Enhancing EVIEW Programming Development in Economic Practice Classrooms 4.0 through a Deviation from Proportional Growth (DPG) Analysis
Van Chung Nguyen

Van Chung Nguyen*, Economic & Tourism Department, Quang Binh University, Dong Hoi City, Vietnam. 

Manuscript received on April 30, 2020. | Revised Manuscript received on May 06, 2020. | Manuscript published on May 30, 2020. | PP: 1391-1396 | Volume-9 Issue-1, May 2020. | Retrieval Number: A2375059120/2020©BEIESP | DOI: 10.35940/ijrte.A2375.059120
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: Enhancing Eview program development as well as extended programs in economic analysis in the 21st century is extremely necessary for university students during practical business lessons. Furthermore, Eview program development will help students apply their theoretical knowledge to make inferences based on logic and trends from given sets of data as well as complete their course project. This article conducts extensive program analysis of Eview software to help students gain the ability to aggregate and analyze big data to meet the extremely diverse economic development seen nowadays. The article builds a specific segment program based on DPG analysis for a case of four developed countries and builds up 32 specific steps for students to complete all stages from theory to practice. It also examines student feedback on their experience in learning in the economic practice classrooms 4.0 at 32 Business school in Vietnam.
Keywords: Economic; Eview programing; Practical class; 21st century; Classroom 4.0
Scope of the Article: Computational Economics, Digital Photogrammetric