Abstract
Many universities require introductory financial management for undergraduate business majors. This study measures whether classroom study groups have a more positive effect on student perceptions and performance than traditional teacher driven classes. As an alternative to traditional tutorial teaching, Classroom Study Groups is an application of casual group learning and is consistent with Constructivist learning theories. The study reports significant differences between the two approaches, with student engagement and satisfaction reported at higher levels amongst those students involved in the traditional, teacher-led approach, and no significant difference between the two in regard to student performance. Interesting relationships are found between dimensions of student engagement, gender, basis of qualification for university entry, selection of course major, and fluency in speaking the English language.
Recommended Citation
(2026)
"The Effectiveness of Casual Group Learning in Introductory Finance Tutorials,"
Journal of Economics and Finance Education: Vol. 7:
Iss.
2, Article 7.
Available at:
https://scholarship.rollins.edu/jefe/vol7/iss2/7
