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We studied the impact of clickers, also known as electronic student response systems, on the performance of students on two undergraduate finance courses. Consistent with some of the recent literature, we found that clickers have very little impact on student performance, as measured by final course grades. Further, we found that clickers do not have a significant impact on course grades for students in relation to their designated performance ability (weak versus strong) or whether the course in question is less or more difficult. However, after simultaneously controlling for course difficulty and student aptitude, we found that clickers have a meaningfully positive impact on the performance of poorly performing students on more challenging quantitative courses. Our results suggest that the impact of clickers on student performance may depend on the type of student (academically weak, average or strong) and the type of course (average or difficult). This finding has particular implications for curriculum planners at the post-secondary level, although the findings may also have application at the secondary school level.

This study investigates hedge funds equity ownership in light of the COVID‐19 pandemic. Using the merged dataset of Lipper TASS hedge funds and the corresponding 13F filings, we find that with the start of the pandemic, hedge funds increased their equity ownership toward firms with less financial constraints, such as larger firms, firms with lower leverage, and more profitability. Moreover, hedge funds increased their ownership in firms which had higher overall risk (political and non‐political), and lower overall sentiment. Hedge funds also care about firms' exposure/sensitivity toward different political issues such as health care, technology & infrastructure, and security & defense. This suggests that hedge funds seek equity ownership in riskier stocks as a result of pandemic uncertainties. [ABSTRACT FROM AUTHOR]

Prior findings suggest that firms reduce investment when they face a higher degree of domestic economic policy uncertainty. In this paper, we provide a new finding that corporate investment of U.S. firms also declines when Chinese economic policy uncertainty rises, after controlling for U.S. economic policy uncertainty. Additional analysis suggests that the result is stronger for firms located in states with larger exports to China, implying the importance of global supply chain link in understanding firms' investment decisions. [ABSTRACT FROM AUTHOR]

We studied the impact of clickers, also known as electronic student response systems, on the performance of students on two undergraduate finance courses. Consistent with some of the recent literature, we found that clickers have very little impact on student performance, as measured by final course grades. Further, we found that clickers do not have a significant impact on course grades for students in relation to their designated performance ability (weak versus strong) or whether the course in question is less or more difficult. However, after simultaneously controlling for course difficulty and student aptitude, we found that clickers have a meaningfully positive impact on the performance of poorly performing students on more challenging quantitative courses. Our results suggest that the impact of clickers on student performance may depend on the type of student (academically weak, average or strong) and the type of course (average or difficult). This finding has particular implications for curriculum planners at the post-secondary level, although the findings may also have application at the secondary school level. [ABSTRACT FROM AUTHOR]