Do you find it challenging to engage the students in your Introduction to Business Statistics courses? Try incorporating digital for a grade. Instructors who make MindTap count for at least 20% of their students’ score in Intro to Business Statistics see higher engagement and improved outcomes.

Recent analysis of MindTap usage across the 2014-2015 academic year demonstrates that using MindTap can have a significant and positive impact on student learning and outcomes.

In Intro Business Statistics, working in MindTap leads to better scores. For example, students who use MindTap at least three hours a week are more than twice as likely to receive a 90% average or better compared to students who spend less than an hour.

MindTap reinforces strong study skills! Students who use the Flashcard app more than ten times during the term are more likely to get a 90% average or better.

In addition, instructors spending time in MindTap drives students to spend time in MindTap! Looking at the data, we saw that instructors who spent eight or more hours managing their course (by modifying content, monitoring student progress, or communicating with students) had students who spent over 40 minutes more per week working in the course.

Business Statistics Instructors spending time in MindTap drives students to spend time in MindTap.

To learn more about the ways that MindTap supports student outcomes in Business Statistics courses, review the complete data sheet.

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Teach a different course in Trades, Technology, or Industry? See the results of our study of MindTap in courses across these fields.