Teaching Python to Business versatile, is widely adopted in the

industry for data analysis and machine

Minds learning. However, teaching Python to
- A Case Study of MBA MBA students poses specific
Students challenges, especially when most
learners lack prior exposure to
Programming and Mathematics.
Authors: Akash Hulakund, Shrinidhi Patil,
Dr. Prakashgoud Patil, Dr. P S. Hiremath, This paper presents a case study on the
Mrs. Deepa Mulimani, design, delivery, and evaluation of the
“Introduction to Python and Machine
Abstract: Learning” course, introduced as an
In today’s data-driven business world, elective course under the Data Science
programming skills are increasingly stream in the third semester of an
essential—even for management MBA program. The course was offered
professionals. This study presents a case to a small cohort of 13 students. It
study on implementing and evaluating the aimed to bridge the technical gap by
Introduction to Python and Machine using business-centric examples and a
Learning course for MBA students with purely theoretical delivery model 3
limited exposure to programming and credit course. The study evaluates
mathematics. The course followed a [L-T- student performance, feedback, and
P] 3-0-0 model, and teaching strategies learning challenges to understand the
were tailored to suit non-technical courses effectiveness of this approach.
admitted to MBA students. Various
statistical tools were used to measure 2. Literature Review
learning improvement and student
perception. Results from internal Past research highlights the
assessments, end-semester exams, and increasing need for data analytics and
practical class tests reveal that simplified, programming in business curricula
business-oriented programming (Gupta & George, 2016). Python has
assignments delivered during the course become the language of choice for
methods can effectively bridge the non-programmers due to its simple
technical gap and deliver meaningful syntax and extensive libraries
learning outcomes in a purely theoretical (Milligan, 2020). However, Wilson et
setting. al. (2018) noted that students from
non-technical backgrounds often face
Keywords anxiety and learning barriers when
Python Programming, MBA Students, introduced to programming.
Non-Technical Learners, Machine
Learning, Teaching Challenges, Learning Boughzala et al. (2019)
Outcomes emphasized the importance of teaching
code using real-life examples,
1. Introduction especially in management education.
Educators have also explored theory-
With the growing role of data analytics only delivery models, utilizing visual
and automation in business, demonstrations, discussions, and
management graduates need to problem-solving exercises without
understand the fundamentals of requiring lab sessions (Ravindra &
programming and data handling. Singh, 2021). This study builds on
Python, being user-friendly and highly such literature by analysing how well

1
these strategies work in a structured Two internal assessments (IA 1 and
MBA course setting. IA 2) were conducted during the
semester, evaluating the students
on their theoretical understanding,
case-based applications.
3. Methodology
 EA (End Assessment) Marks:
With the growing role of data analytics
and automation in business, The final exam, conducted at the
management graduates need to end of the semester, evaluated
understand the fundamentals of students on the overall course
programming and data handling. content with a mix of short and
Python, being user-friendly and highly descriptive questions. Marks were
versatile, is widely adopted in the used to analyze overall learning
industry for data analysis and machine outcomes.
learning. However, teaching Python to
MBA students poses specific  Practical Sessions and
challenges, especially when most Reflection:
learners lack prior exposure to
Programming and Mathematics. Even though the course was
offered in a 3-0-0 format, the
This paper presents a case study on the course teacher took separate
design, delivery, and evaluation of the practical sessions during class to
Introduction to Python and Machine help students apply what they
Learning course, introduced as an learned. Students implemented
elective course under the Data Science Python exercises related to
stream in the third semester of an business problems on their laptops
MBA program. The course was offered in the classroom itself. Their
to a small cohort of 13 students and performance in practicals was very
delivered using a purely theoretical good, with most students scoring
model with 3 credit. above 18 out of 20 in the practical
class test conducted by the course
To address the learning challenges, the teacher. This shows that adding a
instructor conducted practical sessions lab hour (3-0-1) would make the
between IA 1 and IA 2 to reinforce course even more effective.
theoretical concepts with hands-on
Python exercises. The study evaluates Analysis Techniques:
student performance, feedback, and
learning challenges to understand the The data collected was analysed using both
effectiveness of this blended approach quantitative and qualitative techniques, as
within a theory-only structure. described below:

Data Collection:  Descriptive Statistics:

The following tools and techniques Measures such as mean, standard

were used for data collection deviation, minimum, and
throughout the semester: maximum scores were used to
summarize IA and EA performance
 IA (Internal Assessment) Scores: data, providing insight into score
distribution and consistency.

2
  Correlation Analysis
(Attendance vs Marks):  IA 2 was also conducted for 40
marks, but showed greater
Pearson's correlation was applied variability (SD = 3.33), with the
to examine the relationship minimum dropping to 26,
between student attendance and indicating increased difficulty or
performance in assessments. This conceptual challenges in the second
helped identify whether consistent phase (Advanced Topics).
classroom participation contributed
to better academic outcomes.  The sample standard deviation was
calculated using the formula:
 Regression Analysis:

Multiple regression was used to

predict EA performance based on This formula was applied to
variables such as IA scores, measure the variability of scores in
attendance, and practical class tests the sample of 13 students.
to understand which factors most
strongly influenced final results.  A Practical Assessment was
conducted for 20 marks, and
students performed consistently
4. Data Analysis and well, with a high mean score of
Interpretation 19.62 and a low standard deviation
To assess the students’ learning of 0.65. This reflects a strong grasp
progress and course effectiveness, of hands-on skills, despite the
various statistical analyses were course being delivered in a theory-
performed on the internal and final only model (3-0-0).
assessment scores, as well as student
feedback.
Figure 1
Descriptive Statistics of Internal
Assessments
The table below summarizes the
performance in IA-1 and IA-2
using key statistical measures:

Assessment Mean Std. Min Max

Score Dev Attendance vs IA Score Analysis:
IA 1 37.31 2.69 29 39 To understand the impact of classroom
IA 2 35.62 3.33 26 39 attendance on student performance, a bar
Practical 19.62 0.65 18 20 graph was plotted with Attendance (%) on
Assessment the X-axis and combined IA scores (IA1 +
Table 1 IA2) on the Y-axis.

 IA 1 was conducted for 40 marks,

and the mean score was 37.31,
suggesting very good overall
performance in the first internal
test.

3
 To assess the final learning outcomes, the
End Assessment (EA) scores of 13 MBA
students were analyzed before decoding
the answer scripts:

Assessment Mean Std. Min Max

Score Dev
Figure2 EA 86.08 3.86 76 90

The graph clearly shows a positive The table below shows the distribution of
relationship—students who attended more student scores:
classes generally scored higher.
Marks Range Students Percentage
90–100 4 30%
For example: 75–89 6 46%
60–74 3 24%
 A student with 95% attendance Below 60 0 0%
scored 77/80, which was among the Total 13 100%
highest. Table 2

 On the other hand, a student with Analysis:

only 75% attendance scored 55/80,  All students passed the EA, with
the lowest in the class. 100% scoring above 60 marks.
 A significant portion (77%) of
This analysis supports the idea that
students scored above 75,
consistent class participation is crucial, indicating strong conceptual
especially in a 3-0-0 theoretical model understanding despite the lack of
where lab sessions are not available. lab sessions.
Students benefit from live demonstrations,  These results suggest that the
in-class examples, and instructor business-oriented examples, hands-
explanations, all of which require regular on demonstrations within theory
attendance. hours, and continuous feedback
were effective in helping students
Correlation Result: grasp programming and data
 Pearson Correlation Coefficient (r) concepts.
= 0.78 → positive correlation
 p-value = 0.0018 → statistically
significant
This suggests that better attendance tends
to lead to improved academic outcomes,
even in non-technical groups like MBA
students, when they are exposed to
programming and data-related subjects.

End Assessment Result Summary:

FFigure 3

4
 6. Conclusion
The EA results confirmed strong final This study highlights that while Python
performance, with 100% of students and Machine Learning can be taught to
passing and 10 scoring above 75%. MBA students in a theory-only 3-0-0
model, it presents notable challenges,
especially for those without a prior
5. Findings and Discussion technical or mathematical background.
The course outcomes reveal that even Although students showed interest and
without dedicated lab sessions, MBA engagement, the absence of dedicated
students were able to grasp programming practical sessions made it difficult for
and machine learning concepts effectively, some learners to fully grasp programming
as hands-on practice was integrated within logic and hands-on implementation.
the classroom. Concepts were taught using The use of simplified business examples,
simple, practical, and business-oriented in-class demonstrations, and continuous
examples during regular theory hours. feedback helped bridge the gap to an
extent. However, some students still faced
Key findings: difficulty in applying the concepts without
 Most students felt the course was the opportunity to practice in a structured
useful and matched well with their lab environment.
business subjects. Going forward, integrating even a minimal
 In the beginning, students found it practical component (e.g., a 3-0-1 model)
difficult to understand Python syntax would significantly enhance the
and logic because they had no effectiveness of the course. It would allow
programming background. students to reinforce theoretical learning
 Hands-on activities like live coding, through guided hands-on activities.
surprise tests, and business-related Additionally, offering a short bridge
demonstrations made the class more module focused on logic-building and
interesting and helped students basic math concepts before starting the
understand the concepts better. course could help students with non-
technical backgrounds gain confidence and
The challenge of teaching coding in a achieve better outcomes.
theory-only (3-0-0) format was addressed
by incorporating interactive hands-on
activities during lectures, such as working
through examples on sales prediction,
customer segmentation, and business
automation using Python.

5
 8. A. V. Kachavimath, D. Mulimani,
S. V. Seeri, and P. R. Patil, “Object
Oriented Programming Using Real
Life Paradigm with Open Source
Technology,” Journal of
Engineering Education
Transformations, 2025.
9. D. Mulimani, S. V. Seeri, P. Patil,
and S. Kulkarni, “Experiential
Learning Enhancing User Interface
Design Skills through Cognitive
Action,” in Proc. 2016 IEEE 4th
Int. Conf. on MOOCs, Innovation
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