Medina, H. E., & Scoville, B. T. (2016, June), Implementation and Evaluation of Visual Algorithm to Teach Benefit-to-Cost Ratio Analysis  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25564

\bibitem{asee_peer_25564}
  Medina, H. E., \& Scoville, B. T. (2016, June), \emph{Implementation and Evaluation of Visual Algorithm to Teach Benefit-to-Cost Ratio Analysis}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25564

Hector E. Medina and Benjamin T. Scoville.  "Implementation and Evaluation of Visual Algorithm to Teach Benefit-to-Cost Ratio Analysis".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25564 Internet.  15 Jan, 2025

\bibitem{asee_peer_25564}
  Hector E. Medina and Benjamin T. Scoville.
  "Implementation and Evaluation of Visual Algorithm to Teach Benefit-to-Cost Ratio Analysis".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25564 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_25564
author = "Hector E. Medina and Benjamin T. Scoville"
title = "Implementation and Evaluation of Visual Algorithm to Teach Benefit-to-Cost Ratio Analysis"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25564}
number = {10.18260/p.25564}
}

TY  - CPAPER
AB  - In the recent past, we developed a novel, visual, simple algorithm to teach incremental benefit-to-cost ratio (BCR) analysis to first- and second-year engineering students. The impetus behind that endeavor was twofold: (a) BCR analysis is the most used technique for economic analysis and decision making in the public sector, and (b) to accommodate for the visual learning style that dominates in the engineering student demographics. In the present follow-up work, we: (1) carried out statistical analysis to assess the reception and performance of students from two different semesters. Comparison is made versus the traditional incremental technique. Two null hypotheses were tested, Ho1: There is no difference in the true average levels of performance between the visual method and the traditional method; Ho2: There is no difference in the true average degree of acceptance between the two methods. (2) A simple mathematical proof is carried out to show the soundness of the method. The results corroborate, to a high confidence level, that students find the visual algorithm easier to use. Additionally, the data showed that there is no strong evidence to conclude that the performance is different, once a student has voluntarily selected a method. 
AU  - Hector E. Medina
AU  - Benjamin T. Scoville
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Implementation and Evaluation of Visual Algorithm to Teach Benefit-to-Cost Ratio Analysis
UR  - https://peer.asee.org/25564
DO  - 10.18260/p.25564
ER  -