Building Blocks of Success: Communication, Mathematics, and Business Skills of Higher Education Students

Abstract

Abstract

This descriptive correlational study, utilizing regression analysis, aimed at assessing whether communication and mathematics skills of higher education students enrolled in business courses predict their business abilities. A survey questionnaire, which underwent pilot and reliability testing, served as the primary data gathering instrument. Results revealed that students generally thought well of their communication skills, especially on active listening and group discussions. But, they severely lack confidence in public speaking. Students are comfortable in applying their mathematical reasoning to business-related situations; however they are troubled grasping mathematical ideas and using spreadsheets for financial modelling. Students' confidence in problem-solving, time management, and entrepreneurial activities is higher than their abilities in multitasking and understanding business law and rules. A possible trade-off was indicated by the study's finding of a slight inverse relationship between communication skills and mathematics. Business skills are favorably correlated with both mathematics and communication skills, with mathematics skills having a greater influence. These findings emphasize the necessity for focused development in the areas of business law knowledge, multitasking, public speaking, and understanding mathematical concepts. By strengthening these particular areas, students can acquire a more diverse range of skills, which will ultimately improve their business capabilities and better position them for success in the workplace. In order to promote comprehensive business competence, this study emphasizes the significance of a balanced approach to skills development in higher education.