Many undergraduate business students in the UK lack sufficient numerical skills upon entering university. This study explores the use of technology, specifically video-based learning (VBL), to enhance student engagement and achievement in business numeracy. The current UK university landscape emphasizes not only qualifications but also graduate employability, which often requires strong numeracy skills. The Teaching Excellence Framework (TEF) also highlights the need for improved mathematics and statistics education, requiring universities to adapt to rapid technological advancements. Young people's increasing integration with technology creates an expectation of technology-driven learning support. This research aims to evaluate VBL's effectiveness in improving the teaching and learning experience of first-year business students in statistics, measuring this through examination and assessment results. The inconsistent approach to learning technologies across universities necessitates research into the potential relationships between media-enhanced learning, student experience, and achievement in mathematics within business disciplines. This longitudinal study (11 years) allows for an examination of both the immediate and sustained impact of VBL on student attainment.

A review of existing literature revealed a knowledge gap regarding the effective application of VBL to mathematics/statistics within university business schools. Existing research demonstrates the success of mathematics support groups, but participation is often low. Negative perceptions and mathematics anxiety lead to students avoiding engagement with the subject. While technology is prevalent in higher education, its application is inconsistent, limiting the opportunity to determine its impact on learning and teaching. VBL has shown effectiveness as a dynamic learning tool, but its success is often hindered by limited institutional investment and tutor capabilities in developing video-based materials. Freely available online videos are often unsuitable for higher education, lacking the specific learning outcomes required by individual HEIs and failing to meet quality standards.

This longitudinal study, initially part of a doctoral thesis, focused on first-year undergraduate business students at a UK university. The data covers the period from 2006/7 to 2016/17, analyzing data from a compulsory "Business Statistics" module with consistent entry requirements and module structure across the years. Students were divided into two cohorts at different campus locations (Location A and Location B). Data from 2006/7 to 2012/13 represented the pre-VBL period. In 2013/14, VBL was introduced as a pilot study to Location A (experimental group), while Location B served as a control group. From 2014/15 onwards, VBL was integrated into the curriculum at both locations. Data included student assessment marks (computer-based examination (COM) and multiple-choice examination (MCQ)), questionnaire responses, and semi-structured interviews. Descriptive and inferential statistics (independent sample T-Test and Mann-Whitney U-Test) were used to analyze the data, along with effect size Eta Squared and correlation tests. Twenty bespoke videos were created, aligning with weekly class content, providing step-by-step instructions, illustrations, concise explanations, logical structure, and a duration of 15 minutes or less. Five additional videos provided support for the COM examination.

Analysis of student failure rates (2006-2013) showed a significant difference between COM and MCQ failure rates, with COM consistently higher. The pilot study (2013/14) revealed a significant improvement in COM marks for Location A (experimental group) compared to Location B (control group). From 2014/15 onwards, both locations showed significant improvement in COM marks after VBL implementation. However, in 2016/17, Location A showed a slight decrease in mean COM marks, attributed to reduced VLE visits among lower-achieving students. Analysis of grade percentages (2013/14-2016/17) showed a significant increase in the percentage of students achieving "good degrees" (First and 2:1) in both locations after VBL implementation. The frequency of VLE visits correlated positively with higher grades, particularly in Location A during the experimental year. Online questionnaires (2015/16 and 2016/17) indicated a preference for VLE and video resources over traditional learning materials. Qualitative feedback highlighted the importance of accessibility, ease of use, pace, structure, and the tutor's voice in the videos. Analysis of video viewing frequency (2014/15-2016/17) revealed high view counts for mock exam videos, indicating their usefulness for revision.

The findings demonstrate the effectiveness of VBL in enhancing student learning and achievement in business statistics. The significant improvements in COM marks and the proportion of students achieving "good degrees" strongly support the positive impact of VBL. The correlation between VLE visits and higher grades suggests that VBL effectively supplements classroom instruction and promotes active learning. The qualitative feedback provides valuable insights into student preferences and the features of effective VBL resources. The initial decrease in performance in Location A in 2016/17 highlights the importance of ongoing engagement and the need for active promotion and integration of VBL within the overall learning strategy.

This longitudinal study provides strong evidence that VBL can significantly enhance student learning and achievement in business statistics. The integration of VBL into the curriculum, coupled with tutor-created, accessible, and well-structured video resources, plays a crucial role. Future research should explore the optimal design and implementation of VBL across different subjects and student populations, investigating potential links between individual student profiles and VBL engagement to provide a more complete understanding of its impact on learning outcomes.

The study's limitations include the inability to definitively establish a link between prior mathematics/statistics knowledge and student achievement in the statistics module. The anonymized data prevented linking individual student profiles to VBL usage patterns and achievement, limiting the analysis of learning characteristics and preferences. Further limitations include lack of conclusive data on repeated video views, time spent watching videos and their relationship to achieved marks.