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 todays students.

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

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.

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

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, computerassisted 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

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

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 nonexperimental 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

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 variable Various methods Student Satisfaction Dependent Teaching Independent of

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.

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; 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.

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

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 Business program profile Preference of teaching method Question 1 Question 2 Question 3

Effectiveness among various teaching Question 4,5 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, 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 that method? 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?

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)

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 - 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 - Fri 0810-12

1 Oct '12 Defining Research problem

Sat 02-10-12 - Wed 1409-11

Start
Fri 01-10-12

Start
Fri 01-10-12

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 CASE STUDY ACTIVITIES CLASS DISCUSSION TOTAL 11 4 9 6 30 36% 13% 30% 20% 100%

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%

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 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

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

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 95% Confidence Interval for Mean Std. N BBA MBA Pgd & 10 10 MBA 10 Mean Deviation Std. Error .32660 .89505 .53852 Lower Bound 14.4612 13.2753 14.4818 Upper Bound 15.9388 17.3247 16.9182 Minimu Maximu m 14.00 9.00 13.00 m 17.00 19.00 17.00

15.2000 1.03280 15.3000 2.83039 15.7000 1.70294

executive Total 30 15.4000 1.94049 .35428 14.6754 16.1246 9.00 19.00

ANOVA

Conceptual Methods Table-2 Sum Squares Between Groups Within Groups Total 107.800 109.200 27 29 3.993 1.400 of Df 2 Mean Square .700 F .175 Sig. .840

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.

Table-3

Independent Samples Test Levene's Test for

Equality of Variance s t-test for Equality of Means 95% Confidence Interval Sig. (2Sig F Conventional Learning Equal variance s assumed Equal variance s not .00 0 16.5 67 1.000 .000 .275 -.581 .581 1.4 46 .24 5 .00 0 18 1.000 .000 .275 -.577 .577 . t df tailed ) Std. 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 .44 7 .51 2 2.6 05 18 .018 -.700 .269

1.265

-.135

2.6 05

17.7 94

.018

-.700

.269

1.265

-.135

assumed

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, p<0.05 of Case study Whereas conventional method has no impact on the effectiveness with respect to difference business program t (18) =0.000, F (18) =1.446, p>0.05, so the difference is because of sampling error.

Group Statistics Table-4

Std. Std. Gender N Conventional_Learnin g Effectiveness_Casestu dy Male 11 Mean 1.73 1.84 4.09 3.26 4.27 4.05 4.27 3.95 3.27 3.84 Deviation .647 .958 .701 .806 .467 .970 .786 .780 .905 .898 Error Mean .195 .220 .211 .185 .141 .223 .237 .179 .273 .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. 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

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

ANOVA
Table-5 Sum of df Mean Square 1 3.126 5.632 .025 F Sig.

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 22.708 24.967 21.467 28 29 29 17.129 17.867 2.259 28 29 1 9.340 9.367 .737 28 29 1 15.541 18.667 .027 28 29 1 3.126

.555

.027

.081

.778

.334

.737

1.206

.282

.612

2.259

2.785

.106

.811

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<0.05, whereas other variables

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.

Bar Chart
Satisfaction_Multimedia
curriculam content Quality of instruction personal growth 5

Count
3
6 6

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. 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

Bar Chart
Satisfaction_Casestudy
curriculam content Quality of instruction personal growth

Count
2
4 4 4 4

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.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_Discussion
curriculam content Quality of instruction personal growth 5

Count
3
5 6 6

2
3

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.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.

Bar Chart
Satisfaction_ClassActivities
curriculam content Quality of instruction personal growth

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.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.

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 -14.00000 conceptual__method

Std. Deviation 1.61885

Std. Error Mean

t -47.368

df 29

Sig. (2-tailed) .000

.29556 -14.60449 -13.39551

The mean difference between the Conceptual and Conventional teaching method is significant i.e. (M=14.0), p<0.05, so we will reject the Null Hypothesis. There lies a difference in the effectiveness cause by the conceptual and conventional methods of learning.

Table-7 Sig. Paired Differences Std. Teaching effectiveness methods Mean Deviati on Std. Error Mean 95% Confidence Interval of the Difference Lower Pair 1 Conventional Learning -2.067 1.015 .185 -2.446 -1.688 Upper 11.15 4 29 .000 T df tailed) (2-

Effectiveness_Casest udy Pair 2 Conventional_Learni ng Effectiveness_Class Activities Pair 3 Conventional_Learni ng -

-2.633 .718 .131 -2.902 -2.365 20.07 7 29 .000

-2.467 .937 .171 -2.817 -2.117 14.41 7 29 .000

Effctiveness_Discuss ion Pair 4 Conventional_Learni ng Effectiveness_Multi media -

-2.033 1.033 .189 -2.419 -1.647 10.77 8 29 .000

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

The paired mean of conventional method and case study method effectiveness (M=-2.067), t (29) =-11.15, p<0.05 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, outdoor) method effectiveness (M=-2.633), t (29) =-20.077, p<0.05 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 Discussions effectiveness (M=-2.467), t (29) =-14.41, p<0.05 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 case study method effectiveness (M=-2.067), t (29) =-11.15, p<0.05 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 Multimedia method effectiveness (M=-2.033), t (29) =-10.778, p<0.05 shows that the mean difference is significant and there lie a difference in the effectiveness cause by both the method. 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

Test Statistics Table-8

Skills_Cases Skills_Class tudy ChiSquare(a) Df Asymp. Sig. 25.400 2 .000 Activities 22.400 2 .000

Skills_Multi Skills_Discu media 19.400 2 .000 ssion 25.800 2 .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<0.05 so we will reject our null hypothesis. Hence there is an increase caused by the use of Conceptual Teaching Method (Case study, Class Discussion, Class activities (indoor, outdoor) and Multi-media. 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

Bar Chart

Skills_Casestudy
Analytical Skills Social Skills communication Skill

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. 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 * 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

Bar Chart

10

Skills_Discussion
Analytical Skills Social Skills communication Skill

Count 6

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. The Communication Skills are the one which are most enhanced by the Class Discussion Method in BBA, MBA, Pgd & MBA executive.

Table-11
Business_Program * Skills_ClassActivities Crosstabulation Skills_ClassActivities Analytical Skills 1 .7 .3 1 .7 .3 0 .7 -.7 2 2.0 Social Skils 5 7.3 -2.3 7 7.3 -.3 10 7.3 2.7 22 22.0 communic ation skills 4 2.0 2.0 2 2.0 .0 0 2.0 -2.0 6 6.0 30 30.0 10 10.0 10 10.0 Total 10 10.0

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

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 \

Table-12
Business_Program * Skills_Multimedia Crosstabulation Skills_Multimedia Analytical communic Skills Social Skils ation skills 7 1 2 7.0 .7 2.3 .0 .3 -.3 6 0 4 7.0 .7 2.3 -1.0 -.7 1.7 8 1 1 7.0 .7 2.3 1.0 21 21.0 .3 2 2.0 -1.3 7 7.0 30 30.0

Business_Program

BBA

MBA

BS.Accounting and Finance

Count Expected Count Residual Count Expected Count Residual Count Expected Count Residual Count Expected Count

Total 10 10.0 10 10.0 10 10.0

Total

Bar Chart
Skills_Multimedia Analytical Skills Social Skils communication skills
6

Count
4

0 BBA MBA

MBA executive and Pgd

Business_Program

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,

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.

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.

Bibliography:
Aitken, N. (1982). College student performance, satisfaction, and retention: Specification and 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

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 grades and satisfaction. Research in Higher Education, 32(1), 15-31. Piercy, N.F. (1995) Customer satisfaction and the internal market, Marketing our customers to our employees, Journal of Marketing Practice: Applied Marketing Science, volume 1, number 1, pp. 22-44. Roebken, H. (2007). The influence of goal orientation on student satisfaction, academic engagement and achievement. Electronic Journal of Research in Educational Psychology, 5, 679703 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. Slavin, R.E. 1990. Student team learning in mathematics. In: Davidson, N., ed. Cooperative learning Wesley. TEACHING, S. U. (1994). SPEAKING OF TEACHING. Center for Teaching and Learning . VanDeWeghe, Rick. 2005. Discussion-based approaches, student understanding, and student achievement. English Matters, 94(5): 99-102. in math: a handbook for teachers, p. 69102. Reading, MA,Addison-

Voelkl, K.E. 1995. School warmth, student participation, and achievement. Journal of Experimental Education, 63(2): 127-138.

Webb,N.M. 1991.Task-related verbal interaction and mathematics learning in small groups. Journal for research in mathematics education (Reston,VA), vol. 22, p. 36689.

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 b. Female In which business program are you currently studying at IBA lahore? a. BBA b. MBA c. Pgd & MBA executive

[1] [2]

2.

[1] [2] [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] According to you, which teaching method is most effective? a. Case study b. Class indoor and outdoor activities c. Classroom discussion d. Use of multi-media

4.

[1] [2] [3] [4]

5.

Please tick against teaching methods in terms of its effectiveness: Teaching Effectiveness Methods Highly Somehow Effective effective effective Case Study Class Activities(indoor, outdoor) Classroom Discussion Use of Multimedia

Not Effective

Highly Not Effective

6.

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, outdoor)

Class Discussions

Use of Multimedia

7.

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

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