Impact of Various Teaching Methods on Student Satisfaction

7/28/2019 Impact of Various Teaching Methods on Student Satisfaction

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ADVANCED RESEARCH METHODS

Impact of Various Teaching Methods on Student Satisfaction

Group Members

Abubakar Waqar 42

Muhammad Haris Khan 04

Muhammad Sibbtain 05

Muhammad Usman Ghani 65

Ahmed Iftikhar 80

Daniyal Khan 74

Khurram Arshad 43


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ContentsAbstract.......................................................................................................................................................................... 3

Introduction ................................................................................................................................................................... 3

Literature review............................................................................................................................................................ 5

Classroom Discussions:............................................................................................................................................. 7

Activities (Within and Outside the Class) .......... .......... ........... .......... .......... ........... .......... ........... .......... ........... ......... 7

Usage of Multimedia ................................................................................................................................................. 8

Case Study: ............................................................................................................................................................... 8

The Research Paradigm ................................................................................................................................................. 9

Research Objectives: ................................................................................................................................................... 10

Hypothesis of Our Study: ............................................................................................................................................ 11

Methodology: .............................................................................................................................................................. 12

Research Methodology: ............................................................................................................................................... 12

Sample Size and Description:.................................................................................................................................. 13

Proposed data categories in questionnaire: .............................................................................................................. 14

Use of various teaching methods: ....................................................................................................................... 14

Student Satisfaction: ........................................................................................................................................... 15

Scheduling of Research Project: .................................................................................................................................. 16

Scheduling and Costing of Research: ...................................................................................................................... 16

Time line:..................................................................................................................................................................... 17

Data Analysis: ............................................................................................................................................................. 18

Univariate Table Of Independent Variable: Various Teaching methods .......... .......... ........... .......... .......... ........... .. 18

Univariate Table Of Dependent Variable: Student Satisfaction .............................................................................. 19

Bivariate Table: Impact Of Various Teaching Methods on Student Satisfaction .................................................... 19

Data gathering and analysis: ................................................................................................................................... 20

ANOVA .................................................................................................................................................................. 26

Hypothesis testing ................................................................................................................................................... 31

Paired Samples Test ............................................................................................................................................ 31

Test Statistics ...................................................................................................................................................... 34

Explanation and reflection: .......................................................................................................................................... 40Limitations: .................................................................................................................................................................. 41

Conclusion: .................................................................................................................................................................. 42

Bibliography: ............................................................................................................................................................... 42

Appendix ..................................................................................................................................................................... 47


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Abstract

The purpose of the study is to determine the impact of teaching methods on Student

satisfaction. The aim of the research is to identify the techniques that hold great importance

and are effective for teachers today when it comes to changing their teaching methodologies

and techniques in order to make the students keener towards learning and hence, enhancing

their satisfactions in this regard. We will use the survey method to conduct our research

mainly consisting of structured questionnaires given to the respondents. Linear Regression

Method would be used for analysis. Our population is Students of IBA Lahore. Our research

would help to identify those methods that can have a great influence on the satisfaction of

todays students.

Introduction

In this research, we intend to find if there is really an impact of different teaching methods

on students satisfaction or not. Institutions now days are focusing more on using variety of

teaching methods to enhance the interest of students in class which ultimately results in

increased student satisfaction. Our research would try to find out what methods if any , exist,that may result in enhancing the satisfaction level of students. Several factors affect this

satisfaction. This research holds great important since we all know the fact that as a satisfied

customer is highly important for any organization. Similarly, a satisfied student deems to

have a great worth for an educational institution.

We will first define Teaching methods (Palmer, Parker, (n.d)) itself as:

A mechanism that comprises of different principles and techniques used for instruction.

Commonly used teaching methods may include class participation, demonstration,

recitation, memorization, or a combination of the above. The choice of an appropriate

teaching method depends largely on the information being taught plus the skills of the

perspective teacher who has the responsibility of guiding students in that particular area. It


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may also be influenced by the aptitude and enthusiasm of the student. So, we can infer from

the definition of variety of teaching methods (Brandt, R.S., & Meek, A. (Eds., 1990) :

Discovery of new ideas and concepts of teaching in accordance to the methods and

techniques of the changing world rather than just relying on only one source of

information(e.g. Textbooks only); and to improve the learning of the students by creating

interest in the subject and the curiosity to learn; and developing the creativity in the students

within themselves. And most importantly to make the student understand that how the

knowledge being taught in the class stand up in the real world.

Student motivation is quite important to student learning and satisfaction. This motivation

can be intrinsic (from within) or extrinsic. Highly motivated students tend to try harder and

achieve better educational results (Brewer & Burgess, 2005). Highly motivated students also

tend to be more satisfied with their education (Jones, 2008; Roebkin, 2007). Student

satisfaction is important because it serves as a common measure of the performance of

instructors and universities and to some extent, as a measure of student adjustment or

success (Jones, 2008). It may also contribute to student retention (Suhre, Jansen,

&Harskamp, 2007).

Furthermore, psychologists have found that students will feel satisfied when they would

acquire knowledge; develop useful skills which would result in their enhanced self

confidence. For example, Aitken (1982) found that academic performance is one of the most

important factors in determining satisfaction, and Pike (1991) concludes that satisfaction

exerts greater influence on grades than academic performance on satisfaction. According to

Bandura [1977] and Schunk [1991], learners use self-regulatory attributes to control their

personal learning processes and self -efficacy influences choice, efforts, and volition.

Successful students seem to have an ability to motivate themselves to complete a task, while

the less successful ones have difficulty in developing self-motivational skills (Dembo &

Eaton, 2000)


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Literature review

Students are the customers of the university and like any other organization; it is the

responsibility of the university to satisfy its customers. It is obvious that student

satisfaction for any university holds immense value for the students and the providers.

Some universities routinely measure satisfaction while some not. Additionally, most of

those measurements are not used for marketing planning, evaluation and controlling

(Piercy, 1995). According to Elliott & Shin (2002, p. 197) focusing on student

satisfaction not only enables universities to re-engineer their organizations to adapt to

student needs, but also allows them to develop a system for continuous monitoring of

how effectively they meet student needs. So, student satisfaction is important for the

development of a culture of continuous quality improvement. In the present research, the

impact of teaching methods on the satisfaction level of students will be investigated. It will

be hypnotized that different teaching methods bring different level of changes in the

students overall satisfaction.

We have sought down different teaching methods that may have an everlasting impact on

the satisfaction of students. We would be considering these four methods: Class

Discussions, Activities (Within and Outside the Class), Usage of Multimedia, Case studies.

There are also certain characteristics associated with this satisfaction and the overall

education experience. They can be best illustrated by the help of the following figure 1:


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Figure 1(http://outcomes.ceiss.org/Publications)

The concept of Student Satisfaction is adapted from Herzberg theory of Motivation-Hygiene

(Two Factor Theory); and it has the following dimensions which include: Achievement,

Responsibility and Growth of students.

To see the most important aspect of student satisfaction affected by teachers use of

various teaching methods.

To understand the impact of student satisfaction on student performance and in the end

the performance of the whole educational institution.

To improve the creative learning skills of the students in IBA, Lahore.
http://outcomes.ceiss.org/Publicationshttp://outcomes.ceiss.org/Publications


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Classroom Discussions:

In a research article by Leda Nath and Lawrence Anderson (2007), the effects of a

classroom discussion technique on student satisfaction were studied. Results revealed that when

classroom discussion technique was used, the students in that class were found to be significantly

more satisfied than students in the class where the technique was not used. Studies conducted

over time (Davidson), (Slavin), and (Webb) have revealed that classroom discussion has been

observed as a positive way of learning. Goodman said that discussion in the classroom helps

teach students about cultural diversity. This mainly happens because students in any class belong

to diverse backgrounds. This helps them in knowing what sorts of cultures exist and enables

them to understand the aspects told by fellows belonging to different cultures. (Burchfield, 1999)

argue that discussion in the classroom is important enough that it should be portrayed to students

as a critical element in success. VanDeWeghe (2005) argues that discussion plays a critical role

in students literacy development. Voelkls (1995) found that participation in discussion is

closely linked to course grades, a variable related to student satisfaction. Others (Hutchinson &

Beadle, 1992) have found that students who did not participate in discussions in class were at a

disadvantage relative to those who did. Anderson (2007) states that student satisfaction is not

only based on the teaching methods but there are several other factors such as independence of

expressing the ideas and their thoughts. It will help in building or decreasing the satisfaction

level of a student.

Activities (Within and Outside the Class)

Various activities if conducted within the class and outside do lead to enhanced satisfaction

because they increase the exposure of the students. It is quite natural that when students would

feel the sense of achieving newer things, they would automatically be motivated to take part

because they would be having a feeling of becoming more knowledgeable and practical and that

is what the modern world expects us to be. Activities within the classroom would mean

presenting students with various issues and ideas and then seeing how every individual student or

groups of students perform regarding the issue. Outside the class activities would be diverse,

ranging from educational trips to educational surveys. All activities would in one way or the


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other help the students experiencing new arenas of knowledge leading to increased satisfaction.

(Hoyt, 1999).

Usage of Multimedia

Due to the impact and influence of information technology on society and education, computer-

assisted teaching is becoming the trend in modern teaching. These days, teachers are trying to

create interest in their lectures through the usage of multimedia while delivering their lectures.

This enables the teacher to carry techniques such as simulations, videos, slide shows with interest

generating colours and backgrounds, different animations while using the multimedia. However

it makes student sleepy when they dont have to take notes.

Case Study:

Another useful technique which can lead to students being satisfied and in turn achieving

excellent results is to provide them with case studies. Case studies are one way to provide the

students with detailed knowledge about any certain issue. Students when told about the facts of

those subjects which hold great importance and interest in their lives are very keen to know

about them in detail and this detail is communicated to them via case studies. Sometimes,

students are even asked to prepare case studies about certain areas themselves. This makes them

search for every bit and detail to prepare a comprehensive case study.

As preeminent case study teacher C. Roland Christensen(1987) points out in his analysis of case

discussion, student involvement develops on at least three distinct levels: At the first level,

students explore a problem by sorting out relevant facts, developing logical conclusions, and

presenting them to fellow students and the instructor. The students discuss someone elses

problem; their role I that of the commentator-observer in a traditional academic sense

(Christensen, 1987). On the second level, students can be assigned roles in the case, and take on

perspectives that require them to argue for specific action from a characters point of view, given

their interests and knowledge. Finally, on the third level, students will take the initiative to


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become fully involved, so that topics are no longer treated as abstract ideas, but become central

to the students sense of self. (TEACHING, 1994)

According to the article written by John Foran (1997), a professor of sociology, the case method

is a student-centred, highly-interactive pedagogy that changes the classroom process. He himself

changed his teaching method from traditional lectures to case studies. He wrote in his article that

he aimed to encourage debate and the development of critical skills in his students. For this, he

adopted the use of case studies in teaching and has been see the changes in students that he

aimed for. He also mentioned that:

Class discussion of cases is intimidating to some students, and working in a group is unfamiliar

to many, as well. Students were learning to work with each other in groups. This learning was

again of great importance for a student and increases his level of satisfaction. It is valuable for a

student to feel a positive change in him in the form of improved analytical skills and discussion

with justification. This increased satisfaction improves the performance of student in the class.

The Research Paradigm

Research paradigm is the framework for thinking or a school of thought about how research

ought to be conducted. There are different issues a researcher encounters while deciding the

research methodology, some of the dichotomies are:

Positivist versus Interpretive

Quantitative versus Qualitative

Induction and Deduction

Experimental versus Non Experimental

This descriptive study on impact of teaching methods on student satisfaction can be safely

regarded as following positivist, quantitative, deductive and non-experimental research

paradigm. According to positivist research paradigm, the truth the researcher is aiming at has to

be understood within a framework of principles and assumptions of science. This paradigm is


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used when variables related to the research can be identified and isolated. In our study, we

identified the variables from the literature review and based on that, we proceeded to find out

whether they hold true for the selected sample. It is because in the light of previous researches

conducted, we came out to the conclusion that different teaching methods have an impact on

student satisfaction. These methods fall under the category of conceptual learning. The data

collected through our questionnaire is numeric. We will use the descriptive statistics in order to

analyze the data. Hence, quantitative research paradigm holds true for our study. It is a non-

experimental research because environment is not being controlled by the researchers.

Research Objectives:

The aim of this study is to determine the effectiveness of using a variety of teaching methods on

the satisfaction level of students studying at IBA, Lahore. We intend to find if there is an impact

of different teaching methods on students satisfaction or not. Institutions, now a days are

focusing more on using variety of teaching methods to enhance the interest of students in class

which ultimately results in increased student satisfaction. In defining the objectives of the study,

our assumption regarding various teaching methods include: case study method, class discussion,

activities and use of multi-media. A careful review of the research question led to the

development of the research objectives stated as:

To find the preference between conventional and conceptual mode of teaching.

To find the most effective teaching method in terms of student satisfaction.

To find the level of effectiveness against each teaching method.

To find the most important aspects of student satisfaction achieved through various

teaching methods.

To find the most enhanced skill by the use of various teaching methods.

Primarily we are testing if conventional and conceptual teaching methods have same impact on

student satisfaction or not. In this test, we will further explore the extent to which variety of

teaching methods affects the satisfaction of students. Each teaching method is further tested on

account of its effectiveness. The various teaching methods discussed establish and enhances


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certain aspects of student satisfaction. Each of the method is rated against each aspect to know

the most affected one. We have divided the skills of students into three broad categories, i.e.

analytical skills, social skills and communication skills. The most enhanced skill because of the

use of the various teaching methods is identified against each method.

Hypothesis of Our Study:

Ho: Conventional and conceptual teaching methods has same effectiveness on the student

learning

H1 : Conventional and conceptual teaching methods have different effectiveness on the

student learning

H0: There is no difference in BBA, MBA and Pgd and MBA executive students opinion

regarding the conceptual teaching method effectiveness.

H1: There is a different in the BBA, MBA and Pgd and MBA executive students opinion

regarding the conceptual teaching method effectiveness

Ho:Use of various teaching methods will have no impact on development of various

skill H1: :Use of various teaching methods will have an impact on development of various

skills

We have defined the variables as follows:

Name of variable Type of

variable

Various Teaching

methods

Independent

Student Satisfaction Dependent


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Methodology:

The Constructs to measure student satisfaction are achievement, responsibility and work

commitment of the student. Our assumption regarding various teaching methods include: case

study method, class discussion, activities and use of multi media.

Conceptual Framework

Research Methodology:

In our research we have used the Survey method as our research design; the survey will be

conducted through questionnaires; and the respondents of the study will be the students of IBA.

We will use probability sampling to select our sample from the population in order to make it a

true representative of the population.

Various

Teaching

Methods

Case

Study

Use of multi-

media

Activities

ClassDiscussion

Student

satisfaction


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Methods of Procedure:

We have used the Survey method to conduct our study. Survey will be based on Structured

Questionnaire which will include close ended questions.

The data from the respondents will be collected by Likert Scale because we have to measure

construct (students responsibility, growth and achievement); and qualitative information is

needed to be transformed into quantitative data, As we are finding the perception of the student

regarding various teaching method that can affect their level satisfaction. The SPSS will be used

to analyse the information collected through the questionnaire. Respondents of the research will

be the students of IBA Lahore.

Sample Size and Description:

Study Population: Students of IBA, Lahore.

Sampling Frame: List of all the students studying in all the disciplines of IBA, Lahore.

Sample Size: Expected respondents of our study are 30.

Sampling Technique: The sampling will be based on probability sampling as we are having the

sampling frame. Multi-stage cluster Sampling technique will be followed to divide the various

disciplines of IBA into clusters; and then we will choose the respondents randomly from these

clusters. There will be three clusters namely Pgd and MBA executive, BBA and MBA. A sample

size of 10 respondents from each cluster will be selected.

Data will be largely collected through questionnaire survey; Sample size will be 30, as per the

project requirement. Sampling technique will be:

Quota based on various

degree program in IBA

MBA BBA Pgd and MBA

executive

Total

Number of Subjects 10 10 10 30


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Within each quota, 10 respondents will be approached for data collection. These will be

randomly selected within each quota.

Proposed data categories in questionnaire:

Questions in the survey attempt to provide data in the following dimensions.

Demographic profile Question 1

Business program profile Question 2

Preference of teaching method Question 3

Effectiveness among various teaching

method

Question 4,5

Finding important aspects of student

satisfaction through various teaching

methods

Question 6

Finding most enhanced skill by use of

various teaching methods

Question 7

Use of various teaching methods:

In this category, it will be discovered that how much a teacher is creative in use of teaching

methods and how much a student prefers a teacher being creative. Such as:

What type of method of teaching is used by teacher and whether student likes thatmethod?

What type of tools a teacher used as assistant for teaching?

If teacher provide only bookish knowledge, whether that is enough according to view

point of students?


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How much teacher focused on original work in assignments and projects?

What value a student will achieve by the teacher providing knowledge?

What types of expectations are of a teacher towards the learning of student? Whether he

focuses on cramming or wants a permanent change in behaviour of student which gives

him value in practical world?

Student Satisfaction:

The second category of questionnaire will be student satisfaction which includes the following

dimensions:

Achievement Responsibility

Growth

With the help of these dimensions, the satisfaction of students will be found out. If the Use of

various teaching methods increases the achievement, responsibility and growth of student then it

will be resulted in his satisfaction. Thus the students will be the main focus of our study and will

be reflected in the questionnaire. Therefore in questionnaire the questions will be related to

achievement, responsibility and growth such as:

If teacher said to do original work in assignments, no copy paste, whether that will

increase the internal value of a student?

If teacher endow with creative work to do, whether that increase a sense of responsibility

of a student?

Conceptual work not only enhances thinking out of box but also endow to grades and

scholarships. Is student agreed or not?

If teacher increase technology in his teaching method, then student learning ability will

increase or not?

Which method of teaching student like:

Conceptual system

Concrete system (Conventional)


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So these are the proposed categories of our questionnaire through which the aim of study will be

achieved: Whether Use of various teaching methods by a teacher has an impact on student

satisfaction?

Scheduling of Research Project:

Project Stages Time Period

Defining Research Problem 4days

Literature Review 7days

Planning a Research Design 6days

Planning a Sample 5days

Scheduling and Costing of Research:

Project Stages Expected Time Period Cost in PRs.

Gathering the Data 5days 650

Processing and

Analyzing the Data

6days 150

Formulating Conclusions

and Preparing Report

5days 300


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Time line:

StartFri 01-10-12

Finish

Wed 10-12-12

1 Oct '12

08 Oct '12

23 Oct '12

25 Nov

'12

2 Dec '12

9 Dec '12

10 Dec

'12

Defining Research

problemSat 02-10-12 - Wed 14-

Literature reviewThu 03-10-12 - Fri 08-

10-12

Planning aresearch designMon 16-10-11 -Mon

23-10-12

Data analysis and

conclusionThu 06-11-12 - Tue 11-

11-12

Gathering the

DataWed 25-11-12 - Tue 1-

12-12

Processing and

gathering of DataWed 2-12-12 - Wed 7-

12-12

Formatting and

completion of

reportMonday 09-12-12

StartFri 01-10-12


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Data Analysis:

As our research is correlation in nature we have to analyze the relationship between independent

and dependent variable. We will use linear regression method e.g. teachers who add creativity by

use of various teaching methods, while teaching helps students in achieving something. And as a

result the students are satisfied; and it can be shown by the help of graphs linear relationship.

The teacher who adds creativity in his teaching by using various teaching methods will

determine a positive correlation and positive regression with A resulting in S as compared to

teacher who lacks creativity.

Univariate Table Of Independent Variable: Various Teaching methods

VARIOUS TEACHING METHODS

FREQUENCY PERCENTAGE

MULTIMEDIA 11 36%

CASE STUDY 4 13%

ACTIVITIES 9 30%

CLASS DISCUSSION 6 20%

TOTAL 30 100%


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Univariate Table Of Dependent Variable: Student Satisfaction

Bivariate Table: Impact Of Various Teaching Methods on Student

Satisfaction

DENTISFAC

N

VARIOUS TEACHING METHODS

MULTIMEDIA CASE STUDIES DISCUSSION ACTIVTIES TOTAL

FREQUENCY % FREQUENCY % FREQUENCY % FREQUENCY % FREQUENCY %

H 7 64% 3 75% 5 56% 2 33% 11 36%

DIUM 2 18% 1 25% 2 22% 1 17% 11 36%

W 2 18% 0 0% 2 22% 3 50% 8 28%

AL 11 100% 4 100% 9 100% 6 100% 30 100%

DEGREE OF STUDENT SATISFACTION

FREQUENCY PERCENTAGE

HIGH 11 36%

MEDIUM 11 36%

LOW 8 28%

TOTAL 30 100%


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Data gathering and analysis:

For the positivist research paradigm and quantitative approach, one of the most widely used

techniques is survey questionnaire. Data from our questionnaire is self-reported and respondent

completed. Variables measured in our research are:

Table A1

Variables Level of

Measurement

Coding

Gender Nominal None

Business Program Nominal 1: BBA

2: MBA

3: Pgd and MBA

executive

Preference of Learning Mode Scale 1: Strongly Disagree

2: Disagree

3: Neutral

4: Agree

5: Strongly Agree

Effectiveness of Case Study Scale 1: Highly not Effective2: Not Effective

3: Neutral

4: Effective

5: Highly Effective

Effectiveness of Class Activities Scale 1: Highly not Effective

2: Not Effective

3: Neutral

4: Effective

5: Highly Effective

Effectiveness of Class Discussion Scale 1: Highly not Effective

2: Not Effective

3: Neutral


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4: Effective

5: Highly Effective

Effectiveness of Multimedia Scale 1: Highly not Effective

2: Not Effective

3: Neutral

4: Effective

5: Highly Effective

Satisfaction through Case Study Nominal 1: Curriculum Content

2: Quality of Instruction

3: Personal Growth

Satisfaction through Class Activities Nominal 1: Curriculum Content


3: Personal Growth

Satisfaction through Class Discussion Nominal 1: Curriculum Content


3: Personal Growth

Satisfaction through Multimedia Nominal 1: Curriculum Content


3: Personal GrowthSkills developed through Case Study Nominal 1: Analytical Skills

2: Social Skills

3: Communication Skills

Skills developed through Class Activities Nominal 1: Analytical Skills

2: Social Skills


Skills developed through Class Discussion Nominal 1: Analytical Skills

2: Social Skills


Skills developed through Multimedia Nominal 1: Analytical Skills

2: Social Skills



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Data preparation involves certain activities like logging the data, checking the data for

accuracy, developing a database structure, entering the data into computer and data

transformations. Variables and coding of the data is explained in the above table.

General techniques of data transformation include accounting for missing values, scale

totals, item reversals, and categorizing responses. Descriptive statistics tools are applied on the

data to find out different trends and choices made by subjects. Also, pictorial presentations are

made to explain the findings. SPSS has been used to derive the findings of our research.

Descriptive

Conceptual Methods

Table-1

N Mean

Std.

Deviation

Std.

Error

95% Confidence Interval

for Mean

Minimu

m

Maximu

m

Lower

Bound

Upper

Bound

BBA 10 15.2000 1.03280 .32660 14.4612 15.9388 14.00 17.00

MBA 10 15.3000 2.83039 .89505 13.2753 17.3247 9.00 19.00

Pgd & MBA

executive

10 15.7000 1.70294 .53852 14.4818 16.9182 13.00 17.00

Total 30 15.4000 1.94049 .35428 14.6754 16.1246 9.00 19.00


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ANOVA

Conceptual Methods

Table-2

Sum of

Squares Df

Mean

Square F Sig.

Between

Groups

1.400 2 .700 .175 .840

Within Groups 107.800 27 3.993

Total 109.200 29

From the above tables the mean of different Business Programs, MBA (M=15.30), BBA

(M=15.20) and Pgd & MBA executive (M=15.7), where as F (2) =0.175, p>0.05 which shows

that there is no significant difference among the various Business Program regarding the

effectiveness and satisfaction of the Conceptual Method of Teaching.

Hence we will accept our null hypothesis as there exists no difference in the opinion of the

student belonging to BBA, MBA and Pgd and MBA executive regarding the effectiveness of the

conceptual teaching methods.


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Table-3 Independent Samples Test

Levene's

Test for

Equality

of

Variance

s t-test for Equality of Means

F

Sig

. t df

Sig.(2-

tailed

)

Mean

Differ

ence

Std.Error

Differe

nce

95%

Confidence

Interval of

theDifference

Lowe

r

Uppe

r

Conventional

Learning

Equal

variance

s

assumed

1.4

46

.24

5

.00

018 1.000 .000 .275 -.577 .577

Equal

variance

s not

assumed

.00

0

16.5

671.000 .000 .275 -.581 .581

Effectiveness

Case study

Equal

variance

s

assumed

.44

7

.51

2

-

2.6

05

18 .018 -.700 .269-

1.265-.135

Equal

variance

s not

assumed

-

2.6

05

17.7

94.018 -.700 .269

-

1.265-.135


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The above independent sample t-test shows that in case study method there is a difference

between the BBA and MBA student among their level of effectiveness t (18) =2.605, p0.05, so the difference is because of

sampling error.

Group Statistics

Table-4

Gender N Mean

Std.

Deviation

Std.

Error

Mean

Conventional_Learnin

g

Male 11 1.73 .647 .195

Female 19 1.84 .958 .220

Effectiveness_Casestu

dy

Male 11 4.09 .701 .211

Female 19 3.26 .806 .185

Effectiveness_ClassAc

tivities

Male 11 4.27 .467 .141

Female 19 4.05 .970 .223Effctiveness_Discussi

on

Male 11 4.27 .786 .237

Female 19 3.95 .780 .179

Effectiveness_Multim

edia

Male 11 3.27 .905 .273

Female 19 3.84 .898 .206

The above table shows the group statistics of different teaching methods with respect to gender

of the students. The mean value of Effectiveness of Case studies, Class Activities and Class

Discussion have the higher mean value for the male students than female students whereas in


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multimedia teaching methods the mean value for female students is higher than the male students

mean value.

ANOVA

Table-5

Sum of

Squares

df Mean

Square

F Sig.

Effectiveness_Casestu

dy

Between

Groups

3.126 1 3.126 5.632 .025

Within Groups 15.541 28 .555

Total 18.667 29Effectiveness_ClassAc

tivities

Between

Groups

.027 1 .027 .081 .778


Total 9.367 29

Effctiveness_Discussio

n

Between

Groups

.737 1 .737 1.206 .282


Total 17.867 29

Effectiveness_Multime

dia

Between

Groups

2.259 1 2.259 2.785 .106


Total 24.967 29

Total 21.467 29

The above table shows that there is a significant difference regarding the effectiveness of case

study method on the male and female respondents. F (29) =5.63, P


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are not significant ,which shows that in Case study Method there exist a difference in opinion of

the effectiveness of this method in male and female. The other teaching methods have p>0.05

which mean difference is because of sampling error.

Figure 1

The above Bar Chart shows the aspect of satisfaction which was more preferred by

respondents belonging to the three mentioned Business programs. BBA, Pgd and MBA

executive students are more satisfied with the Curriculum content of Multi-Media

method, were as MBA students are more satisfied with the Quality of instruction

provided by this Teaching Method

Business_Program

MBA executive andPgd

MBABBA

Count

6

5

4

3

2

1

0

1

2

3 3

6

3

6

2

4

Bar Chart

personal growthQuality of instructioncurriculam content

Satisfaction_Multimedia


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Figure 2

The above Bar Chart shows the aspect of satisfaction which was more preferred by

respondents belonging to the three mentioned Business programs.BBA and Pgd and

MBA executive students are more satisfied with the Curriculum content of Case study

method , were as MBA students are more satisfied with the Personal Growth.

Business_Program


MBABBA

Count

4

3

2

1

0

3

4

2

4

3

4

33

Bar Chart


Satisfaction_Casestudy


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Figure 3

The above Bar Chart shows the aspect of satisfaction which was more preferred by respondents

belonging to the three mentioned Business programs.MBA and Pgd and MBA executive

students are more satisfied with the Personal Growth of Classroom Discussion method , were as

BBA students are more satisfied with the Curriculum Content.

Business_Program


MBABBA

Count

6

5

4

3

2

1

0

66

2 2

3

4

2

5

Bar Chart


Satisfaction_Discussion


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Figure 4

The above Bar Chart shows the aspect of satisfaction which was more preferred by respondents

belonging to the three mentioned Business programs.MBA, Pgd and MBA executive students

are more satisfied with the Personal Growth of Class Activities(indoor ,outdoor), were as BBA

students are more satisfied with the quality of instruction associated with this method of

teaching.

Business_Program


MBABBA

Count

8

6

4

2

0

7

6

1

2

1

8

1

3

1

Bar Chart


Satisfaction_ClassActivities


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Hypothesis testing

Ho: Conventional and conceptual teaching methods has same effectiveness on the student

learning

Hi : Conventional and conceptual teaching methods have different effectiveness on the

student learning

Paired Samples Test

Table-6

The mean difference between the Conceptual and Conventional teaching method is significant

i.e. (M=14.0), p


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Table-7

In the above table it is shown that Effectiveness of each Conceptual method is more than

Conventional teaching method.

Paired Differences T dfSig. (2-tailed)

Teaching methods

effectiveness Mean

Std.

Deviati

on

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

Conventional

Learning -

Effectiveness_Casest

udy

-2.067 1.015 .185 -2.446 -1.688

-

11.15

4

29 .000

Pair

2

Conventional_Learni

ng -

Effectiveness_Class

Activities

-2.633 .718 .131 -2.902 -2.365

-

20.07

7

29 .000

Pair

3

Conventional_Learni

ng -

Effctiveness_Discuss

ion

-2.467 .937 .171 -2.817 -2.117

-

14.41

7

29 .000

Pair

4

Conventional_Learni

ng -

Effectiveness_Multi

media

-2.033 1.033 .189 -2.419 -1.647

-

10.77

8

29 .000


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The paired mean of conventional method and case study method effectiveness (M=-2.067), t (29)

=-11.15, p


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Test Statistics

Table-8

Skills_Cases

tudy

Skills_Class

Activities

Skills_Multi

media

Skills_Discu

ssion

Chi-

Square(a)25.400 22.400 19.400 25.800

Df 2 2 2 2

Asymp.

Sig..000 .000 .000 .000

a.0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is

10.0

The above table shows that there is a significant impact of various teaching Methods on the

development of various skills, p


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Figure-5

The above Bar Chart shows the skills enhanced by the Case Study Method with respect to the

three mentioned Business programs. The Analytical Skills are the one which are most enhanced

by the Case Study Method in BBA, MBA and Pgd and MBA executive

Business_Program

MBA Executive andPgd

MBABBA

Count

8

6

4

2

0

1

2

1

3

8

7

8

Bar Chart

communication SkillSocial SkillsAnalytical Skills

Skills_Casestudy


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BUSINESS_PROGRAM * SKILLS_DISCUSSION CROSSTABULATION

Count

Table-10

Skills_Discussion Total

Analytica

l Skills

Social

Skills

communi

cation

Skill

Analytica

l Skills

Business_Progra

m

BBA 1 3 6 10

MBA 1 0 9 10

Pgd & MBA

executive 0 2 8 10

Total 2 5 23 30


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Figure-6

The above Bar Chart shows the skills enhanced by the Class Discussion Method with respect to

the three mentioned Business programs. The Communication Skills are the one which are most

enhanced by the Class Discussion Method in BBA, MBA, Pgd & MBA executive.

Business_Program


MBABBA

Count

10

8

6

4

2

0

Bar Chart

communication SkillSocial SkillsAnalytical Skills

Skills_Discussion


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Table-11

Figure-7

The above Bar Chart shows the skills enhanced by the Class Activity Method with respect to the

three mentioned Business programs. The Social Skills are the one which are most enhanced by \

MBA executive and

Pgd

MBABBA

Business_Program

10

8

6

4

2

0

Count

Bar Chart

communicationskills

Social SkilsAnalytical Skills

Skills_ClassActivities

Business_Program * Skills_ClassActivities Crosstabulation

1 5 4 10

.7 7.3 2.0 10.0

.3 -2.3 2.0

1 7 2 10

.7 7.3 2.0 10.0

.3 -.3 .0

0 10 0 10

.7 7.3 2.0 10.0

-.7 2.7 -2.0

2 22 6 30

2.0 22.0 6.0 30.0

Count

Expected Count

Residual

Count

Expected Count

Residual

Count

Expected Count

Residual

Count

Expected Count

BBA

MBA

MBA executive

and Pgd

Business_Program

Total

AnalyticalSkills Social Skils

communication skills

Skills_ClassActivities

Total


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Table-12

Business_Program * Skills_Multimedia Crosstabulation

7 1 2 10

7.0 .7 2.3 10.0

.0 .3 -.3

6 0 4 10

7.0 .7 2.3 10.0

-1.0 -.7 1.7

8 1 1 10

7.0 .7 2.3 10.0

1.0 .3 -1.3

21 2 7 30

21.0 2.0 7.0 30.0

Count

Expected Count

Residual

Count

Expected Count

Residual

Count

Expected Count

Residual

Count

Expected Count

BBA

MBA

BS.Accounting

and Finance

Business_Program

Total

Anal ytical

Ski l ls Social Ski ls

communic

ation skill s

Skills_Multimedia

Total


MBABBA

Business_Program

8

6

4

2

0

Count

Bar Chart

communicationskills

Social Skils

Analytical Skills

Skills_Multimedia


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Figure-8

The above Bar Chart shows the skills enhanced by the Multi-Media method with respect to the

three mentioned Business programs. The Analytical Skills are the one which are most enhanced

by the Multi-media method in BBA, MBA and Pgd and MBA executive

Explanation and reflection:

We started our research project with the basic question in mind to find out the impact of various

teaching methods on student satisfaction. The aim of the research is to identify the techniques

that hold great importance in todays world. These techniques are effective for teachers when it

comes to changing their teaching methodologies and techniques in order to make the students

keener towards learning and hence, enhancing their satisfactions. The assumption we made

throughout our research project includes:

Under conceptual learning, we have considered only four teaching methods i.e. Case

Study, Class Discussion, Class Activities and Multimedia.

All the four methods discussed above are currently being used in IBA.

The daily activities are going on in the usual manner during our research study.

During our study, we followed all the research ethics strictly. The main data-gathering instrument is the human researcher.

The positivist, deductive and quantitative nature of research is clear from the choices made

throughout the research process. From literature review to variables identification, (which

shows deduction) to choosing questionnaire surveys for data collection (quantitative

approach) to analyzing data by purely statistical techniques (descriptive statistics),

paradigmatic choices are reflected in every step. Research is deductive as variables are

extracted from the literature review (case study, class discussion, class activities (indoor,

outdoor), multimedia) and measured in the sample selected.

From our hypothesis testing we have found that there is a significant difference in the

effectiveness of student learning by the use of conventional and conceptual method, so we

rejected our Null Hypothesis. We also find that conceptual method (Case study, Class discussion,


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Class activities (indoor, outdoor) and Multi-media) are more effective in enhancing the skills of

the students as well as increasing their satisfaction level, again rejecting the Null Hypothesis. In

the three business programs of IBA (MBA, BBA and Pgd & MBA executive), the students under

each program have the same opinion regarding the effectiveness of conceptual methods,

accepting the Null Hypothesis.

A very basic assumption of our research study was that most of students in Lahore

campus prefer conceptual teaching methods. However, during the data collection we found that

still there are students who prefer conventional teaching methods.

Limitations:

Limitations for conducting the research were uncovered as the research was conducted.

One of the major limitations that we faced was that respondents (students) are usually reluctant

to fill out questionnaires. Although we had tried our best to make a simple and short

questionnaire that would be easy to fill, still we faced this problem. Few other limitations are as

follow:

Time is the biggest constraint in this project.

We have limited the scope of our study just to IBA.

One of the major limitations is that Sample is non representative because the instructed

sample size is very small. So the results cannot be generalized.

Sample can be non-serious in responding, that may put reliability at stake.

We did not have access to some highly relevant articles for literature review.

We do not have expert research skills, thus there could be some flaws in methodology.

As a concluding remark, this pilot study taught us how research is an ongoing

phenomenon and how learning continues during the research process Also, the general attitude of

people towards providing information is quite hopeless, which limits the quality of good research

and reliable findings in general. This exercise also proves the importance of pilot study before

undertaking a large scale research project. We hope this pilot study proves useful and serves as a

foundation of further research in future.


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Conclusion:

The research proposal is about finding if there is an impact of different teaching methods on

students satisfaction or not. The objective is to explore the perception of student regarding the

various teaching methods in the real world. Survey method will be used to conduct the research.

The respondents will be given structured questionnaires. The qualitative information will be

converted into quantitative one through Likert scale. To analyze the data gathered from the

questionnaires Linear Regression Method will be used. Our population would be the students of

IBA. The problems that we think are going to hinder in our research are low rate of correct

student response. . Often students avoid or haphazardly fill out questionnaires which will lead

to incorrect findings. University holidays or midterm exams could be other factors that can create

difficulties in conducting our research. The other limitations of the research are the time and

fund boundaries. As we have limited funds and time, so we cannot do more detailed research.

Research is based upon only four teaching methods. The findings of the research are also limited

to IBA only and it cant be generalized to other institutions.According to the previous researches

done related to our research proposal, we are expecting the students of would also be affected by

the various teaching methods. These methods would be effecting their satisfaction in a positive

manner.


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Bibliography:

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estimation of a structural model. Journal of Higher Education, 53(1) 32-50.

Anderson, L. N. (2007). The Effects of a Classroom Discussion Technique on Student

Satisfaction: A Quasi-Experiment. Mountain Rise, the International Journal of the

Scholarship of Teaching and Learning.

Bandura, A. (1977). Self-efficacy: Toward a unified theory of behavioural change.

Psychological Review, 82(2), 191-215.

Brandt, R.S., & Meek, A. (Eds.). (1990). Cooperative learning [Entire issue]. Educational

Leadership, 47(4)

Brewer, E. W., & Burgess, D. N. (2005). Professors role in motivating students to attend

class. Journal of Industrial Teacher Education, 42, 2347.

Burchfield, C. M. & Sappington, J. 1999. Participation in classroom discussion. Teaching of

Psychology, 26(4): 290-291.

Christensen, R. (1987). Teaching and the case method. Boston: Harvard Business School.

Davidson, N. 1985. Small group cooperative learning in mathematics: a selective view of the

research. In: Slavin, R., ed. Learning to cooperate, cooperating to learn, p. 21130. New

York, Plenum Press.

Foran, J. (1997). The Case Method and The Interactive Classroom. THE NEA HIGHER

EDUCATION JOURNAL

Herzberg-Motivation Hygiene Theory. (copyright 2002-2007). (Internet Center For

Management and Business Administration,Inc.) Retrieved from NetMBA.com


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Hoyt, M. P., & Pallet, W. H. (1999). Appraising teaching effectiveness Paper No. 36. Kansas

State University, Centre for Faculty Evaluation and Development. Retrieved

Jones, A. C. (2008). The effects of out-of-class support on student satisfaction and

motivation to learn. CommunicationEducation, 57, 373388

Neves, D. W. (2007). Determinants of undergraduate business student satisfaction. Research

in Higher Eduactional Journal , 2-6.

Palmer, Parker. (n.d), Teaching Practice: Teaching Methods.

Pike, G. (1991). The effects of background, coursework, and involvement on students

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Piercy, N.F. (1995) Customer satisfaction and the internal market, Marketing our customers

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Roebken, H. (2007). The influence of goal orientation on student satisfaction, academic

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Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist,

26(3/4), 207-231

Shahida, D. S. (2007). Effective Teaching Methods at Higher Education Levels. 2-12.

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Appendix

We students of IBA LAHORE are requesting you to fill up the following questionnaire. The

purpose of our research is to observe the relationship of various teaching methods (case study,

class indoor and outdoor activities, class discussion and use of multi-media) with student

satisfaction.

Questionnaire

1. Please specify your gender:

a. Male [1]

b. Female [2]

2. In which business program are you currently studying at IBA lahore?

a. BBA [1]

b. MBA [2]

c. Pgd & MBA executive [3]

3. Conventional learning (lecture delivery) is more effective than conceptual learning.

a. Strongly Agree [1]

b. Agree [2]

c. Neutral [3]

d. Disagree [4]

e. Strongly disagree [5]

4. According to you, which teaching method is most effective?a. Case study [1]

b. Class indoor and outdoor activities [2]

c. Classroom discussion [3]

d. Use of multi-media [4]

5. Please tick against teaching methods in terms of its effectiveness:

Teaching

MethodsEffectiveness

Highly

effectiveEffective

Somehow

effectiveNot Effective

Highly Not

Effective

Case Study

Class

Activities(indoor,

outdoor)

Classroom

Discussion

Use of

Multimedia


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6. Select the most important aspect of the student satisfaction achieved through various teaching methods:

(Select only one against each method)

Teaching Methods Aspects of student satisfaction

Case Study

Curriculum content

Quality of instruction

Personal growth

Class Activities(indoor, outdoor)

Curriculum content


Personal growth

Class Discussions Curriculum content


Personal growth

Use of Multimedia

Curriculum content


Personal growth

7. Tick ( ) the most enhanced skill by the use of the following teaching method:

Teaching methods Analytical skills Social skills Communication skills

Case study

Class activity(indoor, outdoor)

Class discussion

Use of multimedia


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Coding

Question1

Male =1

Female =2

Question2

BBA=1

MBA=2

BS (Accounting and finance) =3

Question 3

Strongly agree=5

Agree=4

Neutral=3

Disagree =2

Strongly Disagree=1

Question 4

Case study =1

Class (indoor and outdoor activities)=2

Class room discussion=3

Use of multi-media=4

Question 5(A)

Highly effective=5

Effective =4

Somehow effective=3

Not effective=2

Highly not effective=1


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Question 5(B)

Highly effective=5

Effective =4

Somehow effective=3

Not effective=2


Question 5(C)

Highly effective=5

Effective =4

Somehow effective=3

Not effective=2


Question 5(D)

Highly effective=5

Effective =4

Somehow effective=3

Not effective=2


Question6 (A)

Curriculum content=1

Quality of instruction=2

Personal growth =3


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Question6 (B)



Personal growth =3

Question6 (C)



Personal growth =3

Question6 (D)



Personal growth =3

Question 7(A)

Analytical skill=1

Social skill=2

Communication skill=3

Question 7(B)

Analytical skill=1

Social skill=2



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Question 7(C)

Analytical skill=1

Social skill=2


Question 7(D)

Analytical skill=1

Social skill=2


THANK YOU

Documents

Impact of Various Teaching Methods on Student Satisfaction