PROJECT REPORT

on

Perception of students towards the changing

teaching methodologies.

Submitted by: Submitted to:

Chanisha Mrs. Anju Puri
MBA – II (E)
Roll No.: 5926

SCHOOL OF MANAGEMENT STUDIES

PUNJABI UNIVERSITY, PATIALA
 CONTENTS

CHAPTER TITLE OF CHAPTER PAGE NO.

NO.
Contents
List of Tables
3-4
List of Charts 5-6
Executive Summary 7
1. Introduction 8-9

Rationale of the study 10

Objective of the study

2. Review of Literature 11-13

3. Research Methodology 14-15
4. Data Analysis and Interpretation 16-33
5. Major Findings, Suggestions and 34-37

Limitations of the study

Conclusion 38
Bibliography 39

LIST OF TABLES

TABLE TITLE OF TABLE PAGE NO.

NO.
4.1 Responses regarding whether the information provided to the 17

2
 students is up to date and recent or not.
4.2 Responses regarding whether the teachers are available for 18
the help of the students or not.
4.3 Responses regarding whether the students are given complete 19
exposure to extra-curricular activities or not.
4.4 Responses regarding whether the infrastructure of the 20
department is up to date or not.
4.5 Responses regarding whether the students are provided with 21
encouragement to work or not.
4.6 Responses regarding whether the student-teacher interaction 22
is friendly and motivating or not.
4.7 Responses regarding whether the assessment system is 23
helpful to the students or not.
4.8 Responses regarding whether practical and theoretical 24
teaching is given equal importance or not.
4.9 Responses regarding whether the teachers have properly 25
enforced discipline among the students or not.
4.10 Responses regarding whether the teachers provide ample of 26
support material or not.
4.11 Responses regarding whether technological teaching aids are 27
preferable to traditional ones or not.
4.12 Responses regarding whether the teachers get offended when 28
encountered or asked too much or not.
4.13 Responses regarding whether the teachers have a co-operative 29
behavior towards the students or not.
4.14 Responses regarding whether the students are imparted with 30
extra knowledge apart from the subjects or not.
4.15 Responses regarding whether the teachers pay special 31
attention towards weak students or not.
4.16 Responses regarding whether teachers are quick and 32
inflexible at making perceptions about the students or not.
4.17 Responses regarding whether the teachers try to bridge the 33
gap within what is required from the students and what is
being taught to them.

3
 LIST OF CHARTS

CHART TITLE OF CHARTS PAGE

NO. NO.
4.1 Responses regarding whether the information provided to the 17
students is up to date and recent or not.
4.2 Responses regarding whether the teachers are available for the 18
help of the students or not.
4.3 Responses regarding whether the students are given complete 19
exposure to extra-curricular activities or not.
4.4 Responses regarding whether the infrastructure of the 20

4
 department is up to date or not.
4.5 Responses regarding whether the students are provided with 21
encouragement to work or not.
4.6 Responses regarding whether the student-teacher interaction is 22
friendly and motivating or not.
4.7 Responses regarding whether the assessment system is helpful 23
to the students or not.
4.8 Responses regarding whether practical and theoretical teaching 24
is given equal importance or not.
4.9 Responses regarding whether the teachers have properly 25
enforced discipline among the students or not.
4.10 Responses regarding whether the teachers provide ample of 26
support material or not.
4.11 Responses regarding whether technological teaching aids are 27
preferable to traditional ones or not.
4.12 Responses regarding whether the teachers get offended when 28
encountered or asked too much or not.
4.13 Responses regarding whether the teachers have a co-operative 29
behavior towards the students or not.
4.14 Responses regarding whether the students are imparted with 30
extra knowledge apart from the subjects or not.
4.15 Responses regarding whether the teachers pay special attention 31
towards weak students or not.
4.16 Responses regarding whether teachers are quick and inflexible 32
at making perceptions about the students or not.
4.17 Responses regarding whether the teachers try to bridge the gap 33
within what is required from the students and what is being
taught to them.

5
 EXECUTIVE SUMMARY

The project is related to the changing patterns of teaching, improvement in the teaching

aids and the opinion of the students in this regard. With the advancement in technology

there have emerged certain new teaching techniques which have made teaching and

learning easy, convenient and interesting for both the students as well as the teachers. The

researcher carried out the research in the Punjabi University Campus, Patiala. Primary

data has been collected from a specific sample size. The researcher got the questionnaires

filled from the students of different departments so that a conclusion can be drawn on the

basis of the opinions of the students. The data has then been analyzed and then

interpretations have been done on the basis of the primary data collected. The purpose of

the research is to find out how the changing teaching practices and methodologies have

an impact on the students, whether the changes are favored or disfavored by the students.

6
 CHAPTER 1
INTRODUCTION

Teaching and learning have become an important part of human life since the origin of
life on earth. Whether it be academic teaching, literary, social or ethical teaching, this
tradition has been prevalent since ages. The teachings of Guru Dronacharya had set an
example of the teaching tradition from the very past. But as the times have now changed
and we are no more a part of the traditional era, there is newness in everything. The
present rebuilt era has faster growing technology, life running at a very faster pace
leaving each and every obsolete things far behind. There are rapid changes in every field
of our life. This varies from our dressing style to the various teaching styles.
In the traditional times the Gurus and saints used to preach people
spiritually and socially. No teaching aids were used. There were no classroom aids as are
used today. There were no schools and colleges. The Gurus used to teach only their
disciples. But as the time changed there new teaching and classroom aids. Schools and
colleges opened up. Children were being admitted to various educational institutions.
There were classrooms, textbooks to study, notebooks to write blackboards etc. but these

7
days even this technique has become a little outdated. Although this pattern is still
followed, but as the facilities have revolutionized and improved newer technological aids
are being used. A recent example of this is the wide usage of internet, laptops, smart
classes in the schools and colleges.
Observing the whole scenario it can be stated that there has a
tremendous change in the teaching practices and methodologies. The teachers these days
are very familiar with the advanced technological changes and try to opt new techniques
so that they can create interest among the students. The newer patterns are being followed
like smart classes, online tests and assignments, MCQs and online examinations. In such
away the students don’t feel boredom while studying. Moreover this has reduced
paperwork to an extent. The people don’t have to move to far off places and can even
study sitting at homes with the help of available support material.
The change in the teaching techniques is to some extent due to the type of
students also. Certainly the student mix has changed these days. There has been immense
social and psychological development. Earlier students were not keen to study for years
and used to drop out studies soon after passing matriculation or graduation. Sometimes
the uninteresting teaching patterns compelled them to do so. The reasons were long
distance to schools, lack of safety, especially for girls and the trends in the society. The
traditional teaching surely did not enhance the children’s motivation to study.
Now the teachers have understood that they to adapt, modify and
differentiate their teaching so as to ensure that all the students in their class learn to their
potential. The student mix has also certainly changed. Earlier the girls had to withdraw
from school and indulge themselves in household. But now they are no more confined to
their homes and have stepped in the outer world far and wide. They too are career
conscious and ambitious. They are no more shy and dependent on others. Also, earlier
there were no opportunities for people to study and work side by side. This has now
become possible through correspondence courses and distance education institutions.
There is no age limit for learning. Open schools offer various opportunities. Anyone can
even continue to study after a gap in the academic years and none can question on that.
Actually education is the need of the hour. There has been a large
information explosion in the last few years. After globalization, it is difficult to survive in

8
the competitive world if one lacks knowledge. One needs to know anything and
everything if one wants to compete with his rivals. To make a mark, one needs to be
aware of the changes taking place in the outer world. One needs to be creative and have
complete knowledge if one needs to survive in the up-to-date technologically changing
environment. The competition has become so hard that even if one tries his level best,
he/she can’t place himself anywhere among his competitors.
Looking at this aspect, we can only say that if one continues to get his
lessons through the same old learning patterns, one can not find any place for himself
outside the institution. He can not step ahead and find a space for himself among others.
The old teaching practices have become totally out-dated and obsolete and are no more
taken into consideration. Even the students are looking for newer interesting and fruitful
teaching techniques so that their purpose is served. They no longer want themselves to
limit to be doctors and engineers and teachers, they want to move steps further. They
want newness in their lives.

RATIONALE OF THE STUDY

Various studies have been conducted from time to time to find out what

kind of teaching methodologies are being used in the various educational institutions by

the teachers. As the older techniques have now become obsolete and unacceptable, the

newer ways of teaching are being introduced these days. These teaching methodologies

are favored by some of the students and disfavored by the others. To know how the

students think about the newer teaching practices and how they compare them with the

older ones a research has been carried out and the various patterns of teaching are rated

according to the opinion of the students.

OBJECTIVE OF THE STUDY

9
• To find out the perception of the students regarding the various teaching practices

adopted in their respective departments.

10
 CHAPTER 2

REVIEW OF LITERATURE

Davis et. al. (2005) compared student performance in an introductory special education

course using pre and posttests regarding course content as well as scores from three

course deliverables and students’ attitudes toward inclusion. Results showed no

significant differences.

A larger study was reported by Friday et. al. (2006) who provided 8

semesters of data for two undergraduate business courses. No significant differences were

found in student performance although women had higher grades in both formats. Men in

online courses performed lower than men in traditional classes. A suggestion was made

that women may have had an easier time collaborating rather than competing in the

online environment.

A study by Adams et. al. (2006) recognized the challenges in comparing

online and traditional student outcomes. Comparisons between online and live classes are

often difficult, because of different testing situations and other significant differences in

the way live and online classes are delivered. (p. 129)

The Adams study has many common elements with the current one in that the

same instructor taught the same operations management courses using the same text,

syllabus, course materials, plus with all students taking identical exams online using

WebCT. The research team found that the three online sections outperformed the six live

sections by 2.49% overall on the four tests given.

The satisfaction the students receive from their studies is of great importance.

This paper considers ways through which the measurement of service quality could

determine the status of a University department in International and European Studies

(IES). Student satisfaction is reliant on factors such as the curriculum, the range of the

11
academic subjects taught the academic staff training, and the teaching materials, the

social and intellectual experiences furnished by the institution. This research shows that

the IES department enjoys a high rate of student satisfaction in comparison to the rest of

the academic departments in the University and suggests some improvements and

adjustments especially regarding the total number of contact hours per semester as well

as the teaching methods used.

This study examined the effects of four aspects of student-faculty interaction

(frequency of formal interaction, frequency of informal interaction, quality of faculty

advising, and helpfulness of faculty) on a variety of student outcomes after four years.

These effects were examined within a context of a causal model adapted from Astin''s

general college impact model. Outcomes data were gathered from a 1975 Freshman

Questionnaire and a 1979 Graduating Students Survey. The results provided support for

the importance of student-faculty interaction on the intellectual and personal/social

outcomes of college and students'' satisfaction with their educational experience.

One of the most serious challenges that dental educators face today is

improving the level of student satisfaction with the curriculum and learning environment.

To determine whether a particular teaching method might enhance student satisfaction

with the learning process, a learning preference survey linked to sensory modalities was

given to students in the four classes of the Temple University School of Dentistry. New

Zealand educator Neil Fleming developed the survey called VARK (an acronym for

Visual, Aural, Read/Write, and Kinesthetic) in 1998. The purpose of this study was to

measure the distribution of learning preference mean scores of the dental students and

note any significant differences among classes, gender, and a sample population

determined using 31,243 participants on the VARK website. Results clearly demonstrate

that the dominant preference distributions for the two populations (dental student and

sample population) are different. In particular, the proportions of learners who selected

visual or kinesthetic are significantly different for the two populations, while the

12
proportions of learners who selected aural or read/write are not significantly different.

Dental students prefer visual learning at a higher percentage and kinesthetic learning at a

lower percentage than the sample population measured in the VARK website. Inter-class

differences varied, and gender differences were not significant. The distribution of dental

student’s scores shows a preference for instructors who use strong visual presentations

and facilitate note-taking during lectures. Dental educators should be aware of these

differences in order to explore opportunities for making the educational experience more

productive and enjoyable.

This article reports a qualitative assessment of students’ satisfaction with their

health and social care educational programs. The responses of 66 students who completed

an open-ended “comments” section at the end of a survey to assess students’ satisfaction

were coded and analyzed using the constant comparative method. Respondents

commented on: course organization, module organization, workload, module content,

course delivery, personnel delivering modules, course workload and assessment, and

resources available. The findings suggest that 3 interrelated factors are imperative for

“educationally effective” modules: 1) module administration, content and assessment; 2)

module teams and university resources; and 3) module relevance.

13
 CHAPTER 3

RESEARCH METHODOLOGY

INTRODUCTION

Research refers to a search for knowledge. It is a systematic method of collecting

and recording the facts in the form of numerical data relevant to the formulated problem
and arriving at certain conclusions over the problem based on collected data.

Thus formulation of the problem is the first and foremost step in the research
process followed by the collection, recording, tabulation and analysis and drawing the
conclusions. The problem formulation starts with defining the problem or number of
problems in the functional area. To detect the functional area and locate the exact
problem is most important part of any research as the whole research is based on the
problem.

In short, the search for knowledge through objective and systematic method of
finding solution to a problem is research.

RESEARCH DESIGN

Exploratory and descriptive research

During the study of the subject the researcher is trying to gain insights and familiarity
with the issue. Therefore, the research is exploratory. The researcher is collective
quantitative data and applying statistics on it. Therefore, the research can be said to be
descriptive too.

UNIVERSE: Entire students of the Punjabi University

SAMPLE SIZE: 25

The sample may be any member of the university who has spent 1 or 2 or more years in
the university.

SCOPE: Campus of Punjabi University.

14
DATA COLLECTION: Primary data has been collected.

The primary data are those, which are collected afresh and for the first time
and thus happen to be original in character. The primary data were collected through
well-designed and structured questionnaires based on the objectives. On the basis of the
review of literature certain statements are collected which can define the problem and
stress in the mind of the student. Statements were clubbed & redundant statements were
deleted and then 17 questions are made.

DATA ANALYSIS/STATISTICAL TOOL

Percentage method

The researcher calculated the no. of respondents for each satisfaction criteria in each of
the tested statement and then calculated the % of students towards each satisfaction
criteria and then made pie charts on the basis of the % calculated.

15
 CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

DEMOGRAPHIC ANALYSIS OF THE DATA:

Maximum %age of students were from the age group: 19-22 years

No. of male responses: 15

No. of female responses: 10

No. of years most of the students had spent in the university: 1 or 2

Majority of the students from whom the questionnaires were got filled were from MCA,
MBA, English, Law, Physics, Chemistry and Engineering departments.

INFERENCES:

As the number of male respondents is more than the no. of female respondents, the
researcher can say that the result would reflect more of the male opinion about the
teaching patterns.

After data have been collected, the researcher turns to the task of analyzing them. The
analysis of data requires a number of closely related operations such as establishment of
categories, the application of these categories to raw data through tabulation and drawing
statically inferences.
Tabulation is the part of technical procedure where in the classified data are put in the
form of tables. After analyzing the data, the researcher has to explain the findings on the
basis of some theory. It is known as interpretation. The data has been collected from 25
students of Punjabi University Patiala through questionnaire. The data thus collected was
in the form of master table. That made possible counting of classified data easy. From the
master table various summery tables were prepared. They have been presented along with
their interpretation in this manner.

16
4.1 The information provided to the students is up-to-date and recent. Students have
freedom to express and share their views.
Table 4.1
Agreement level No. of respondents Percentage
Strongly agree 3 12
Agree 18 72
Neutral 3 12
Disagree 1 4
Strongly disagree 0 0

CHART 4.1

The data collected reflects that a larger percentage of respondents agree to the fact that
the teachers provide up to date and recent information. This information can be helpful to
the students. In the recent scenario the theoretical knowledge is not of much importance
unless the person has updated information on a particular subject matter.

4.2 The teachers are available for the help of the students.

17
Table 4.2
Agreement level No. of respondents Percentage
Strongly agree 3 12
Agree 18 72
Neutral 3 12
Disagree 1 4
Strongly disagree 0 0

CHART 4.2

The data collected reflects that majority of the respondents agree that the teachers are
available for the help of the students whenever and wherever required. The teachers these
days are well aware that it is their prior responsibility to solve the queries of the students
and help them as required by them. Their help can be very beneficial to the students.

4.3 Students are given exposure to extra-curricular activities.

Table 4.3
Agreement level No. of respondents Percentage

18
Strongly agree 1 4
Agree 8 36
Neutral 9 32
Disagree 6 24
Strongly disagree 1 4

CHART 4.3

In this case the data analyzed reflects that there is not a major difference between the
agreement levels of the respondents. Extra curricular activities are important according to
some students and teachers and not important for others. In some courses, say, MBA,
these activities are considered an essential part and the teachers are well involved in these
while it is not same for all the cases.

4.4 The infrastructure of your department is up to satisfaction.

Table 4.4
Agreement level No. of respondents Percentage
Strongly agree 3 12
Agree 11 44

19
Neutral 4 16
Disagree 3 12
Strongly disagree 4 16

CHART 4.4

The infrastructure of the department or institution helps to create an image in the minds
of the students regarding the teaching premises and they build an opinion about the
institution. As the data is collected from the University campus it can be said that
majority of the respondents are satisfied with their departmental build up and the
facilities available there of.

4.5 Students are provided with an encouragement to work.

Table 4.5
Agreement level No. of respondents Percentage
Strongly agree 2 8
Agree 11 44
Neutral 9 36
Disagree 3 12

20
Strongly disagree 0 0

CHART 4.5

The students always expect that they get encouragement to work from their seniors or
mentors. They try to work and learn more with a regular encouragement. Its important on
the part of teachers that they understand the students and do not underestimate them, in
fact they should provide assistance and help to the students. From the interpreted result, it
can be said that the respondents agree that their teachers encourage them to work harder.

4.6 The interactions between the teachers and the students are motivating and
friendly.
Table 4.6
Agreement level No. of respondents Percentage
Strongly agree 7 28
Agree 11 44
Neutral 7 28
Disagree 0 0
Strongly disagree 0 0

21
CHART 4.6

An interaction with a person can be a means of exchanging meaningful information

between the two. If the teachers interact with their students in a friendly way, it would be
motivating the students and helping them loose their hesitation in the classrooms. From
the calculated result, here it can be said that some students agree that their teachers
interact in a friendly way while a proportion of the students share a neutral opinion too.

4.7 The assessment system is helpful to the students.

Table 4.7
Agreement level No. of respondents Percentage
Strongly agree 3 12
Agree 6 24
Neutral 8 32
Disagree 5 20
Strongly disagree 3 12

CHART 4.7

22
The assessment system here can be said to be partially disfavored as it is helpful to some
but not to some others. The assessment can sometimes be made on the basis of a wrong
notion in the mind of the teacher towards a student. This can even lead to biasness in the
marking system. While some students are in favor of this, there are some who share a
neutral opinion.

4.8 Practical and theoretical teaching is being given an equal and appropriate
importance.
Table 4.8
Agreement level No. of respondents Percentage
Strongly agree 4 16
Agree 14 56
Neutral 4 16
Disagree 3 12
Strongly disagree 0 0

CHART 4.8

23
Every concept has both the practical as well as theoretical aspects both of which are
equally important. Neither of them alone can be of any help to the person who applies it.
However, in certain institutions preference is given just to the theoretical aspect while
practical is ignored. Here it can be seen that the results obtained from the analysis favors
that the teachers are giving an equal importance to both of the aspects.

4.9 The teachers have been able to enforce discipline properly among the students.
Table 4.9
Agreement level No. of respondents Percentage
Strongly agree 4 16
Agree 12 48
Neutral 1 4
Disagree 4 16
Strongly disagree 4 16

CHART 4.9

24
As it is a well known fact that discipline is very important part of one’s life, especially
when it comes to the students. It is the responsibility of the teachers to see whether the
laws and rules formulated for the students are being implemented in the right way or not.
As per the above result more than 50% of the respondents agree that the enforcement of
discipline is done by their teachers in a proper way.

4.10 Ample of support material is provided for the help of the students.
Table 4.10
Agreement level No. of respondents Percentage
Strongly agree 5 20
Agree 7 28
Neutral 10 40
Disagree 1 4
Strongly disagree 2 8

CHART 4.10

25
As students we always need some guidance and support material so that we can excel.
The support material that the teachers provide to their students is of immense help as the
students get to know well through it. It is of all the more help to the weak students also,
especially at the time of examination. According to the collected results a larger ratio her
shares a neutral opinion.

4.11 Technological teaching aids are preferable to the traditional classrooms.

Table 4.11
Agreement level No. of respondents Percentage
Strongly agree 11 44
Agree 5 20
Neutral 5 20
Disagree 3 12
Strongly disagree 1 4

CHART 4.11

26
With the advancement of technology, it becomes necessary that the students are also
technology friendly and can use the learnt techniques whenever required. The traditional
classroom teaching method used to very tedious and monotonous. As is reflected by the
results also a major proportion of the students favor the technological teaching.

4.12 The teachers get offended when encountered or asked too much by the
students.
Table 4.12
Agreement level No. of respondents Percentage
Strongly agree 4 16
Agree 4 16
Neutral 8 32
Disagree 5 20
Strongly disagree 4 16

CHART 4.12

27
It is the foremost responsibility of the teacher or mentor to solve the queries of the
students calmly and patiently. However, it can be noticed that some of the teachers soon
get offended when the students go to them again and again with their problems. From the
above results no proper conclusion can be made as there is not a big difference between
the number of students who agree and those who disagree.
4.13 The teachers have a co operative behavior towards the students.
Table 4.13
Agreement level No. of respondents Percentage
Strongly agree 2 8
Agree 15 60
Neutral 7 28
Disagree 0 0
Strongly disagree 1 4

CHART 4.13

28
It is necessary that at times the teachers co-operate with the students so that a better
mutual understanding is maintained. A co operative behavior from the teachers is always
expected and favored by every student. The teacher should understand the problems that
the students face and help them out. As per the results calculated from a sample from
within the university, it seems that the students are well satisfied with the coioperative
attitude of their teachers.
4.14 Students are provided with an extra knowledge apart from the subjects.
Table 4.14
Agreement level No. of respondents Percentage
Strongly agree 1 4
Agree 11 44
Neutral 8 32
Disagree 2 8
Strongly disagree 3 12

CHART 4.14

29
According to the Indian education system, there are numerous subjects that are being
taught in one course. However, only the text knowledge is not important but the extra
knowledge is also valuable. That extra knowledge can be provided to some extent by the
teachers, say, by sharing their experiences and informing about the happenings around.
According to the results obtained, about 50% of the respondents agree to the fact that
they are imparted extra knowledge.
4.15 The teachers pay special attention towards the students.
Table 4.15
Agreement level No. of respondents Percentage
Strongly agree 2 8
Agree 5 20
Neutral 6 24
Disagree 6 24
Strongly disagree 6 24

CHART 4.15

30
There are some students who are not quick at learning or who do not grasp things easily.
So, they need special attention from someone who can make them understand the concept
or matter. Thus, a weaker section of the students need special assistance from the teachers
which helps them to get along with the other students. But, in this case, the opinion of the
candidates is not very clear and justified as shown by the results.
4.16 The teachers are very quick and inflexible at making perception towards the
students.
Table 4.16
Agreement level No. of respondents Percentage
Strongly agree 0 0
Agree 8 32
Neutral 12 48
Disagree 2 8
Strongly disagree 3 12

CHART 4.16

31
The teachers form an opinion about the students from their class behavior, work
performance, attitude towards teachers and fellows etc. However, it is not that the
perception of the teachers is always right. There may be conditions in which they percept
wrong. They should be flexible in their opinion making as inflexibility in this matter may
lead to biasness.
4.17 The teachers always try to bridge the gap between what is required from the
students (in their jobs) and what is being taught to them.
Table 4.17
Agreement level No. of respondents Percentage
Strongly agree 1 4
Agree 7 28
Neutral 7 28
Disagree 5 20
Strongly disagree 5 20

CHART 4.17

32
There is a large difference between what we are being taught in the institutions and what
is required of us at the work place. This results into the loss of the students. Therefore,
the teachers these days are making maximum efforts to bridge the gap between this
demand and supply. In this case also, no conclusions can be made from the study as the
ratio of students who agree or disagree is almost the same.

CHAPTER 5
MAJOR FINDINGS
1. The students support the fact that the information provided to them by their
teachers is up to best of their knowledge, recent and correct.
2. The students also share the opinion that the teachers are readily available for their
help whenever needed and always help the students to get along.
3. A larger ratio of the students thinks that they are being given exposure to the co-
curricular activities and this involvement keeps them satisfied.
4. The infrastructure of the departments in the university campus strongly satisfies
the students as majority of the students agree to it.

33
5. Encouragement from the side of the teachers is always welcomed by the students.
This is reflected from the fact that about 55% of the respondents agree to this
statement.
6. This has been a long time tradition that the interaction of students with their
teachers has been fruitful. The students that motivated by exchanging friendly
words with their teachers.
7. Some of the students are in the favor of the assessment system and some of the
students share no views in this regard. This shows that some are against this
system and some are in its favor.
8. Practical and theoretical aspects of the concept are both helpful when it comes to
the application step. The university teachers understand the importance of both of
these aspects and impart skills in both respects.
9. A major proportion of the students agree that their teachers have been able to
implement discipline among the students by maintaining a proper work culture.
10. As concerned is the availability of the support material, there is no distinct result
as the no. of respondents who agree is nearly the same as that of those who share
neutral opinion.
11. A large no. of students largely favor the technological teaching aids in
comparison to the traditional classrooms as these aids are helpful and less time
consuming.
12. The teachers get offended when asked too much is too some extent acceptable
but a larger ratio disfavors it and some share a neutral opinion
13. Majority of the respondents agree that the teachers have a cooperative behavior
towards the students. The students strongly support this attitude of the teachers.
14. The students assist the fact that they get extra knowledge apart from their subjects
and course curriculum which would be beneficial to them in the long run.
15. The students disfavor the fact that the teachers pay extra attention towards the
weaker students.
16. No particular opinion can be formed towards the fact that whether the teachers
are quick and inflexible at making perception towards the students.

34
17. A larger no. of students think that their teachers are not trying to bridge the gap
between what is demanded of them at their workplace and what is being
taught/supplied to them.

From the analysis it can be concluded that the students of

Punjabi University campus are satisfied with the teaching methodologies and patterns
that are being used.

SUGGESTIONS
1. The researcher suggests that teachers need to consciously consider their teaching
style and work toward developing a positive and effective style.
2. The teachers should try their maximum that up to date information should be
provided to every student so that they may use it whenever required.
3. The teachers should always be ready to help the students and tell the students that
they should not hesitate in seeking help from the teachers.
4. The teachers should see that all the students get involved in co-curricular
activities as it increases the confidence level of the students.
5. The infrastructure of the department reflects an image of the institution. Therefore
there should be a well built structure so that the students form a positive opinion
of the institution.
6. Any person tries to do his best when given guidance and encouragement. So, the
teachers should always try that no student should be discouraged as it leads to loss
of confidence among the students.
7. The teachers should always try to maintain a healthy student-teacher relation as it
leads to effective learning and the students do not hesitate to enquire in a friendly
atmosphere.
8. The assessment system should be designed in such a way that there is no biasness
on the part of the teachers.
9. The teachers should always try to emphasize both the practical as well as the
theoretical part of teaching so that the students do not suffer when it comes to the
application part.

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 10. Disciplined students always achieve more. So, efforts should be made by the
teachers that the students should be working in a disciplined and rules regulated
environment and do not take learning for granted.
11. The support material should be provided by the teachers as it helps the students to
score good in the examination. Some students who are not able to express what
they know can be helped to a great extent.
12. Teachers should switch to the technological teaching aids as these are a better
means to enhance learning process. The traditional classroom teaching method
seems to be boring to the students.
13. The teachers should always welcome queries from the students and should not get
irritated or offended on being asked again and again.
14. As teachers, they should be able to understand their students and co operate with
them in genuine matters.
15. The teachers should always try to share their experience with the students as they
get to know more from it. This gives them extra knowledge apart from their
subjects and course.
16. There are always some students who need special attention due to some reasons.
So the teachers should divert their special attention towards such weak students
and get them along the other students and do well.
17. Teachers should not form a perception about the students just in a small time
period. Any perception should be made after observing the student for a certain
time and the opinion formed should be easily changed if needed.

LIMITATIONS OF THE STUDY

1. The research was limited to the campus of the university only.

2. The teaching facilities in the university are somewhat different from those in private
institutions. So the opinion of the students of the university can said to be varying from
other students.
3. Some respondents hesitated to give the actual opinion.

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4. The findings and conclusions are based on knowledge and experience of the
respondents which is sometimes subject to biasness.

37
 CONCLUSION

The researcher interprets the data to collect justifiable information from the
entire study. As per the study, it can be concluded that students are comfortable with the
changing teaching practices and methodology. They feel that it is through the new system
that they are getting recent and correct data on various subject matters. The students are
now free to share and express their views with others. The study also reflects that the
increase in the number of students is contributed by the changing social and teaching
practices. Earlier the students used to back out from study soon after the completion of
schooling but now they are opting for new and innovative career opportunities.
The new teaching practices have created a wave of interest among the
newer generation people and they have started stepping into such fields which were not
even talked about in the recent past. From the study it can be concluded that a proper
infrastructure and availability of proper study and support material will be more favored.
To conclude we can say that the changing styles of teaching have a positive impact on the
students and will be all the more accepted if certain more features are added or paid
attention towards like giving special attention to the weaker section of the students.
 BIBLIOGRAPHY

Websites
www.google.com
http://jefmenguin.wordpress.com/resources/tips-for-teachers/improve-your-teaching-
style/
http://www.cluteinstitute-onlinejournals.com/PDFs/953.pdf

References

Bertolami C.N.(2001) “Rationalizing the dental curriculum in light of current disease

prevalence and patient demand for treatment: form vs. content, “Dental Education

Endo Jean J. and Harpel Richard L(2010). “The effect of student-faculty interaction on
students' educational outcomes, “Research in Higher Edcatio, vol.16 (issue 2) pp 115-
138

Gibson Jane Whitney(2008) “A Comparison of student outcomes and student satisfaction

in three MBA HRM classes base don traditional vs. online learning, “Journal of College
Teaching & Learning Vol. 5 (issue 8)