•Core subjects part curriculum most MBA programs

• Teaching and learning core subjects often difficult –

techniques abound to develop innovative instruction
methodology

• New teaching methods, such as presentations,

applications, case-study and group discussions.

•The study uses data from MBA students enrolled in

courses
Scope of study
Teaching methods used in B schools

Student perception about a subject & why?

Relationship between teaching methods and perceptions, if

any

Effectivity of teaching methods

Research
Pilot Design

• Pilot sample – 15

• Sample representation of full-time and part-time students

• Proportion based on the pilot

Hypothesis

H0 : Students perception of easy or difficult depends on

teaching methods used

H1 : Students perception of easy or difficult does not depend

teaching methods used
Sample Design

Population Size ( N ) = 480

Sample Design
Sampling Method - Random Sampling

Sample Representation – by course

Sample Design
• Sample Representation by year and age
Studying in year Age

Second Year
25% More than 30
4%
Between 26
and 30
25%

Less than 25
First Year
71%
75%

First Year Second Year Less than 25 Between 26 and 30 More than 30
Sample Design
• Sample Representation by Gender and
work experience
Gender Work Experience

More than 5
years
10%
Female
Less than 1
39%
year
45%
Male Between 1
61% and 5 years
45%

Male Female Less than 1 year Between 1 and 5 years More than 5 years
Sample Design
• Sample Representation by qualification
Qualification

BBA
4%
B PHARM BA
CA 3% 3%
7% BCOM
BTECH
11%
4%

OTHERS
BMS 7%
13%

BSC
10%

BE
38%

B PHARM BA BCOM OTHERS BE

BSC BMS BTECH CA BBA
Sample Design
• Sample Size ( n )
Z2 * p * q * N
n = --------------------------------------- ---
(N – 1) * error2 + Z2 * p * q

(1.96)2 * 0.55 * .0.45 * 480

n = ---------------------------------------------------
(480 -1) * (0.1)2 + (1.96)2 * 0.55 * 0.45

n = 80
Data Analysis Plan
Rating descriptions used
Summary of Data Sources
Research methodology an iterative process leading to action
Methodology
outcomes

Qualitative data was collected via pre-course familiarity of the

subject and student perception of subject

Data analyzed with similar data for easy and difficult subjects
and pre-course knowledge of subjects

The reflections form the basis for changes in teaching method

Pre-course awareness and level of
difficulty
The Challenge

Diverse group

Different educational and professional backgrounds with no

common learning experiences

The pedagogical challenge

Make the core subjects’ curriculum interesting to students

Creating an environment of learning through an interactive

process of communication, experience, reflection and
collective analysis
Interpretation - weighted average
Interpretation - weighted average
Interpretation –weighted average
Interpretation - ANOVA
Interpretation - ANOVA
Interpretation - ANOVA
Interpretation - ANOVA
Change in perception
Change in perceived effectivity of the teaching methods
used
 Observations
• Handouts are used frequently, whereas, textbooks are used
moderately in class irrespective of difficulty level

• Easy subject is frequently assessed using assignments (class

and home) and midterm tests are moderately used

• All the three assessment methods used for teaching difficult

subject are moderately used

• Students had a dissatisfied overall experience

• Teaching methods used equally affect student perception

of subject difficulty level
Critical Reflections on Teaching Methods
used
Teaching method one of the important factors that needs to
be considered

Particularly notable in the context of Financial accounting

subject
Conclusion
HO : Perceived effectivity of Teaching method used can not be
rejected

55% students perceive a subject as easy or difficult depending

on the teaching methods used
Thank You