Can We Improve Student Performance in the Introductory Business Finance Course?

Abstract

Successful completion of the introductory business finance course is a requirement in most undergraduate business programs. Prior research suggests that it is possible to develop a predictive model of academic performance in this course so that students likely to experience difficulty in business finance can be identified before the course begins. The purpose of this study is to evaluate several activities that might be beneficial to students identified as likely to have difficulty in the course. The results of this study suggest that extraordinary efforts by the instructor to improve the performance of poor performing students produce marginal results.