Relationship between Use of Online Support Materials and Student Performance in an Introductory Finance Course

The relationship between student online activity (including access to specific course materials) and student performance is examined in a traditional face-to-face introductory finance course supported with a class web site. Six measures are used: total hits, hit consistency, number of unique files accessed, and accesses to homework solutions, PowerPoint slides, and exam solutions. Results indicate that access to homework solutions and, to lesser extent, hit consistency, are both positively related to student performance. In addition, results suggest that access to specific files, rather than access to online course materials in general, is associated with better student performance