Exogenous Determinants Of Student Performance In First Finance Classes

Using data from of 60 sections of a first finance course, attributes such as schedule timing, size, duration style, and instructor status (adjunct or full-time) are examined for impact on student performance and attitudes. The course examined is unique due to the significant number of sections offered and the utilization of a standardized final exam. Utilizing ANOVA, independent sample t-statistics and OLS regressions, significant differences are found in student performance and perceptions among course sections with different exogenous characteristics such as schedule time and class size. There appears to be some validity to the student folklore about superior schedule times for classes: differences are found in final grading but not objective student performance. Students in night classes appear to objectively outperform their daytime compatriots, but are not rewarded for it with higher grades. Similarly, students in classes of longer duration, but that meet less frequently, have superior scores on the standardized exam (but are not rewarded with higher grades), and are more satisfied than students in shorter, but more frequent classes. It is found that class size does not matter in performance, but does matter in receiving higher final course grades. In a surprise result, students in courses taught by adjunct instructors outperform those in classes taught by full timers.