摘要：Teaching approaches and effectiveness have become more closely aligned withtechnology in establishing curriculums and disseminating course instructions. To the extent thatCengage MindTap and other digital learning tools are utilized offers a platform for measuringlearning effectiveness through grade outcomes. This analysis considers university businessclasses within the core curriculum and as part of a finance major elective to measure if the use ofsuch tool is statistically associated with higher grades. Independent variables analyzed arehomework (HW), quizzes, and exams. Mixed results conclude that each independent variable ina simple regression produces stronger coefficients of determination with higher beta values inclasses where MindTap is used but the association is less robust in a multivariate analysis. Meangrades collectively for all courses where MindTap was used were 80.49 compared to 79.42 forcourses taught without MindTap.
