The relationship between self-efficacy, attitudes, and business students' quantitative skills performance: A case for including quantitative methods in the BSBA curriculum

Developing strong quantitative skills is crucial for the career success of college business students. However, there is limited understanding of the quantitative abilities, self-confidence, and attitudes of Bachelor of Science in Business Administration (BSBA) students. This descriptive-correlational study examines these aspects in fourth-year BSBA students, with 231 participants selected through purposive sampling. The research framework is based on the Theory of Reasoned Action/Planned Behavior and Social Cognitive Theory. Data was collected using a researcher-designed questionnaire, validated by experts, that measured quantitative skills, self-efficacy, and attitudes. Findings show that while students perform well in certain areas like numeracy and market return analysis, they have weaknesses in statistical analysis, quantitative reasoning, and financial data analysis. Their self-confidence in mathematical analysis is moderate but needs improvement. Despite this, students generally have a positive outlook on quantitative courses. The correlation analysis reveals a significant positive relationship between their attitudes toward quantitative courses and their performance in quantitative skills. It is recommended that the BSBA curriculum be revised by including a dedicated Quantitative Methods Course to address skill gaps and boost students' self-confidence and attitudes, better equipping them for the evolving business world.