A Pedagogical Comparison of In-Class Cases and Out-of-Class Projects

This study compares the attitudes and learning outcomes of students in introductory corporate finance. Three sections of the course were taught using an out-of-class project. Three other sections of the course were taught using in-class case studies. The students were given pre-tests and post-tests to determine changes in attitudes and learning.

Autorentext

Dr. S. Adams is professor of Finance at Taylor University with 15 years. He primarily teaches corporate finance and investments. Published articles on classroom pedagogy and worked with student investment teams, did presentations on those topics. Has a financial consulting business which focuses on asset management. Has worked for Merrill Lynch.