## 5 Conclusions and Recommendations  
### Conclusions  
The researched courses tried to simulate the application of the online analytical processing (OLAP) platform based on guided project-based learning and pivot analysis charts. The OLAP system enables quick and straightforward querying from data warehouses. There are three types of OLAP: Multidimensional OLAP (MOLAP), Relational OLAP (ROLAP), and Hybrid OLAP systems (HOLAP). The study finds there is less project-based learning literature for insurance information courses or OLAP courses. It is highly innovative for the research combined with OLAP, insurance, and project-based learning in real learning courses. Excel pivot analysis charts and tables have some similar functions to offline OLAP. The research finds the guided project-based learning approach has the strength to focus on the operation of simulating OLAP and customer analysis projects rather than the knowledge in a book. Secondly, the research finds that the flexibility for students to choose the topic of the project is one of the key success factors. If students may choose their preferred topic and \begin{table}
\begin{tabular}{p{113.8 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline \multirow{2}{*}{**Items of Questionnaires**} & \multicolumn{4}{c}{**Course A**} & \multicolumn{2}{c}{**Course B**} \\ \cline{2-9}  & \multirow{2}{*}{**Strongly Agree**} & \multirow{2}{*}{**Agree**} & **Others: Moderate, Disagree, Strongly Disagree** & \multirow{2}{*}{**Agree**} & **Others: Moderate, Disagree** & **Others: Strongly Disagree** \\ \hline
1. The teacher will clearly express the teaching content & 85\% & 15\% & 0\% & 100\% & 0\% & 0\% \\ \hline
2. Teachers will use teaching materials (such as slides, multimedia, teaching aids, reference materials, etc) to enhance learning interest & 90\% & 10\% & 0\% & 100\% & 0\% & 0\% \\ \hline
3. The teacher will guide students to collect information, think independently, solve problems and express opinions & 90\% & 10\% & 0\% & 100\% & 0\% & 0\% \\ \hline
4. The teacher’s teaching content is organized systematically and has learning value & 90\% & 10\% & 0\% & 100\% & 0\% & 0\% \\ \hline
5. The teacher’s teaching content is practical and unique, which meets the needs of students & 90\% & 10\% & 0\% & 100\% & 0\% & 0\% \\ \hline
6. The teacher will teach according to the course outline and complete the scheduled progress & 90\% & 10\% & 0\% & 100\% & 0\% & 0\% \\ \hline
7. The teacher carefully corrects and reviews the students’ homework and exam-ination papers & 90\% & 10\% & 0\% & 100\% & 0\% & 0\% \\ \hline
8. The teacher adopts multiple assessment methods (such as: homework, examination, report, work display, learning attitude, etc.) & 90\% & 10\% & 0\% & 100\% & 0\% & 0\% \\ \hline
9. The teacher’s assessment method is fair and reasonable & 90\% & 10\% & 0\% & 100\% & 0\% & 0\% \\ \hline \hline \end{tabular} Source: Learning satisfaction questionnaires of the researched courses.  
\end{table} 
Table 7: Student’s learning satisfaction scores from questionnaires. company, students' learning satisfaction has enhanced. Thirdly, during the procedure of project-based learning, group cooperation and assistance are helpful for improving students' learning performance. Fourthly, those courses established a 20% proportion of evaluation scores on project tasks, which were announced to students at the beginning of the course. The score share of the evaluation standard is an important item to let students focus on the completion of the project. Fifthly, the courses accompany satisfaction questionnaires to monitor the learning results and analyze the learning satisfaction for students among course A, course B, and the college average. The study finds students' satisfaction scores in the two classes have higher satisfaction scores than the college average because of the general learning approach. Furthermore, the study compares the learning performance between course A and course B through a \(t\)-test.