|Abstract:||Quantitative methods are part of one or more subjects of most second cycle study programmes, irrespective of course or field of study. To great extent quantitative methods are usually linked to statistical methods. As the meaning of quantitative – statistical methods, which is based on digitalisation and on an increasing scope of data that arise and that companies must properly evaluate for efficient business decision-making, grows in importance, many of conducted studies emphasise that students mainly have problems with statistical contents rather than with other subjects. Statistics, as a subject, requires from an individual digital literacy, mathematical logic and also understanding of concepts and theories related to statistics. The results and conclusions sought can easily be achieved with studies with various computer statistical programmes. However, in the world today processing of large databases is not manageable without statistical programme support. In addition to data processing itself it is extremely important that the results obtained could be understood and explained – in such a way data becomes important business information.
The purpose of our postgraduate thesis was to determine which critical factors and to what extent they influence on the attitude of students of economic and business sciences towards quantitative methods and on their intention to use this methodological instrumentation in the future. We started from the basic Technology Acceptance Model (TAM) which was expanded with the following critical factors: perceived educational support, perceived compliance with study demands, perceived usefulness of statistics, statistical anxiety, analytical thinking, research attitude, perception of knowledge and knowledge preservation.
Postgraduate thesis consists of theoretical and practical part. In theoretical part quantitative methods and TAM model are presented. Critical factors which are included in our extended TAM model are dealt with in detail and research hypotheses of our study are presented. In the practical part the process of collecting data is firstly described. The data was collected with online survey drawn up on the basis of theoretical starting points. Undergraduate and postgraduate students of Faculty of Economics and Business of Maribor University were included in the study sample. Secondly, descriptive statistics is described, with general information about interviewees (gender, age, course of study). For each variable average value, median and standard deviation are explained. Then hypotheses of the research were tested. First of all factor analysis was used to form multidimensional variables which appear in the study model. On the basis of achieved factors and their content specification we tested hypotheses that were set in the beginning of our thesis. The effect every critical factor has on perceived usefulness and perceived ease of use of quantitative methods was checked. Also we were seeking to find out whether there is a difference in use of perceived usefulness and ease of use between students who attend Accounting and Auditing and students of other study courses. In doing so linear regression function, parametric and non-parametric tests were used. The entire analysis was carried out in SPSS programme.
We have established that perceived educational support, perceived compliance with study demands, perceived usefulness of statistics and statistical anxiety are affecting perceived usefulness and perceived ease of use of quantitative methods. Analyses have also shown that statistically significant differences in average use of perceived usefulness and ease of use of quantitative methods between students who attend Accounting and Auditing and students of other study courses do not exist.|