Paying attention to student learning in principles of finance
Abstract
Based on providing quicker, electronic feedback to enhance student learning, a natural experiment was used to assess the benefit of changing quizzes from in-class to online in the Principles of Finance course at a technological university in the Midwestern United States. Online homework and the course quiz average were associated with stronger final examination performance. The impact of more focused and frequent quizzes online, compared to in-class quizzes, to final examination performance was also significantly positive. No association was found between final examination performance and the following factors: student absences, gender, status as a quantitative major, or as an upper division student. Using scaffolding principles and adapting to changes in student needs is an important aspect of ensuring learning in the Principles of Finance course.