

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 Number System
D. Conversion of
Binary Numbers to
Decimal
E. Conversion of
Decimal Numbers
to Binary
F. Operations of
Binary

11
VIII. The
Mathematics Of
Finance
A. Interest
B. Maturity of
Future Value
C. Compound
Interest
D. Credit Cards
and Consumer
Loans
E. Stocks, Bonds
12 and Mutual Funds
THIRD QUARTER EXAMINATION
IX: Logic

A. Propositional Logic
B. Compound Proposition DRILL/REVIEW/GAME
FINAL C. Logical Operations “Identify Me” – Label the parts of the Cartesian plane.
QUART D. Propositions and Truth
Assignment
ER Tables
GAME Students are asked to construct a graph that
“Locate Me” – Identify the position of the points in the is most appropriate for the given situation.
WEEK
13 Cartesian plane. Seatwork
Group Output
GROUP WORK
Group discussion on the inclination and slope
. X. LINEAR FUNCTION
A. Cartesian
POWERPOINT PRESENTATION
Coordinate Plane The teacher will discuss Forms of Linear Equation
14 B. Inclination and Slope
through a power point presentation. Individual Activity
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 C. Intercepts Sample problems will also be discussed and solved. Worksheets will be given to the students
D. Linear Equation wherein they are asked to construct a
frequency distribution table.
1. Slope-Intercept SEATWORK AND BOARDWORK
Form Encourage students to answer on the board, paper or
2. Slope-Point Form verbally.
THE QUESTION AND ANSWER
3. Two-Point Form
15 Questions – posed by the teacher to
4. Intercept Form GALLERY WALK
determine if students understand
E. Systems of Linear Students (by group) present their assigned question
what is being/has been presented or
Equations in Two regarding the forms of the equation on the wall, while
to extend thinking, generate ideas or
Variables other groups will critique their solutions.
problem solve.
F. Applications of
Linear Function in SUSTAINED CONVERSATION
Business and Teacher-student or student-student discussion
Economics issues/topics in a meaningful context. Teacher will ask
QUIZ
1. Demand Function open-ended questions to sustain the conversation.
Teacher provides a set of questions
2. Supply Function
which measures mastery of the
16 3. Market GROUP DISCUSSION
concept through written assessment
Equilibrium Students discuss how to graph linear equations using
and evaluation.
the intercept and reduce it to slope-intercept form.
Students are given the slope and y-
intercept, the slope and a point, two
GROUP WORK
points and x- and y-intercepts to solve
A word problem is given by group which they are going
a linear equation.
to present after the allotted time.
A graph is also given and let the
students identify the intercepts and
the slope.
Problems related to demand and
supply functions, and market
equilibrium are given to students to
solve.

ASSIGNMENT
An assignment is given to students to
follow-up the lesson at home.
5 items of each form of linear
equation are given to students and let
them solve and write their answers in
the form y = mx + b.
Give also graphs and let them
determine the intercepts and y-
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 intercept of each and let them solve
the linear equations.
Give also a problem related to
demand and supply functions and
market equilibrium.

GRADED GROUP PRESENTATION OF

OUTPUT
This will be assessed with the use of a
rubric prepared by teacher and the
students.

FINAL EXAMINATION

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 GRADING SYSTEM
Midterm Grade:

Quizzes, Reports, Class Participation……………….……. 25 %

First Quarterly Examination……………………………………25 %
Midterm Examination…………………………………………….50%
TOTAL ……………………………………………………….….100%
Final Grade

Quizzes, Reports, Projects, Class Participation ………. 12.5 %

Third Quarterly Examination…………………………………..12.5 %
Midterm Grade……………………………………………………...25 %
Final Examination…………………………………………………..50 %
TOTAL ……………………………………………………….….100%
I have read the course syllabus and I understand that I have to comply with the requirements of the course and the expectations from me as a student of _____ during the ______
Semester of SY __________.

I am fully aware of the consequences of non-compliance with the above mentioned requirements and expectations.

______________________________________
Printed name and signature of student
__________________________
Date

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 REFERENCE
Nocon, E.G. & Nocon, R.C. (2018). Essential mathematics for the modern world (2nd Ed). Quezon City, Philippines: C & E Publishing , Inc.
Alejan, R., Bonghanoy,G., Ondaro,J., E., Sumalinog ,J. & Veloria ,E., Mathematics in the modern world. Manila, Philippines: Mutya Publishing House, Inc.
Aufmann,R., Clegg, D.,Epp,S., Lockwood,J. & Lockwood,Jc.(2018). Mathematics in the modern world. Manila, Philippines: Rex Bookstore. Excersions USA: Cengage
Learning
CK-12 Probability Advanced. 2nd Ed. (pdf File)
Altares, P.S., et al. (2012) Elementary Basic Statistics with Computer Application: Manila, Philippines: Rex Book Store.
Anderson, D.R., D.J. (1999). Statistics for Business and Economics. New York, USA: South-Western College Publishing.
Del Rosario, A.M. (2003). Basic Statistics with Probability. Manila, Philippines: Jade Bookstore.
Arao, R.R. et al. (2012). Statistics: Based CMO 03 Series 2007. Manila: Rex Book Store.
Bluman, A.G. (2012). Elementary Statistics: A Step by Step Approach. (8th Ed.). New York: McGraw-Hill.
Caras, M.S., et al. (2012) Statistics and Probability: A Simplified Approach.Mandaluyong City: National Book Store
Peck, R, Olsen, C., and Devore, J. (2012). Introduction to Statistics and Data Analysis. (4th Ed.). Austrilia: Belmant, CA: Thomson Brooks/Cole
Hijazi, R., & Zoubeidi, T. (2017). State of business statistics education in MENA region. Journal of International Education in Business, 10(01), 68-88.
Retrieved from https://search.proquest.com/docview/1904169824?accountid=37714
Ramnarayanan, R., Berenson, M. L., & Oppenheim, A. J. (2016). A comparison of student learning in a business statistics course using courseware
assisted, Traditional, and mixed assessment methods. Academy of Business Research Journal, 1, 25-49. Retrieved from
https://search.proquest.com/docview/1863559690?accountid=37714
Shambare, R. (2011). Using projects in teaching introductory business statistics: The case of Tshwane university of technology business school.
African Journal of Business Management, 5(11), 4176-4184. doi:http://dx.doi.org./10.5897/AJBM10.709
Yousef, D. A. (2016). Learning styles preferences of statistics students. Quality Assurance in Education, 24(2), 227-243. Retrieved from
https://search.proquest.com/docview/1774536417?accountid=37714

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