Includes bibliographical references.

Improving Personal Finance Knowledge: A Comparison of Online vs. Traditional Learning -- Determinants of Student Success in Finance Courses -- Paying Attention to Student Learning in Principles of Finance -- A Bloomberg Terminal Application in an Intermediate Finance Course -- Learning Effects of Student Response System (SRSs): Evidence from Hong Kong -- Financial Market Trading Simulations: Are They Effective? -- Factors Explaining Spanish Student Performance in Introductory Finance and Economics Courses -- What Determines Financial Knowledge among College Students? -- Should Infosys Buy Back Its Share?.

[Article Title : Improving Personal Finance Knowledge: A Comparison of Online vs. Traditional Learning / Pamela M. LaBorde, Sandra Mottner, p. 201-222]


Abstract : A comparison of knowledge gained in six areas of personal financial literacy reveals that students in an online course are equally well versed on the topics as those who take the course in a traditional classroom setting. While men scored higher than women on a pre-test knowledge survey, after completing the course the knowledge differences between genders were eliminated in both the online and classroom format. Knowledge differences across various age groups and GPA levels were also nearly eliminated in both formats. Teaching personal finance in a structured (rather than self-directed and self-paced) online format appears to offer a similar benefit in terms of knowledge gained as a comparative course in the traditional classroom format. An online personal finance course can meet the needs of those students who prefer to learn the material in an online format due to work, geographical or other constraints.

https://www.jstor.org/stable/26775504

[Article Title : Determinants of Student Success in Finance Courses / Alexandr Akimov, Sonja Kobinger, and Mirela Malin, p. 223-245]

Abstract : In the competitive landscape of higher education, student success is becoming an ever more important element in achieving and maintaining university reputation, accreditation and quality of teaching. Investigating the determinants of student success can help with better course design, adaptation of teaching techniques and program improvements. In this study, we examine students’ use of the learning resources available to them and whether they have a significant impact on students’ success in an undergraduate finance course. We find that class attendance, the online streaming of recorded classes, and reading the relevant textbooks all remain important strategies to achieve course success even after controlling for students’ cognitive and English language abilities.

https://www.jstor.org/stable/26775505

[Article Title : Paying Attention to Student Learning in Principles of Finance / Heather Knewtson, p. 246-261]

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.

https://www.jstor.org/stable/26775506

[Article Title : A Bloomberg Terminal Application in an Intermediate Finance Course / Jennifer Moreale and Gulnara R. Zaynutdinova, p. 262-283]

Abstract : The goal of this paper is to provide a pedagogical tool for integrating practical, real time accounting and financial information in investment-related decision making. We develop and describe the Bloomberg Terminal-based instructional instrument designed to engage students in an experiential learning exercise. The instrument bridges the gap between textbook material in intermediate finance course and corresponding practical applications. The Bloomberg Terminal, a real-time computer platform, has become a prominent tool in business world. Proficiency in its functionality and applications is an important component of adequate training in finance, accounting, and business administration. Technical learning outcomes from the assignment include improved competency in obtaining and reading financial statements, formulating investment recommendations based on quantitative and theoretically proper assessment of financial and accounting data, and generating professional reports. The results from students’ surveys and final reports indicate that our application of the Bloomberg Terminal is effective for engaging students in experiential learning, integrating modern information technology into accounting and finance curricula, solidifying technical knowledge, and translating lecture material into practical business applications.

https://www.jstor.org/stable/26775507

[Article Title : Learning Effects of Student Response System (SRSs): Evidence from Hong Kong / Louis T. W. Cheng, Jacqueline Wenjie Wang, and Kam C. Chan, p. 284-301]

Abstract : We study the effectiveness of student response systems (SRSs) on students’ learning among undergraduate finance majors vis-à-vis other majors in Hong Kong. Specifically, we study the impact of two SRSs, namely, clickers and uReply, on the learning performance of a sample of 864 finance students and 1,710 non-finance majors. Our findings suggest that SRSs could in general improve finance students’ learning outcomes but that their effect is weaker for those students than for the control group. Additional tests also show that when we control for gender, ethnicity, the time-of-day effect, and knowledge type (qualitative vs. quantitative subject), uReply is more effective than clickers in enhancing learning performance for finance majors, suggesting that the technological design of SRSs is relevant.

https://www.jstor.org/stable/26775508

[Article Title : Financial Market Trading Simulations: Are They Effective? / Timothy A. Krause, Eric J. Robbins, p. 302-323]

Abstract : This study examines the effectiveness of financial market trading simulations relative to student learning. While prior literature has revealed how trading simulations positively affect student learning, we introduce additional demographic and survey data that affects student learning and outcomes. The results indicate various factors that may affect student learning, including the differences between online and residential students, differences in years of career experience, business school majors, as well as a self-reported learning variable that indicates that financial trading simulations are indeed effective. The results indicate that financial market trading simulations contribute to student learning.

https://www.jstor.org/stable/26775509

[Article Title : Factors Explaining Spanish Student Performance in Introductory Finance and Economics Courses / Robert T. Burrus, J. Edward Graham, and Charles Wolfe, p. 324-343]

Abstract : We examine factors associated with grades in introductory finance and economics classes in Spain. We develop a new scale of relative sleep deprivation and convert the 10-point Spanish grading scale to the 4-point US scale to extend prior studies. We contrast our findings to earlier measures of student performance in the US. Unlike in the US, the better-performing students in Spain are enrolled in the earliest morning classes; also contrasting with the US, inadequate sleep is not always associated with lower grades in Spain. The Spanish student closer to graduation at first outperforms his less-experienced peer, but the US student delaying taking the introductory class until closer to graduation typically does no better, or worse. But another set of tests suggests the Spanish student taking the class closer to graduation may underperform. The number of hours worked negatively impacts grades in both the US and Spain. Finally, the student enrolled in more classes in the US, a proxy for the more motivated student, does better; however, insignificant results along these lines are found in Spain. Our findings are important as class schedules are developed and special student needs are anticipated, in both the US and Spain.

https://www.jstor.org/stable/26775510

[Article Title : What Determines Financial Knowledge among College Students? / Amira Annabi, Jimena González-Ramírez, and Fabian Müller, p. 344-366]

Abstract : The rapidly growing literature on financial literacy finds an alarmingly low level of financial knowledge among young adults. During their college years, students are likely to face expenditure, savings, credit card, and student loan decisions for the first time on their own. At the same time, they are investing in their human capital, which will allow them to become better decision-makers. As students enter the workforce, their lack of financial literacy could prevent them from making adequate financial decisions, such as buying a house or preparing for retirement. Hence, our objective is to assess financial knowledge at this early stage of their adulthood. More specifically, we empirically identify key determinants that increase financial knowledge among undergraduate college students while controlling for confounding variables that could affect it. Using data from a survey we administer at a private college in the Northeast, we identify a number of key determinants that influence financial knowledge including but not limited to being a first-generation student and having a student loan or owning a credit card. Based on our analysis, we recommend the implementation of school-wide personal finance classes for non-business students. We suggest offering personal finance workshops especially targeting minorities, women, first-generation students, and students who have a student loan.

https://www.jstor.org/stable/26775511

[Article Title : Should Infosys Buy Back Its Share? / Keyur Thaker, p. 367-387]

Abstract : FEA is a professional association of finance academicians devoted to financial education. FEA's mission is to enhance the teaching of financial education and improve the collegiate financial education experience by encouraging educational research, curriculum development, creative pedagogy and professional development. FEA seeks its mission through annual conferences with presentations of educational research and pedagogical papers, workshops and panel discussions and by fostering the dissemination of this research and pedagogy through the Journal of Financial Education and Advances in Financial Education.

https://www.jstor.org/stable/26775512