Hybrid Versus Face-to-Face: Evidence From Introductory Corporate Finance Classes

Abstract

This study examines whether there is a difference in student performance between hybrid and face-to-face introductory corporate finance classes. The ordinary least squares regression model is employed to analyze a sample of 194 students at a four-year state university in the Appalachian region. The results show that students who receive in-class lectures and take online exams in hybrid classes perform better than those who take in-class exams in face-to-face classes, but is not statistically significant. The implication is that instructors for face-to-face classes can consider substituting in-class exams with online exams because neither do online exams change the rigor of the course nor harm student performance. The results also show that student’s major is a significant determinant of student performance.