ADVANCED RESEARCH METHODS

Impact of Various Teaching Methods on Student Satisfaction

Group Members Abubakar Waqar Muhammad Haris Khan Muhammad Sibbtain Muhammad Usman Ghani Ahmed Iftikhar Daniyal Khan Khurram Arshad 42 04 05 65 80 74 43

Contents
Abstract..........................................................................................................................................................................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: .......................................................................................................................................... 40 Limitations:.................................................................................................................................................................. 41 Conclusion: .................................................................................................................................................................. 42 Bibliography: ............................................................................................................................................................... 42 Appendix ..................................................................................................................................................................... 47

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 today‟s students.

Introduction
In this research, we intend to find if there is really an impact of different teaching methods on student‟s s atisfaction 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

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 ho w 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 an d 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)

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 Elli ott & 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 wi ll be hypnotized that different teaching methods bring different level of changes in the student‟s 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:

org/Publications) The concept of Student Satisfaction is adapted from Herzberg theory of Motivation-Hygiene (Two Factor Theory).Figure 1(http://outcomes. To improve the creative learning skills of the students in IBA. Lahore. Responsibility and Growth of students. and it has the following dimensions which include: Achievement. To understand the impact of student satisfaction on student performance and in the end the performance of the whole educational institution. .    To see the most important aspect of student satisfaction affected by teacher‟s use of various teaching methods.ceiss.

a variable related to student satisfaction. (Burchfield. Voelkl‟s (1995) found that participation in discussion is closely linked to course grades. (Slavin). This helps them in knowing what sorts of cultures exist and enables them to understand the aspects told by fellows belonging to different cultures. the effects of a classroom discussion technique on student satisfaction were studied. It is quite natural that when students would feel the sense of achieving newer things. Results revealed that when classroom discussion technique was used. 1999) argue that discussion in the classroom is important enough that it should be portrayed to students as a critical element in success. 1992) have found that students who did not participate in discussions in class were at a disadvantage relative to those who did. Goodman said that discussion in the classroom helps teach students about cultural diversity. the students in that class were found to be significantly more satisfied than students in the class where the technique was not used. ranging from educational trips to educational surveys. All activities would in one way or the . Others (Hutchinson & Beadle. 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. 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. and (Webb) have revealed that classroom discussion has been observed as a positive way of learning. This mainly happens because students in any class belong to diverse backgrounds. 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. 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. Outside the class activities would be diverse. VanDeWeghe (2005) argues that discussion plays a critical role in students‟ literacy development. Studies conducted over time (Davidson).Classroom Discussions: In a research article by Leda Nath and Lawrence Anderson (2007). It will help in building or decreasing the satisfaction level of a student.

developing logical conclusions. videos. 1987). student involvement develops on at least three distinct levels: “At the first level. 1999).other help the students experiencing new arenas of knowledge leading to increased satisfaction. Case studies are one way to provide the students with detailed knowledge about any certain issue. This enables the teacher to carry techniques such as simulations. As preeminent case study teacher C. teachers are trying to create interest in their lectures through the usage of multimedia while delivering their lectures. 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. students are even asked to prepare case studies about certain areas themselves. 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. This makes them search for every bit and detail to prepare a comprehensive case study. Sometimes. Roland Christensen(1987) points out in his analysis of case discussion. students can be assigned roles in the case. (Hoyt. students will take the initiative to . However it makes student sleepy when they don‟t have to take notes. on the third level. These days. given their interests and knowledge. and presenting them to fellow students and the instructor. The students discuss someone else‟s problem. and take on perspectives that require them to argue for specific action from a character‟s point of view. their role I that of the commentator-observer in a traditional academic sense” (Christensen. computerassisted teaching is becoming the trend in modern teaching. Usage of Multimedia Due to the impact and influence of information technology on society and education. On the second level. students explore a problem by sorting out relevant facts. Finally. slide shows with interest generating colours and backgrounds. different animations while using the multimedia.

deductive and non-experimental research paradigm. This increased satisfaction improves the performance of student in the class. For this. This paradigm is . The Research Paradigm Research paradigm is the framework for thinking or a „school of thought‟ about how research ought to be conducted. a professor of sociology. the case method is a student-centred. and working in a group is unfamiliar to many. as well. Students were learning to work with each other in groups. He himself changed his teaching method from traditional lectures to case studies. It is valuable for a student to feel a positive change in him in the form of improved analytical skills and discussion with justification. He wrote in his article that he aimed to encourage debate and the development of critical skills in his students. He also mentioned that: Class discussion of cases is intimidating to some students. 1994) According to the article written by John Foran (1997). quantitative. (TEACHING.become fully involved. 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. he adopted the use of case studies in teaching and has been see the changes in students that he aimed for. highly-interactive pedagogy that changes the classroom process. so that topics are no longer treated as abstract ideas. 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. This learning was again of great importance for a student and increases his level of satisfaction. but become central to the student‟s sense of self. There are different issues a researcher encounters while deciding the research methodology.

These methods fall under the category of conceptual learning. To find the most effective teaching method in terms of student satisfaction. Primarily we are testing if conventional and conceptual teaching methods have same impact on student satisfaction or not. we identified the variables from the literature review and based on that. In defining the objectives of the study. Hence. Each teaching method is further tested on account of its effectiveness. we will further explore the extent to which variety of teaching methods affects the satisfaction of students. In our study.used when variables related to the research can be identified and isolated. we proceeded to find out whether they hold true for the selected sample. The data collected through our questionnaire is numeric. We will use the descriptive statistics in order to analyze the data. The various teaching methods discussed establish and enhances . class discussion. our assumption regarding various teaching methods include: case study method. quantitative research paradigm holds true for our study. we came out to the conclusion that different teaching methods have an impact on student satisfaction. 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. It is because in the light of previous researches conducted. 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. 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. 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. To find the level of effectiveness against each teaching method. Lahore. Institutions. We intend to find if there is an impact of different teaching methods on student‟s satisfaction or not. It is a nonexperimental research because environment is not being controlled by the researchers. activities and use of multi-media. In this test.

e. The most enhanced skill because of the use of the various teaching methods is identified against each method.certain aspects of student satisfaction. analytical skills. 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. Each of the method is rated against each aspect to know the most affected one. i. We have divided the skills of students into three broad categories. 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 variable Various methods Student Satisfaction Dependent Teaching Independent of . social skills and communication skills. MBA and Pgd and MBA executive students‟ opinion regarding the conceptual teaching method effectiveness.  H1: There is a different in the BBA.

Use of multimedia Case Study Various Teaching Methods Student satisfaction Activities Conceptual Framework Class Discussion Research Methodology: In our research we have used the Survey method as our research design. Our assumption regarding various teaching methods include: case study method. We will use probability sampling to select our sample from the population in order to make it a true representative of the population. activities and use of multi media. class discussion. the survey will be conducted through questionnaires.Methodology: The Constructs to measure student satisfaction are achievement. and the respondents of the study will be the students of IBA. . responsibility and work commitment of the student.

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 . and then we will choose the respondents randomly from these clusters. and qualitative information is needed to be transformed into quantitative data. as per the project requirement. BBA and MBA. Respondents of the research will be the students of IBA Lahore. Survey will be based on “Structured Questionnaire” which will include close ended questions. Sample Size and Description: Study Population: Students of IBA. Data will be largely collected through questionnaire survey. There will be three clusters namely Pgd and MBA executive. Sample size will be 30.Methods of Procedure: We have used the Survey method to conduct our study. Sampling Technique: The sampling will be based on “probability sampling” as we are having the sampling frame. Sample Size: Expected respondents of our study are 30. A sample size of 10 respondents from each cluster will be selected. Lahore. Lahore. Sampling Frame: List of all the students studying in all the disciplines of IBA. As we are finding the perception of the student regarding various teaching method that can affect their level satisfaction. growth and achievement). The data from the respondents will be collected by “Likert Scale” because we have to measure construct (student‟s responsibility. The SPSS will be used to analyse the information collected through the questionnaire. Multi-stage cluster Sampling technique will be followed to divide the various disciplines of IBA into clusters.

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. Proposed data categories in questionnaire: Questions in the survey attempt to provide data in the following dimensions. Such as:    What type of method of teaching is used by teacher and whether student likes that method? What type of tools a teacher used as assistant for teaching? If teacher provide only bookish knowledge. Demographic profile Business program profile Preference of teaching method Question 1 Question 2 Question 3 Effectiveness among various teaching Question 4. These will be randomly selected within each quota.5 method Finding important aspects of student Question 6 satisfaction through various teaching methods Finding most enhanced skill by use of Question 7 various teaching methods Use of various teaching methods: In this category. whether that is enough according to view point of students? . 10 respondents will be approached for data collection.Within each quota.

Therefore in questionnaire the questions will be related to achievement. responsibility and growth of student then it will be resulted in his satisfaction. 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) . responsibility and growth such as:      If teacher said to do original work in assignments. If the Use of various teaching methods increases the achievement. the satisfaction of students will be found out. Thus the students will be the main focus of our study and will be reflected in the questionnaire. 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. no copy paste. whether that will increase the internal value of a student? If teacher endow with creative work to do.   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.

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 Defining Research Problem Literature Review Planning a Research Design Planning a Sample Time Period 4days 7days 6days 5days Scheduling and Costing of Research: Project Stages Gathering the Data Expected Time Period 5days Cost in PRs. 650 Processing and Analyzing the Data Formulating Conclusions 6days 150 5days 300 and Preparing Report .

Time line: Finish Wed 10-12-12 10 Dec '12 Formatting and completion of report Monday 09-12-12 9 Dec '12 Processing and gathering of Data 2 Dec '12 Wed 2-12-12 .Wed 712-12 Gathering the Data 25 Nov '12 Wed 25-11-12 .Tue 112-12 Data analysis and conclusion Thu 06-11-12 .Wed 1409-11 Start Fri 01-10-12 Start Fri 01-10-12 .Fri 0810-12 1 Oct '12 Defining Research problem Sat 02-10-12 .Tue 1111-12 23 Oct '12 Mon 16-10-11 -Mon 23-10-12 Planning a research design 08 Oct '12 Literature review Thu 03-10-12 .

g. Univariate Table Of Independent Variable: Various Teaching methods VARIOUS TEACHING METHODS FREQUENCY PERCENTAGE MULTIMEDIA CASE STUDY ACTIVITIES CLASS DISCUSSION TOTAL 11 4 9 6 30 36% 13% 30% 20% 100% . while teaching helps students in achieving something.Data Analysis: As our research is correlation in nature we have to analyze the relationship between independent and dependent variable. and it can be shown by the help of graphs linear relationship. We will use linear regression method e. 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. teachers who add creativity by use of various teaching methods. And as a result the students are satisfied.

Univariate Table Of Dependent Variable: Student Satisfaction DEGREE OF STUDENT SATISFACTION FREQUENCY HIGH MEDIUM LOW TOTAL 11 11 8 30 PERCENTAGE 36% 36% 28% 100% Bivariate Table: Impact Of Various Teaching Methods on Student Satisfaction STUDENT SATISFAC TION HIGH MEDIUM LOW TOTAL MULTIMEDIA FREQUENCY 7 2 2 11 % 64% 18% 18% 100% VARIOUS TEACHING METHODS CASE STUDIES FREQUENCY 3 1 0 4 % 75% 25% 0% 100% DISCUSSION FREQUENCY % 5 2 2 9 56% 22% 22% 100% ACTIVTIES FREQUENCY 2 1 3 6 % 33% 17% 50% 100% TOTAL FREQUENCY 11 11 8 30 % 36% 36% 28% 100% .

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 Gender Business Program Nominal Nominal None 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 Effective 2: 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 Coding .Data gathering and analysis: For the positivist research paradigm and quantitative approach.

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 2: Quality of Instruction 3: Personal Growth Satisfaction through Class Discussion Nominal 1: Curriculum Content 2: Quality of Instruction 3: Personal Growth Satisfaction through Multimedia Nominal 1: Curriculum Content 2: Quality of Instruction 3: Personal Growth Skills 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 3: Communication Skills Skills developed through Class Discussion Nominal 1: Analytical Skills 2: Social Skills 3: Communication Skills Skills developed through Multimedia Nominal 1: Analytical Skills 2: Social Skills 3: Communication Skills .

Descriptive Conceptual Methods Table-1 95% Confidence Interval for Mean Std.83039 15.2000 1.00 9.94049 . scale totals.53852 Lower Bound 14.Data preparation involves certain activities like logging the data.7000 1. Descriptive statistics tools are applied on the data to find out different trends and choices made by subjects.89505 .00 15.03280 15. Variables and coding of the data is explained in the above table.00 17.00 m 17.1246 9.3247 16. item reversals. Error .70294 executive Total 30 15.3000 2.2753 14.4818 Upper Bound 15.4612 13. and categorizing responses. General techniques of data transformation include accounting for missing values. pictorial presentations are made to explain the findings. checking the data for accuracy.00 .00 13.9182 Minimu Maximu m 14. N BBA MBA Pgd & 10 10 MBA 10 Mean Deviation Std. entering the data into computer and data transformations.6754 16.00 19.4000 1. developing a database structure.9388 17. SPSS has been used to derive the findings of our research.32660 .00 19. Also.35428 14.

700 F .175.840 From the above tables the mean of different Business Programs.20) and Pgd & MBA executive (M=15. MBA (M=15.400 of Df 2 Mean Square .175 Sig.800 109. . . BBA (M=15. Hence we will accept our null hypothesis as there exists no difference in the opinion of the student belonging to BBA. p>0.200 27 29 3.ANOVA Conceptual Methods Table-2 Sum Squares Between Groups Within Groups Total 107.30).7). MBA and Pgd and MBA executive regarding the effectiveness of the conceptual teaching methods.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.993 1. where as F (2) =0.

5 67 1.577 .51 2 2. Mean Error Differ Differe ence nce the Difference Lowe r Uppe r of assumed Effectiveness Case study Equal variance s assumed Equal variance s not .018 -.275 -.018 -.000 .135 assumed .265 -.000 .Table-3 Independent Samples Test Levene's Test for Equality of Variance s t-test for Equality of Means 95% Confidence Interval Sig.4 46 .581 1.269 1. t df tailed ) Std.275 -.6 05 18 .000 . (2Sig F Conventional Learning Equal variance s assumed Equal variance s not .577 .000 .269 1.44 7 .581 .00 0 18 1.700 .00 0 16.135 2.7 94 .6 05 17.265 -.700 .24 5 .

780 .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) =2.237 .09 3. p<0.141 .26 4. Class Activities and Class Discussion have the higher mean value for the male students than female students whereas in .000. The mean value of Effectiveness of Case studies.27 4.179 .84 Deviation .970 .898 Error Mean .05.273 .806 . Std.206 Female 19 Male 11 Female 19 11 Effectiveness_ClassAc Male tivities Effctiveness_Discussi on Effectiveness_Multim edia Female 19 Male 11 Female 19 Male 11 Female 19 The above table shows the group statistics of different teaching methods with respect to gender of the students.701 .73 1.446. p>0.05 4.27 3.223 . so the difference is because of sampling error.605. Group Statistics Table-4 Std.211 . Gender N Conventional_Learnin g Effectiveness_Casestu dy Male 11 Mean 1. F (18) =1.185 .05 of Case study Whereas conventional method has no impact on the effectiveness with respect to difference business program t (18) =0.220 .467 .958 .905 .84 4.195 .95 3.647 .786 .27 3.

867 2.334 .025 F Sig.multimedia teaching methods the mean value for female students is higher than the male students mean value.126 5. F (29) =5.737 28 29 1 15.259 28 29 1 9.612 2.027 28 29 1 3.632 .555 .206 .027 .778 .811 The above table shows that there is a significant difference regarding the effectiveness of case study method on the male and female respondents.259 2. ANOVA Table-5 Sum of df Mean Square 1 3. Squares Effectiveness_Casestu dy Between Groups Within Groups Total Effectiveness_ClassAc tivities Between Groups Within Groups Total Effctiveness_Discussio Between n Groups Within Groups Total Effectiveness_Multime Between dia Groups Within Groups Total Total 22.129 17.967 21. P<0.785 .63.05.282 . whereas other variables .737 1.340 9.467 28 29 29 17.126 .106 .541 18.708 24.367 .667 .081 .

BBA.05 which mean difference is because of sampling error.are not significant . Bar Chart Satisfaction_Multimedia curriculam content Quality of instruction personal growth 5 6 4 Count 3 6 6 2 4 3 3 3 1 2 2 1 0 BBA MBA MBA executive and Pgd Business_Program Figure 1 The above Bar Chart shows the aspect of satisfaction which was more preferred by respondents belonging to the three mentioned Business programs. The other teaching methods have p>0. Pgd and MBA executive students are more satisfied with the Curriculum content of Multi-Media method.which shows that in Case study Method there exist a difference in opinion of the effectiveness of this method in male and female. were as MBA students are more satisfied with the Quality of instruction provided by this Teaching Method .

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.Bar Chart Satisfaction_Casestudy curriculam content Quality of instruction personal growth 4 3 Count 2 4 4 4 4 3 3 3 3 1 2 0 BBA MBA MBA executive and Pgd Business_Program Figure 2 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 . .Bar Chart Satisfaction_Discussion curriculam content Quality of instruction personal growth 5 6 4 Count 3 5 6 6 2 3 4 1 2 2 2 0 BBA MBA MBA executive and Pgd Business_Program Figure 3 The above Bar Chart shows the aspect of satisfaction which was more preferred by respondents belonging to the three mentioned Business programs. were as BBA students are more satisfied with the Curriculum Content.

outdoor).MBA. .Bar Chart Satisfaction_ClassActivities curriculam content Quality of instruction personal growth 8 6 Count 4 8 7 6 2 3 2 1 1 1 1 0 BBA MBA MBA executive and Pgd Business_Program Figure 4 The above Bar Chart shows the aspect of satisfaction which was more preferred by respondents belonging to the three mentioned Business programs. Pgd and MBA executive students are more satisfied with the Personal Growth of Class Activities(indoor . were as BBA students are more satisfied with the quality of instruction associated with this method of teaching.

(2-tailed) . .05. There lies a difference in the effectiveness cause by the conceptual and conventional methods of learning.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 Paired Samples Test Paired Differences 95% Confidence Interval of the Difference Lower Upper Mean Pair 1 Conventional_Learning -14. p<0.368 df 29 Sig.00000 conceptual__method Std.0).e.61885 Std.000 .39551 The mean difference between the Conceptual and Conventional teaching method is significant i.60449 -13. Deviation 1.29556 -14. (M=14. Error Mean t -47. so we will reject the Null Hypothesis.

000 -2.000 Effctiveness_Discuss ion Pair 4 Conventional_Learni ng Effectiveness_Multi media - -2.718 . Teaching effectiveness methods Mean Deviati on Std.171 -2. .117 14.902 -2.647 10.189 -2.937 .015 .446 -1.000 In the above table it is shown that Effectiveness of each Conceptual method is more than Conventional teaching method.000 T df tailed) (2- Effectiveness_Casest udy Pair 2 Conventional_Learni ng Effectiveness_Class Activities Pair 3 Conventional_Learni ng - -2.467 . Paired Differences Std.033 .131 -2.067 1.07 7 29 .15 4 29 .419 -1.688 Upper 11.817 -2.633 .185 -2.033 1.41 7 29 .365 20. Error Mean 95% Confidence Interval of the Difference Lower Pair 1 Conventional Learning -2.77 8 29 .Table-7 Sig.

05 shows that the mean difference is significant and there lie a difference in the effectiveness cause by both the method. p<0. The paired mean of conventional method and Class Discussions effectiveness (M=-2. p<0.The paired mean of conventional method and case study method effectiveness (M=-2.033). outdoor) method effectiveness (M=-2. The paired mean of conventional method and Multimedia method effectiveness (M=-2. t (29) =-11.05 shows that the mean difference is significant and there lie a difference in the effectiveness cause by both the method. t (29) =-14.41.05 shows that the mean difference is significant and there lie a difference in the effectiveness cause by both the method.05 shows that the mean difference is significant and there lie a difference in the effectiveness cause by both the method. p<0.077.15. t (29) =-10.15. p<0. p<0. t (29) =-20. The paired mean of conventional method and case study method effectiveness (M=-2. t (29) =-11.467).633).067).778.067). Hypothesis testing  Ho:“Use of various teaching methods will have no impact on development of various skills  H1: :“Use of various teaching methods will have an impact on development of various skills .05 shows that the mean difference is significant and there lie a difference in the effectiveness cause by both the method. The paired mean of conventional method and Class activities (indoor.

000 Activities 22. The minimum expected cell frequency is 10.400 2 .400 2 . BUSINESS PROGRAM * SKILLS CASE STUDY CROSS TABULATION Count Table-9 Skills_Casestudy Analyti cal Skills Business_Program BBA MBA Pgd & MBA executive Total 8 7 8 23 Social Skills 0 3 1 4 communicat ion Skill 2 0 1 3 Analytical Skills 10 10 10 30 Total .Test Statistics Table-8 Skills_Cases Skills_Class tudy ChiSquare(a) Df Asymp.0%) have expected frequencies less than 5. Sig.000 a.400 2 . Class activities (indoor. Class Discussion.0 cells (.800 2 .000 Skills_Multi Skills_Discu media 19. p<0.000 ssion 25. Hence there is an increase caused by the use of Conceptual Teaching Method (Case study. outdoor) and Multi-media. 25.0 The above table shows that there is a significant impact of various teaching Methods on the development of various skills.05 so we will reject our null hypothesis.

Bar Chart 8 Skills_Casestudy Analytical Skills Social Skills communication Skill 6 Count 4 8 7 8 2 3 2 1 1 0 BBA MBA MBA Executive and Pgd Business_Program Figure-5 The above Bar Chart shows the skills enhanced by the Case Study Method with respect to the three mentioned Business programs. MBA and Pgd and MBA executive . The Analytical Skills are the one which are most enhanced by the Case Study Method in BBA.

BUSINESS_PROGRAM * SKILLS_DISCUSSION CROSSTABULATION Count Table-10 Skills_Discussion communi Analytica Social l Skills Business_Progra m BBA MBA Pgd & MBA executive Total 1 1 0 2 Skills 3 0 2 5 cation Skill 6 9 8 23 Analytica l Skills 10 10 10 30 Total .

MBA. Pgd & MBA executive. The Communication Skills are the one which are most enhanced by the Class Discussion Method in BBA. .Bar Chart 10 Skills_Discussion Analytical Skills Social Skills communication Skill 8 Count 6 4 2 0 BBA MBA MBA executive and Pgd Business_Program Figure-6 The above Bar Chart shows the skills enhanced by the Class Discussion Method with respect to the three mentioned Business programs.

0 -2.0 Social Skils 5 7.0 10 10.7 2 2.0 10 10.3 -2.7 .Table-11 Business_Program * Skills_ClassActivities Crosstabulation Skills_ClassActivities Analytical Skills 1 .0 0 2.7 .3 2.0 2 2.3 10 7.7 22 22.0 2.3 7 7.3 0 .0 communic ation skills 4 2.0 .0 30 30.7 -.0 Total 10 10.0 6 6.3 -.0 Business_Program BBA Count Expected Count Residual MBA Count Expected Count Residual MBA executive and Pgd Count Expected Count Residual Total Count Expected Count Bar Chart Skills_ClassActivities Analytical Skills Social Skils 8 10 communication skills Count 6 4 2 0 BBA MBA MBA executive and Pgd Business_Program 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 \ .3 1 .

0 .3 -1.0 Total Bar Chart Skills_Multimedia Analytical Skills Social Skils communication skills 6 8 Count 4 2 0 BBA MBA MBA executive and Pgd Business_Program .3 7 7.0 10 10.0 .7 1.7 8 1 1 7.7 2.0 Business_Program BBA MBA BS.0 .0 30 30.7 2.3 -.3 .7 2.0 .3 6 0 4 7.0 .3 1.0 10 10.0 -.Table-12 Business_Program * Skills_Multimedia Crosstabulation Skills_Multimedia Analytical communic Skills Social Skils ation skills 7 1 2 7.0 -1.0 21 21.Accounting and Finance Count Expected Count Residual Count Expected Count Residual Count Expected Count Residual Count Expected Count Total 10 10.3 2 2.

outdoor). (which shows deduction) to choosing questionnaire surveys for data collection (quantitative approach) to analyzing data by purely statistical techniques (descriptive statistics). Case Study. 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. paradigmatic choices are reflected in every step. The positivist. multimedia) and measured in the sample selected. we have considered only four teaching methods i. . enhancing their satisfactions. The aim of the research is to identify the techniques that hold great importance in today‟s world. All the four methods discussed above are currently being used in IBA. class activities (indoor. 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. From literature review to variables identification. We also find that conceptual method (Case study. The main data-gathering instrument is the human researcher.e. During our study. so we rejected our Null Hypothesis. deductive and quantitative nature of research is clear from the choices made throughout the research process.Figure-8 The above Bar Chart shows the skills enhanced by the Multi-Media method with respect to the three mentioned Business programs. class discussion. Research is deductive as variables are extracted from the literature review (case study. 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. Class Activities and Multimedia. The daily activities are going on in the usual manner during our research study. Class discussion. The Analytical Skills are the one which are most enhanced by the Multi-media method in BBA. Class Discussion. we followed all the research ethics strictly. The assumption we made throughout our research project includes:      Under conceptual learning.

One of the major limitations is that Sample is non representative because the instructed sample size is very small. Limitations: Limitations for conducting the research were uncovered as the research was conducted. As a concluding remark. . We do not have expert research skills. BBA and Pgd & MBA executive).Class activities (indoor. However. which limits the quality of good research and reliable findings in general. In the three business programs of IBA (MBA. again rejecting the Null Hypothesis. Although we had tried our best to make a simple and short questionnaire that would be easy to fill. This exercise also proves the importance of pilot study before undertaking a large scale research project. still we faced this problem. We have limited the scope of our study just to IBA. during the data collection we found that still there are students who prefer conventional teaching methods. So the results cannot be generalized. One of the major limitations that we faced was that respondents (students) are usually reluctant to fill out questionnaires. Sample can be non-serious in responding. the general attitude of people towards providing information is quite hopeless. the students under each program have the same opinion regarding the effectiveness of conceptual methods. that may put reliability at stake. this pilot study taught us how research is an ongoing phenomenon and how learning continues during the research process Also. A very basic assumption of our research study was that most of students in Lahore campus prefer conceptual teaching methods. We did not have access to some highly relevant articles for literature review. outdoor) and Multi-media) are more effective in enhancing the skills of the students as well as increasing their satisfaction level. Few other limitations are as follow:       Time is the biggest constraint in this project. thus there could be some flaws in methodology. We hope this pilot study proves useful and serves as a foundation of further research in future. accepting the Null Hypothesis.

. Our population would be the students of IBA. The other limitations of the research are the time and fund boundaries. Research is based upon only four teaching methods.According to the previous researches done related to our research proposal. . As we have limited funds and time. The problems that we think are going to hinder in our research are low rate of correct student response. The respondents will be given structured questionnaires. so we cannot do more detailed research. we are expecting the students of would also be affected by the various teaching methods.Conclusion: The research proposal is about finding if there is an impact of different teaching methods on student‟s satisfaction or not. Often students avoid or haphazardly fill out questionnaires which will lead to incorrect findings. These methods would be effecting their satisfaction in a positive manner. The qualitative information will be converted into quantitative one through Likert scale. The findings of the research are also limited to IBA only and it can‟t be generalized to other institutions. The objective is to explore the perception of student regarding the various teaching methods in the real world. To analyze the data gathered from the questionnaires Linear Regression Method will be used. University holidays or midterm exams could be other factors that can create difficulties in conducting our research. Survey method will be used to conduct the research.

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Disagree [4] e. a. [1] [2] [3] 3. class discussion and use of multi-media) with student satisfaction. outdoor) Classroom Discussion Use of Multimedia Not Effective Highly Not Effective . Strongly Agree [1] b.Appendix We students of IBA LAHORE are requesting you to fill up the following questionnaire. which teaching method is most effective? a. Questionnaire 1. BBA b. Strongly disagree [5] According to you. Conventional learning (lecture delivery) is more effective than conceptual learning. MBA c. Case study b. Please specify your gender: a. Classroom discussion d. Neutral [3] d. The purpose of our research is to observe the relationship of various teaching methods (case study. Male b. [1] [2] [3] [4] 5. Female In which business program are you currently studying at IBA lahore? a. class indoor and outdoor activities. Please tick against teaching methods in terms of its effectiveness: Teaching Effectiveness Methods Highly Somehow Effective effective effective Case Study Class Activities(indoor. Pgd & MBA executive [1] [2] 2. Agree [2] c. Use of multi-media 4. Class indoor and outdoor activities c.

Select the most important aspect of the student satisfaction achieved through various teaching methods: (Select only one against each method) Aspects of student satisfaction Curriculum content Quality of instruction Personal growth Curriculum content Quality of instruction Personal growth Curriculum content Quality of instruction Personal growth Curriculum content Quality of instruction Personal growth Teaching Methods Case Study Class Activities(indoor. Tick ( ) the most enhanced skill by the use of the following teaching method: Analytical skills Social skills Communication skills Teaching methods Case study Class activity(indoor. outdoor) Class discussion Use of multimedia .6. outdoor) Class Discussions Use of Multimedia 7.

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 .

Question 5(B) Highly effective=5 Effective =4 Somehow effective=3 Not effective=2 Highly not effective=1 Question 5(C) Highly effective=5 Effective =4 Somehow effective=3 Not effective=2 Highly not effective=1 Question 5(D) Highly effective=5 Effective =4 Somehow effective=3 Not effective=2 Highly not effective=1 Question6 (A) Curriculum content=1 Quality of instruction=2 Personal growth =3 .

Question6 (B) Curriculum content=1 Quality of instruction=2 Personal growth =3 Question6 (C) Curriculum content=1 Quality of instruction=2 Personal growth =3 Question6 (D) Curriculum content=1 Quality of instruction=2 Personal growth =3 Question 7(A) Analytical skill=1 Social skill=2 Communication skill=3 Question 7(B) Analytical skill=1 Social skill=2 Communication skill=3 .

Question 7(C) Analytical skill=1 Social skill=2 Communication skill=3 Question 7(D) Analytical skill=1 Social skill=2 Communication skill=3 THANK YOU .

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