A Pedagogical Comparison in Introductory Corporate Finance

This study compares the attitudes and learning outcomes of students in sections of corporate finance. Three sections of the course were taught using the lecture method supplemented with a student-led out-of-class project. Three other sections of the course were taught using lecture combined with an instructor-led in-class case study. The students were given pre-tests and post-tests to determine changes in attitudes and learning. Students in both types of courses achieved similar learning outcomes. Students found the subject more interesting when participation in the student-led out-of-class case study sections. However, students found the cases less difficult in the courses that used the instructor-led in-class cases.

Autorentext

Scott Adams is Dean of the School of Business and an Associate Professor at Taylor University where he teaches finance courses and advises the student managed endowment teams. Prior to joining the faculty at Taylor in 2000, he was a financial consultant with Merrill Lynch. He and his wife, Krisha, have three daughters; Emily, Grace, and Ava.