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Effectiveness, Teaching, and Assessments: Survey Evidence from Finance Courses

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dc.contributor.authorLai, MMen_US
dc.contributor.authorKwan, JHen_US
dc.contributor.authorKadir, HAen_US
dc.contributor.authorAbdullah, Men_US
dc.contributor.authorYap, VCen_US
dc.date.accessioned2024-05-29T02:51:10Z
dc.date.available2024-05-29T02:51:10Z
dc.date.issued2009
dc.description.abstractThe present article examines the effectiveness, teaching, assessment methods, and the importance of finance concepts in three undergraduate finance courses in a private university in Malaysia. Approximately 224 undergraduates (finance majors) were surveyed and demonstrated positive attitudes toward the effectiveness of the finance subjects. The students indicated that the finance degree courses are able to produce analytical, computer, communication, interpersonal, and language skills for them. The chalk-and-talk lecture method and tutorial session are still the most important teaching methods of all. The risks and returns concept emerged as the most important finance concept among all.
dc.identifier.doi10.1080/08832320903217556
dc.identifier.epage29
dc.identifier.issn0883-2323
dc.identifier.issue1
dc.identifier.scopusWOS:000210766600004
dc.identifier.spage21
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/11161
dc.identifier.volume85
dc.languageEnglish
dc.language.isoen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal Of Education For Business
dc.sourceWeb Of Science (ISI)
dc.subjectAssessmenten_US
dc.subjectEffectivenessen_US
dc.subjectFinance courseen_US
dc.subjectLearning outcomesen_US
dc.subjectTeachingen_US
dc.titleEffectiveness, Teaching, and Assessments: Survey Evidence from Finance Courses
dc.typeArticleen_US
dspace.entity.typePublication

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