Abstract
The challenge of introductory finance courses often surprises junior level university students. This paper describes a strategy that effectively motivates students to prepare solutions to problems for each class and to be prepared to check work presented by classmates. Empirically, the participation grade was found to be positively and significantly related to performance on the final examination while controlling for other performance attributes. Collateral benefits observed included a gradually reduced level of stress in students making presentations and an improved ability to focus on presentations by colleagues whose work they might be called upon to verify and discuss pedagogically.
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