Abstract: Microsoft Excel remains the primary spreadsheet software for numerical processing, computation, data analytics, and reporting in business schools across the United States. Given that Excel proficiency is a critical competency for business graduates, it also remains imperative that Excel skills are addressed as an essential component of the undergraduate business curriculum. Furthermore, Excel skills are also a critical issue in Information Systems education due to Excel’s widespread use in end-user computing for business analytics and reporting. This study applies Bandura’s self-efficacy theory to investigate how students’ self-assessment of their Excel skills influences their confidence in solving business problems with Excel. A total of 113 undergraduate business students completed surveys which measured perceived Excel skills and self-efficacy. The study employed both qualitative and quantitative methods to analyze the findings. T-tests results revealed significant gender differences in Excel usage. Furthermore, differences in Excel proficiency were found among students in face-to-face and online courses. Multiple regression analysis showed a positive correlation between higher self-rated Excel skills, job-related Excel performance, and overall self-efficacy in using Excel. The findings offer implications for educators to further understand and enhance students’ Excel self-efficacy within the business curriculum as a principal tool for quantitative and analytical reasoning.

Keywords: Business data analytics, IS education, Job skills, Spreadsheets

Download This Article: JISE2025v36n3pp257-276.pdf

Recommended Citation: Bakir, N., Salazar, L. R., & Babb, J. (2025). Foundations of Practical Analytic Skills: An Examination of Undergraduate Business Students’ Self-Efficacy Using Excel. Journal of Information Systems Education, 36(3), 257-276. https://doi.org/10.62273/BOYG3545