Many universities require introductory financial management for
undergraduate business majors. This study measures whether
classroom study groups have a more positive effect on student
perceptions and performance than traditional teacher driven
classes. As an alternative to traditional tutorial teaching, Classroom
Study Groups is an application of casual group learning and is
consistent with Constructivist learning theories. The study reports
significant differences between the two approaches, with student
engagement and satisfaction reported at higher levels amongst
those students involved in the traditional, teacher-led approach, and
no significant difference between the two in regard to student
performance. Interesting relationships are found between
dimensions of student engagement, gender, basis of qualification
for university entry, selection of course major, and fluency in
speaking the English language