Comparing Learning Outcomes on Face-to-Face and Online Teaching Platforms: Evidence from Major Field Test Scores

Business Education & Accreditation, v. 11 (1) p. 61-69, 2019

9 Pages Posted: 24 Oct 2019 Last revised: 13 May 2020

See all articles by Michael F. Toyne

Michael F. Toyne

Northeastern State University

James E. Briley

Northeastern State University

Terrance Jalbert

University of Hawaii - Department of Business Administration

Date Written: 2019

Abstract

Online instruction is becoming an increasingly popular course delivery system. This paper examines performance outcomes of finance students receiving face-to-face instruction versus online instruction. We compare the Educational Testing Service Major Field Test (ETS) finance sub-scores of students enrolled in online sections of Principles of Finance with those enrolled in face to face sections over a three-semester period. Results show no evidence of performance differences between online and face to face students.

Keywords: ETS, Online versus Face-to-Face Courses, Educational Testing Service Major Field Exam

JEL Classification: A20, A22

Suggested Citation

Toyne, Michael F. and Briley, James E. and Jalbert, Terrance, Comparing Learning Outcomes on Face-to-Face and Online Teaching Platforms: Evidence from Major Field Test Scores (2019). Business Education & Accreditation, v. 11 (1) p. 61-69, 2019, Available at SSRN: https://ssrn.com/abstract=3460711

Michael F. Toyne (Contact Author)

Northeastern State University ( email )

James E. Briley

Northeastern State University ( email )

Tahlequah, OK 74464-2304
United States

Terrance Jalbert

University of Hawaii - Department of Business Administration ( email )

808-974-7456 (Phone)

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