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The purpose of this study was to compare the academic performance of online courses in statistics with traditional courses in statistic for MBA students at a private university in Puerto Rico. The research utilized an experimental study design for two groups, where a t test statistical analysis was used, with a 99% level of confidence. The population of the study was composed of 47 students, of which 20 were from the control group and 27 were from the experimental group. Students in the experimental group were exposed to the online courses through the platform Blackboard Collaborate, which incorporated asynchronous communication, synchronous communication, and virtual classrooms. Students in the control group were taught the equivalent statistic courses through the traditional face-to-face classroom method. The content for both groups were: Data Types, Measures of Central Tendency, Measures of Dispersion, Boxplot, Graphics, Scatter Plot, Sample Size, Confidence Estimates, Probability, Discrete and Continuous Distributions, Hypothesis Testing, z-Test, Variance Analysis, t-Test, ANOVA, Regression, and Correlation Analysis. The study found that the online courses that utilized the tools of asynchronous communication, synchronous communication, and the virtual classrooms were more effective than the traditional teaching method in graduate-level statistics courses. The study determined that high student participation while engaged in asynchronous and synchronous communication activities allowed a constant connection between the student and the professor, student with other students, and fostered higher student motivation. The results argue that teaching statistics and other courses in mathematics related fields no longer have to be dominated by face-to-face instruction, as the findings support that courses in the discipline of mathematics are successfully taught using innovative education techniques leveraging on synchronous communication technologies. [ABSTRACT FROM AUTHOR]

The movement to real-time is the latest development in business intelligence and data warehousing. In general terms, a data warehouse costs in excess of one million dollars and it is estimated that approximately 67% of the efforts fail. This is a significant factor when data warehouses are being developed for small businesses. Organizations are compelled to use their own data to produce reports that may indicate or better estimate tendencies in the market. This study examines six small businesses to determine best practices for creating data warehouses. Companies included in this analysis are in the fields of health care, manufacturing, education, and financial institutions. In this study, IT professionals and management were interviewed to determine which practices were highly valued in the development of data warehouses. In this paper, best practices for successful use of data warehouses are analyzed by examining six companies to determine the design, development and implementation. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare the effectiveness of the Educosoft Learning Management System (ELMS) with the traditional method of teaching math to first-year students who expect to continue studies in Health, Social Sciences, Design, Education, Business, Engineering, and Science and Technology at a private university in Puerto Rico. This was an experimental study designed for two groups, where a t test statistical analysis was used, with a 0.05 significance level. The subject population of the study was composed of 1,045 first-year college students, from which 491 were the control group and 550 were the experimental group. Students in the experimental group were exposed to the ELMS, while the students in the control group were taught the equivalent math course through the traditional classroom method. The course content for the control group was: Linear Equations, Linear Inequalities, Exponents, Polynomials and Scientific Notation. For the experimental group, the subjects covered were: Whole Numbers, Order of Operation, Fractions, Decimals, Percentages, Measurements, Linear Equations, Linear Inequalities, Exponents, Polynomials and Scientific Notation. The study found that teaching with the ELMS was more effective than the traditional teaching method in college-level mathematics. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare the effectiveness of the Educosoft Learning Management System (ELMS) with the traditional method of teaching math to first-year students who expect to continue studies in Health, Social Sciences, Design, Education, Business, Engineering, and Science and Technology at a private university in Puerto Rico. This was an experimental study designed for two groups, where a t test statistical analysis was used, with a 0.05 significance level. The subject population of the study was composed of 1,045 first-year college students, from which 491 were the control group and 550 were the experimental group. Students in the experimental group were exposed to the ELMS, while the students in the control group were taught the equivalent math course through the traditional classroom method. The course content for the control group was: Linear Equations, Linear Inequalities, Exponents, Polynomials and Scientific Notation. For the experimental group, the subjects covered were: Whole Numbers, Order of Operation, Fractions, Decimals, Percentages, Measurements, Linear Equations, Linear Inequalities, Exponents, Polynomials and Scientific Notation. The study found that teaching with the ELMS was more effective than the traditional teaching method in college-level mathematics. [ABSTRACT FROM AUTHOR]