This study builds upon the Theory of Reasoned Action and the Technology Acceptance Model and attempts to develop a model for the beliefs and the attitudes of business students towards statistics. A number of authors have noticed that, while statistical techniques are valued by the industry, students are mostly unmotivated to make statistics their favorite course. The proposed framework focuses on a term project assignment in order to illustrate how a statistics instructor can fine-tune his/her syllabus in order to achieve a situation of planned positive attitude towards statistics. While the study at its current state has still some considerable weaknesses, it can provide some useful guidelines.
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