Impact Of Teaching Methods On Student Satisfaction

feign Of dogma regularitys On savant gladnessThe purpose of the sight is to determine the encroachment of teach modes on savant ecstasy. The aim of the look into is to identify the proficiencys that hold great grandeur and be effective for instructors today when it comes to changing their teach systemologies and techniques in order to make the scholars keener towards training and hence, enhancing their mirths in this regard. We leave alone economic consumption the travel along method to conduct our seek in the main consisting of structured questionnaires given to the respondents. Linear Regression Method would be apply for analysis. Our commonwealth is Students of IBA Lahore. Our seek would help to identify those methods that can catch a great influence on the ecstasy of todays schoolchilds.IntroductionIn this look into, we stipulate to find if in that respect is re exclusivelyy an impact of divergent instruction methods on learners felicity o r non. Institutions now a days be way more than on using strain of dogma methods to enhance the evoke of assimilators in twelvemonth which ultimately results in amplifyd student merriment. Our seek would try to find come forth what methods if whatever, exist, that may result in enhancing the rejoicing aim of students. Several factors affect this rejoicing. This research holds great important since we all dwell the fact that as a satisfied customer is super important for any organization. Similarly, a satisfied student deems to gravel a great worth for an educational institution.We bequeath first define Teaching methods(Palmer, Parker,(n.d)) itself asA mechanism that comprises of different principles and techniques utilise for instruction. Commonly used belief methods may include sort out participation, demonstration, recitation, memorization, or a crew of the above. The choice of an appropriate educational activity method depends largely on the info being taught plus the scientific disciplines of the perspective instructor who has the responsibility of guiding students in that particular atomic number 18a. It may also be influenced by the aptitude and vehemence of the student.So, we can infer from the definition of variety of belief methods (Brandt, R.S., Meek, A. (Eds.,1990)Discovery of unexamp take ideas and concepts of instruction in accordance to the methods and techniques of the changing world rather than moreover relying on only one source of information(e.g. Textbooks only) and to improve the erudition of the students by creating interest in the subject and the curiosity to learn and developing the creativity in the students inwardly themselves. And most importantly to make the student pick up that how the intimacy being taught in the clan 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. extremel y prompt students tend to try harder and achieve better educational results (Brewer Burgess, 2005). highly motivated students also tend to be more satisfied with their education (Jones, 2008 Roebkin, 2007). Student satisfaction is important because it serves as a common measure of the deed 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 depart feel satisfied when they would aquire knowledge develop helpful skills which would result in their enhanced self confidence. For example, Aitken (1982) found that academic implementation is one of the most important factors in determining satisfaction, and Pike (1991) concludes that satisfaction exerts greater influence on grades than academic feat on satisfaction. consort to Bandura 1977 and Schunk 1991, learners use self-regulatory attributes t o 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, composition the less undefeated ones have difficulty in developing self-motivational skills (Dembo Eaton, 2000)Literature reviewStudents are the customers of the university and analogous any otherwise organization it is the responsibility of the university to satisfy its customers. It is provable that student satisfaction for any university holds immense value for the students and the providers. Some universities routinely measure satisfaction while some non. Additionally, most of zthose measurements are not used for marketing planning, evaluation and controlling (Piercy, 1995). According to Elliott Shin (2002, p. 197) focalization 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 supervise of how effectively they meet student needs. So, student satisfaction is important for the victimization of a culture of continuous quality improvement. In the present research, the impact of belief methods on the satisfaction direct of students will be investigated. It will be hypnotized that different teaching methods bring different level of changes in the students overall satisfaction.We have sought down different teaching methods that may have an everlasting impact on the satisfaction of students. We would be considering these four methods frame Discussions, Activities ( inwardly and Outside the Class), Usage of multimedia system, show window 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 undermentioned figure 1 puzzle out 1(http//outcomes.ceiss.org/Publications)The concept of Student Satisfaction is adapted from Herzberg theor y of Motivation-Hygiene (Two Factor Theory) and it has the side by side(p) dimensions which include Achievement, Responsibility and evolution of students.To see the most important human face of student satisfaction affected by teachers use of several(a) teaching methods.To train care the impact of student satisfaction on student performance and in the end the performance of the whole educational institution.To improve the inventive learning skills of the students in IBA, Lahore.Classroom DiscussionsIn a research hold by Leda Nath and Lawrence Anderson (2007), the effects of a pathroom discourse 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), (Webb) have revealed that classroom discussion has been discover as a positive way of learning. Goodman said that discussion in the classroom helps teach students some 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 hyper faultfinding element in success. VanDeWeghe (2005) argues that discussion plays a critical role in students literacy development. Voelkls (1995) found that participation in discussion is adjoiningly linked to manikin grades, a protean associate to student satisfaction. Others (Hutchinson Beadle, 1992) have found that students who did not participate in discussions in class were at a evil relative to those who did. Anderson (2007) states that student satisfaction is not only based on the teaching methods but there are sever al other factors such(prenominal) 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 manoeuver to enhanced satisfaction because they increase the exposure of the students. It is quite natural that when students would feel the reason of achieving newer things, they would automatically be motivated to ride part because they would be having a feeling of worthy more knowledgeable and practical and that is what the modern world expects us to be. Activities within the classroom would mean presenting students with mixed issues and ideas and then seeing how every exclusive student or groups of students perform regarding the issue. Outside the class activities would be diverse, ranging from educational trips to educational heaps. All activities would in one way or the other help the students experie ncing new arenas of knowledge leading to increased satisfaction.(Hoyt, 1999).Usage of multimedia systemDue to the impact and influence of information engine room on conjunction and education, computer-assisted teaching is becoming the trend in modern teaching. These days, teachers are exhausting to create interest in their lectures by the usage of multimedia while delivering their lectures. This enables the teacher to carry techniques such as simulations, videos, slide shows with interest generating color and backgrounds, different animationswhile using the multimedia. How ever it makes student sleepy when they dont have to take notes.Case look atAnother useful technique which can lead to students being satisfied and in turn achieving excellent results is to provide them with display contingency studies. Case studies are one way to provide the students with flesh outed knowledge slightly any certain issue. Students when told about the facts of those subjects which hold gr eat importance and interest in their lives are very keen to know about them in detail and this detail is communicated to them via shield studies. Sometimes, students are even asked to recrudesce 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) orders out in his analysis of case discussion, student involvement develops on at least three distinct levels At the first level, students research a occupation 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 bit of view, given their interests and knowledge. Finally, on the third level, students will take the initiative to commence 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 clause 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 developmentof 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 thatClass 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 increase s his level of satisfaction. It is semiprecious 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 inquiry Paradigm query icon is the framework for thinking or a school of thought about how research ought to be conducted. There are different issues a research worker encounters while deciding the research methodology, some of the dichotomies arePositivist versus instructiveQuantitative versus QualitativeInduction and DeductionExperimental versus Non ExperimentalThis 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 literary works review and based on that, we proceeded to find out whether they hold certain 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 info collected done our questionnaire is numeric. We will use the descriptive statistics in order to analyze the data. Hence, quantitative research paradigm holds on-key for our study. It is a non-experimental research because environment is not being controlled by the researchers. query ObjectivesThe aim of this study is to determine the forcefulness of using a variety of teaching methods on the satisfaction level of students studying at IBA, Lahore. We doom to find if there is an impact of different teaching metho ds 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 delimit 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 asTo find the preference betwixt conventional and conceptual mode of teaching.To find the most effective teaching method in terms of student satisfaction.To find the level of strong point 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 examen 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 impart 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 StudyHo accomplished and conceptual teaching methods has same effectiveness on the student learningH1 Conventional and conceptual teaching methods have different effectiveness on the student learningH0 There is no going in BBA, MBA and Pgd and MBA administrator students opinion regarding the conceptual teaching method effectiveness.H1 There is a di fferent in the BBA, MBA and Pgd and MBA administrator students opinion regarding the conceptual teaching method effectivenessHoUse of various teaching methods will have no impact on development of various skillH1 Use of various teaching methods will have an impact on development of various skillsWe have defined the variables as followsName of variableType of variableVarious Teaching methods self-governingStudent SatisfactionDependentmethodological analysisThe 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 multi-mediaStudent satisfactionVarious Teaching MethodsCase StudyActivitiesClass Discussion abstract FrameworkResearch MethodologyIn our research we have used the Survey method as our research heading the survey will be conducted through questionnaires and the respondents of the stud y will be the students of IBA. We will use opportunity sampling to select our sample from the population in order to make it a true representative of the population.Methods of appendageWe have used the Survey method to conduct our study. Survey will be based on Structured straitsnaire which will include close ended questions.The data from the respondents will be collected by Likert outstrip because we have to measure construct (students responsibility, growth and achievement) and qualitative information is requisite to be transformed into quantitative data, As we are finding the experience of the student regarding various teaching method that can effect 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 DescriptionStudy Population Students of IBA, Lahore. sample Frame List of all the students studying in all the disciplines of IBA, Lahore. Sample Size Expected respondents of our study are 30. try 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 get 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. information will be largely collected through questionnaire survey Sample size will be 30, as per the project requirement. Sampling technique will beQuota based on various score class in IBAMBABBAPgd and MBA executiveTotalNumber of Subjects10101030Within each quota, 10 respondents will be approached for data collection. These will be randomly selected within each quota.Proposed data categories in questionnaire minds in the survey attempt to provide data in the following dimensions.Demographic profileQuestion 1 back ing program profileQuestion 2 choice of teaching methodQuestion 3Effectiveness among various teaching methodQuestion 4,5 determination important aspects of student satisfaction through various teaching methodsQuestion 6Finding most enhanced skill by use of various teaching methodsQuestion 7Use of various teaching methodsIn 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 asWhat grammatical case 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 crammi ng or wants a permanent change in deportment of student which gives him value in practical world?Student SatisfactionThe second category of questionnaire will be student satisfaction which includes the following dimensionsAchievementResponsibility harvest-tideWith 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. then in questionnaire the questions will be related to achievement, responsibility and growth such asIf teacher said to do original work in assignments, no copy paste, whether that will increase the internal value of a student?If teacher authorise 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 likeConceptual systemConcrete 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 ProjectProject Stages beat Period be Research Problem4daysLiterature Review7days supplying a Research Design6daysPlanning a Sample5daysScheduling and Costing of ResearchProject StagesExpected Time PeriodCost in PRs. conference the Data5days650Processing andAnalyzing the Data6days150Formulating Conclusionsand Preparing Report5days 300Time line StartFri 01-10-12Finish attach 10-12-121 Oct 1208 Oct 1223 Oct 1225 Nov 122 Dec 129 Dec 1210 Dec 12 defining Research problemSat 02-10-12 Wed 14-09-11Literature reviewThu 03-10-12 Fri 08- 10-12Planning a research designMon 16-10-11 -Mon 23-10-12Data analysis and conclusionThu 06-11-12 Tue 11-11-12 multitude the DataWed 25-11-12 Tue 1-12-12Processing and gathering of DataWed 2-12-12 Wed 7-12-12Formatting and completion of reportMonday 09-12-12StartFri 01-10-12Data AnalysisAs our research is correlation in nature we have to analyze the descent between independent and dependent variable. We will use linear lapsing 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 retroversion with A resulting in S as compared to teacher who lacks creativity.Univariate card Of Independent Variable Various Teaching methodsVARIOUS TEACHING METHODS absolute frequency divi sionMULTIMEDIA1136%CASE STUDY413%ACTIVITIES930%CLASS DISCUSSION620% descend30 degree Celsius%InterpretationUnivariate Table Of Dependent Variable Student SatisfactionDEGREE OF STUDENT triumphFREQUENCY dowery highschool1136%MEDIUM1136%LOW828%TOTAL30100%Bivariate Table Impact Of Various Teaching Methods on Student SatisfactionSTUDENTSATISFACTIONVARIOUS TEACHING METHODSMULTIMEDIACASE STUDIES DISCUSSIONACTIVTIESTOTALFREQUENCYPERCENTAGEFREQUENCY% FREQUENCY %FREQUENCYPERCENTAGEFREQUENCYPERCENTAGEHIGH764%375% 5 56%233%1136%MEDIUM218%125% 2 22%117%1136%LOW218%00% 2 22%350%828%TOTAL11100%4100% 9 100%6100%30100%Data gathering and analysisFor 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 areTable A1VariablesLevel of MeasurementCodingGender token(a)None chore Program nominated1 BBA2 MBA3 Pgd and MBA executivePref erence of Learning ModeScale1 strongly Disagree2 Disagree3 apathetic4 Agree5 Strongly AgreeEffectiveness of Case StudyScale1 highly not Effective2 non Effective3 torpid4 Effective5 super EffectiveEffectiveness of Class ActivitiesScale1 Highly not Effective2 not Effective3 Neutral4 Effective5 Highly EffectiveEffectiveness of Class DiscussionScale1 Highly not Effective2 Not Effective3 Neutral4 Effective5 Highly EffectiveEffectiveness of MultimediaScale1 Highly not Effective2 Not Effective3 Neutral4 Effective5 Highly EffectiveSatisfaction through Case StudyNominal1 class cognitive content2 Quality of Instruction3 person-to-person GrowthSatisfaction through Class ActivitiesNominal1 course Content2 Quality of Instruction3 Personal GrowthSatisfaction through Class DiscussionNominal1 Curriculum Content2 Quality of Instruction3 Personal GrowthSatisfaction through MultimediaNominal1 Curriculum Content2 Quality of Instruction3 Personal GrowthSkills develop through Case StudyNominal1 Analytical Skills2 Social Skills3 Communication SkillsSkills true through Class ActivitiesNominal1 Analytical Skills2 Social Skills3 Communication SkillsSkills developed through Class DiscussionNominal1 Analytical Skills2 Social Skills3 Communication SkillsSkills developed through MultimediaNominal1 Analytical Skills2 Social Skills3 Communication SkillsData 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 lacking 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.Descriptiv eConceptual MethodsTable-1N concoctStd. DeviationStd. Error95% Confidence Interval for MeanMinimumMaximumLower BoundUpper BoundBBA1015.20001.03280.3266014.461215.938814.0017.00MBA1015.30002.83039.8950513.275317.32479.0019.00Pgd MBA executive1015.70001.70294.5385214.481816.918213.0017.00Total3015.40001.94049.3542814.675416.12469.0019.00ANOVAConceptual MethodsTable-2Sum of SquaresDfMean SquareFSig.Between Groups1.4002.700.175.840Within Groups107.800273.993Total109.20029From 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, p0.05 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 teachi ng methods.Table-3 Independe