On the Value of In-class Lecture: Evidence From Introductory Corporate Finance Classes

Abstract

This study examines whether the availability of in-class lectures can lead to difference in student performance between face-to-face and online introductory corporate finance classes. The ordinary least squares regression model is employed to analyze a sample of 284 students at a four-year state university in the Appalachian region. The results show that when assessed online, students receiving in-class lectures in face-to-face classes perform significantly better than those receiving narrated PowerPoint slides on study aids in online classes. In addition, the results show that student’s major and educational experience are significant determinants of student performance.