Abstract
This study compares the attitudes and learning outcomes of students in sections of introductory corporate finance courses. The study was conducted at two different universities. Three sections of the course were taught using the lecture method supplemented with a student-led out-of-class case study project. Three other sections of the course were taught using lecture combined with an instructor-led in-class case study project. The students were given pre-tests and post-tests in each section to determine changes in attitudes and learning. Students in both types of course achieved similar learning outcomes. Students found the subject of finance more interesting when participating in the student-led out-of-class case study project. Students found the course less difficult when participating in the instructor-led in-class case study course.
Recommended Citation
(2026)
"A Pedagogical Comparison Between the use of Instructor-Led In-Class Cases and Student-Led Out-of-Class Cases,"
Journal of Economics and Finance Education: Vol. 6:
Iss.
2, Article 1.
Available at:
https://scholarship.rollins.edu/jefe/vol6/iss2/1
