Textbook Readability and Student Performance in Online Introductory Corporate Finance Classes

Abstract

This paper examines whether the choice of a more readable textbook can improve student performance in online introductory corporate finance classes. The ordinary least squares regression model is employed to analyze a sample of 206 students during the period from 2008 to 2012. The results of this study show that the student’s age, student’s major, student bachelor’s degree obtained, and number of hours a student works are significant determinants of student performance. In contrast to my expectation, I find that the choice of a more readable textbook does not improve student performance.

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