# A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses

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4 The authors hypothesized that the greater frequency of exams in the traditional section would lead to significant higher performance by traditional students. As will be seen in the next section, this was not the case. Results The first method used to compare the performance of students in the online and traditional classes involved computing the average score on the pre-test and the post-test and calculating the percentage improvement. Table 1 below shows the results. Table 1. Relationship between ACT and Pre-Course GPA, and Percentage Improvement on Pre-Post- Test Type of Class Semester Number of Students ACT Score Pre-Course GPA Score on Pre-Test (20 points possible) Score on Post-Test (20 points possible) Percentage Change Post - Pre Traditional Spring, % (n = 34) Online Spring, (n = 32) Traditional Fall, % % (n =27) Online Fall, (n = 26) Traditional Spring, (n = 29) Online Spring, (n = 27) Traditional All (n = 90) Online All % % % % % (n = 85) As would be expected, the classes with the higher pre-course GPA scored higher on the pre-test in all cases. This is likely one factor leading to the smaller percentage improvement for these classes. The only semester in which the class with the higher ACT score did not score higher on the pre-test was the spring of 2009, the semester in which the difference in ACT scores was very small. The table also indicates that, in two of the three semesters, the online class was taken by students with a higher pre-course GPA, significantly higher in the spring, 2010 semester. Also, it is worth noting that the online course was taken by students with a higher ACT score in all three semesters. It would be interesting to see whether these relationships would prevail in a study encompassing more semesters. The second approach to comparing the learning outcomes in the traditional and online classes was based on the semester course average of the students in each class. The results are summarized in the Table 468

9 Table 5. Results of OLS Regression with Test Change as Dependent Variable Coefficient t-statistic p-value Constant Gender ACT Prior Hours Pre GPA GPA Chg Ch St Educ Fine Human NatSci SocSci Fall Spr Online Adj R n 184 Many educators would regard the fact that the online students tended to have a higher pre-course GPA as a positive, since there is a common perception that online courses require greater discipline and selfmotivation. Overall, as most similar studies, this study revealed that the delivery method made little difference in student performance. The study did find pre-course GPAs, and to a lesser extent ACT scores, as predictors of student success in personal finance, whether taught online or in a traditional setting. References Bennett, D., Padgham, G., McCarty, C., & Carter, M. (2007). Teaching Principles of Economics: Internet vs. Traditional Classroom Instruction. Journal of Economics and Economic Education Research. Daymount, T., & Blau, G. (2008). Student Performance in Online and Traditional Sections of an Undergraduate Management Course. Journal of Behavioral and Applied Management, 9, Friday, E., Friday-Stroud, S., Green, A, & Hill, A. (2006). A Multi-Semester Comparison of Student Performance between Multiple Traditional and Online Sections of Two Management Classes. Journal of Behavioral and Applied Management, 8,

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