Teaching methodologies in the classroom: a study of student preferences.

Bressler, Martin S. ; Bressler, Linda A.

ABSTRACT

Student success is often dependent upon the student in terms of ability, motivation, and classroom performance. There are uncontrollable factors such as class size, and factors that may be somewhat controllable such as course delivery method. Student success may also be dependent upon a number of other factors outside the control of the student but rather controlled by the faculty member. This might include whether the instructor determines course grades using tests and quizzes, or research papers and projects. This paper examines the various factors affecting student success in business courses and provides results of a survey of student preferences with regard to graded assignments.

INTRODUCTION

Student success in business courses is dependent among a number of factors including student ability, self esteem, self-efficacy, course delivery method (traditional classroom setting versus online and other formats) and classroom teaching methodology used by the instructor. Some students may perform better academically when the teaching methodology employed by the faculty member better suits the students' learning style and preference. Today, as colleges employ a wider range of course delivery systems, faculty members' choice of teaching methodologies may be limited. For example, online course formats do not necessarily allow for the same type of teacher-student or student-student interaction as a traditional classroom setting.

Importance of the study

Selection of the appropriate teaching methodology may impact student success, course drop rates, and even persistence to graduate. Several research studies provide information on success in distance learning (Hogan, 1997; Hoskins & Newstead, 1997; Huston, 1997). Colleges and faculty members would find it useful to be able to match the appropriate teaching methodology with the course being taught and the course delivery system.

Additional research may provide academic advisors the means to identify students who possess low self efficacy and advise those students to enroll in traditional classroom courses instead of an online or other course delivery method whereby the student could be successful. This would lead to improved student retention. Research in this area might also assist online course providers to better understand various student success factors when developing software products. The software enhancements might benefit students and faculty members utilizing online course delivery systems.

LITERATURE REVIEW

Distance learning

Kung (2002) found distance learning courses in many academic disciplines provide a variety of techniques to attain knowledge outside the traditional classroom. Various factors, career development in particular, may have been the primary factor persuading students to enroll in distance learning courses (Kung, 2002). In addition, finances, distance, and time constraints, might be other factors causing students to enroll in distance education courses. In addition, other motivational factors might include quality of the instruction and material provided to the student (The Changing, 1993).

Kung (2002) considered the most significant factor impacting the decision to enroll in a distance learning course was the course topic. Kung also found that problems continue to exist in distance learning course development and that a fundamental problem might be that students might be motivated by technology perks rather than the need for education and may select the distance learning format for the wrong reason (Katz, 2002). When students select online courses due to technological convenience instead of the appropriate course delivery for individual student learning style, online student success might be discredited.

Many factors impact student success. Students enrolled in online learning classes might actually have increased self esteem depending on course structure (Vamosi, Pierce & Slotkin, 2004; Weiger, 1988). Additionally, students could be more successful depending upon their individual academic self efficacy, which relates to their confidence in completing course requirements.

A study of attitudes and perceptions of finance students enrolled in distance learning courses by Borgia, Hobbs, Segal & Weeks (1999) at Florida Gulf Coast University found student confidence might be significantly improved through technology support systems. This finding was particularly important as students also reported reduced communication and interaction with the instructor as a weakness of distance learning courses. Since this time colleges and universities have developed a variety of mechanisms to improve interaction between the student and the instructor.

Demographic variables affecting student learning

Sullivan (2001), found the online classroom experience different among male and female students. A smaller percentage of men perceived flexibility a more significant issue than women (Hayes & Richardson, 1995; Sullivan, 2001). This might explain why women comprised 70% of the this online sample and might also explain the reason adult female students appear to enroll in more online classes and are more successful in completing online classes. Despite men and women both reporting it important to achieve their academic goals, both groups indicated they did not like online interaction with other students. The reason might be due to the fact that some students would prefer to be part of traditional classroom interaction. Some students reported that lively online discussion and commentary on the part of the professor were a favorable aspect of being enrolled in an online course. Sullivan (2001), also found female students preferred the traditional classroom face-to-face setting while male students preferred the online classroom environment.

Self-esteem, age, gender, and race

Twenge and Crocker (2002) found that compared to Caucasians of the same gender, male Asian students reported having lower self-esteem than Asian female students. Findings were similar for Hispanic and African students, whereby males also scored lower than females. Comparisons of three racial groups (Asians, African Americans, and Hispanics), found male students to have lower self-esteem than female Caucasians.

A study by Gray-Little & Hafdahl (2000) found no constant age differences in student self-esteem. According to the authors, the Rosenberg Self-Esteem Scale indicated increased self-esteem among older students. The exception, however, was decreased self-esteem levels among junior high school and middle school students. Additional studies report an African American advantage in self-esteem developing in elementary school and continuing to college-age students (Twenge & Crocker, 2002). Trzesniewski, Donnellan, & Robins (2003) also reported self esteem increases from age 11 to college age. Adult, nontraditional students may not display this increased self-esteem, and in fact after age 40, self esteem was found to lower significantly (Brunner, 1991; Dill & Henley, 1998).

Varying methodologies among business courses and instructors

Individual instructors may have preferences in the type of methodologies used in their classes. In addition, certain course may lend themselves better to particular learning methods. For example, while an introductory course may find multiple choice and true/false tests an effective means to help students learn basic terminology and principles, an upper-division course might find case studies and/or presentations a better means to student preparation. In addition, classes with many students might dictate the teaching approach as it would be near impossible for a class with 500 students to give presentations.

Bell (2005), found teaching entrepreneurship courses more effective by having students self-select projects. The researcher redesigned an honors course for freshman and sophomore students who are non-business majors. The objective of the course was twofold: first; to target nonbusiness majors with a course that helps students to recognize that that all students are focused on success, and second; effecting and instituting change in business is similar to effecting and instituting change in other organizations. Other entrepreneurship instructors take a different approach.

Fregetto (2005), reported that the use of business simulations was a more effective learning tool for students who were entrepreneurially inclined compared to those students who were not entrepreneurially inclined. Other studies (Wellington & Faria, 1991 and Corner & Nicholls, 1996) found business simulations an effective means to enhance student learning. Another study (Haym, 2005) focused on the instructor, rather than the student. In that instance, the instructor employed an active teaching approach to his classes whereby students in his classes became active learners. That is, rather than a traditional lecture class format, students are engaged through a variety of class exercises and interactive learning experiences.

METHODOLOGY

Students enrolled in the entry-level entrepreneurship and marketing class during summer, fall, and winter 2005 quarters were surveyed to report student attitudes and perceptions on various teaching methodologies and graded assignments. Students were questioned whether they believed tests, quizzes, or other graded assignments were the best way to measure student knowledge in the field. Students were also asked their opinion of the importance of oral and written communication skills, as well as the perceived importance of studying marketing or entrepreneurship.

Marketing students slightly favored the use of tests and quizzes as the best way to measure their knowledge of marketing principles. Marketing students did not believe research papers and written assignments, nor were business simulations effective measurements of their knowledge of marketing principles. Although students did not believe presentations were useful, student reported writing assignments to be a valuable skill for business students. This, despite students reported research papers and written not to be best methods for demonstrating knowledge in marketing principles. See Table 1 below.

Typically, university professors were trained in a particular discipline such as marketing, management, accounting, finance, entrepreneurship, or some other field; however, professors seldom receive specialized teacher training on how to teach. Some graduate students become teaching assistants and develop teaching skills before the first university teaching appointment. But for many others, teaching skills will be developed by trial and error. Professors who really enjoy teaching spend a great deal of time and effort in search of best practices in the art of teaching. Most professors, however, attend conferences and training in their teaching field, not on how to teach.

The researchers' sample also included students in the entry-level entrepreneurship class which is required of all business majors at that particular university. Preliminary results provided some interesting findings. For example, while students believed that writing skills (78.6 percent agree or strongly agree) can be an essential skill for business graduates, survey results indicated that students consider comprehensive cases of little importance. Rather, students consider business plan preparation to be a more appropriate method to develop writing skills.

Should entrepreneurship be required of all business majors? Although fewer respondents indicated that key entrepreneurship skills can be important for business majors, such as developing a business plan (42.9 percent) an overwhelming number responded (85.7 percent agreed or strongly agreed) that studying entrepreneurship would be useful for any student majoring in business.

With regard to tests and quizzes, less than half of the students (46.4 percent agreed or strongly agreed) surveyed indicated that tests and quizzes were the best method to demonstrate student knowledge and skills in entrepreneurship. Although none of the students surveyed had used a business simulation in entrepreneurship class, a majority (60.7 agreed or strongly agreed) surveyed believed that business simulations were the best method to demonstrate their knowledge and skills in entrepreneurship.

FINDINGS

Survey results as indicated in Table 2 reveal some interesting information. Students recognize the importance of developing communication skills through writing assignments and formal class presentations. However, the type of writing assignment they believe best benefits them is developing a business plan.

While the survey numbers are relatively small to conduct an in-depth analysis, regardless of major, students identified business plan development as the most valuable skill learned in an entrepreneurship class (42.9%). Students reported marketing as the second most important skill (17.9%), followed by leadership (14.3%).

When asked whether there should be greater emphasis on accounting and financial skills, only 32.2 percent agreed or strongly agreed. This finding might be significant as some studies indicate finances and/or financial management as a major cause for small business failure (Bruno, A., Leidecker, J., & Harder, J., 1987).

Results indicate that students appear to understand the importance of developing strong communication skills, both orally and in writing. Almost 79 percent of students recognize the importance of writing skills as essential for business graduates, while 92.8 percent deemed presentation skills important. Additional study each semester may yield different results. The researcher will also track results longitudinally, to identify student preferences and opinions as responses may change over time.

SUMMARY AND CONCLUSION

Findings from this survey appear to be consistent with recommendations from faculty members and practitioners. According to Brown, entrepreneurship educators should focus learning on real-world application, enable students to engage in their preferred styles of learning, require collaboration and teamwork and engage students in exploration, inquiry, problem solving, and reflection (Brown, 1999).

Results of this study may be important to consider when developing entrepreneurship curricula or coursework. In addition, student satisfaction may be improved when faculty members consider learning styles that students identify as helping them to learn better. Finally, accrediting agencies are forcing colleges and universities to measure outcomes at al levels.

In conclusion, a number of factors impact student success. Many are uncontrollable by the professor such as size of the class or student ability. However, faculty members do have control with regard to the type of methodology used in the classroom. Methodology selection may also be dependent upon size course delivery format and subject, but where the instructor has control, the instructor should seek the most effective means to enhance student learning.

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Martin S. Bressler, Houston Baptist University

Linda A. Bressler, University of Houston-Downtown

APPENDIX A

Correlation Table

 Need to
 Study Difficulty
 More Understanding
 Not Than Course
 Disciplined Peers Requirements

Need to study Pearson 0.419 1.000 0.755
 Correlation
 Sig (2 tailed) 0.261 -- 0.019
 N 9.000 9.000 9.000

Difficulty Pearson 0.290 0.755 1.000
Understanding Correlation
Course Sig (2 tailed) 0.448 0.019
Requirements N 9.000 9.000 9.000

Trouble Pearson 0.517 0.700 0.561
Expressing Correlation
Self Sig (2 tailed) 0.154 0.036 0.116
 N 9.000 9.000 9.000

Grade Pearson 0.403 0.189 -0.174
 Correlation
 Sig (2 tailed) 0.282 0.626 0.655
 N 9.000 9.000 9.000

Gender Pearson -0.403 -0.756 -0.496
 Correlation
 Sig (tailed) 0.282 0.018 * 0.174
 N 9.000 9.000 9.000

Marital Pearson -0.410 -0.395 -0.104
Status Correlation
 Sig (2 tailed) 0.273 0.292 0.790
 N 9.000 9.000 9.000

Working Pearson 0.770 0.115 0.075
on 4 Year Correlation
Degree Sig (2 tailed) 0.015 * 0.769 0.847
Correlation N 9.000 9.000 9.000

Race Pearson -0.283 0.327 -0.201
 Correlation
 Sig (2 tailed) 0.461 0.390 0.605
 N 9.000 9.000 9.000

 Marital
 Grade Gender Status

Need to study Pearson 0.189 -0.756 -0.395
 Correlation
 Sig (2 tailed) 0.626 0.018 0.292
 N 9.000 9.000 9.000

Difficulty Pearson -0.174 -0.496 -0.104
Understanding Correlation
Course Sig (2 tailed) 0.655 0.174 0.790
Requirements N 9.000 9.000 9.000

Trouble Pearson -0.223 -0.529 -0.163
Expressing Correlation
Self Sig (2 tailed) 0.564 0.143 0.675
 N 9.000 9.000 9.000

Grade Pearson 1.000 -0.040 0.010
 Correlation
 Sig (2 tailed) 0.744 0.931
 N 70.000 70.000 70.000

Gender Pearson -0.040 1.000 0.107
 Correlation
 Sig (tailed) 0.744 0.379
 N 70.000 70.000 70.000

Marital Pearson 0.010 0.107 1.000
Status Correlation
 Sig (2 tailed) 0.931 0.379
 N 70.000 70.000 70.000

Working Pearson -0.260 -0.193 -0.218
on 4 Year Correlation
Degree Sig (2 tailed) 0.030 0.109 0.073
Correlation N 70.000 70.000 70.000

Race Pearson -0.295 -0.023 -0.131
 Correlation
 Sig (2 tailed) 0.013 0.849 0.280
 N 70.000 70.000 70.000

 Working
 on 4
 Year
 Degree Race

Need to study Pearson 0.115 0.327
 Correlation
 Sig (2 tailed) 0.769 0.390
 N 9.000 9.000

Difficulty Pearson 0.075 -0.201
Understanding Correlation
Course Sig (2 tailed) 0.847 0.605
Requirements N 9.000 9.000

Trouble Pearson 0.271 0.129
Expressing Correlation
Self Sig (2 tailed) 0.481 0.741
 N 9.000 9.000

Grade Pearson -0.260 -0.295
 Correlation
 Sig (2 tailed) 0.030 0.013 *
 N 70.000 70.000

Gender Pearson -0.193 -0.023
 Correlation
 Sig (tailed) 0.109 0.849
 N 70.000 70.000

Marital Pearson -0.216 -0.131
Status Correlation
 Sig (2 tailed) 0.073 0.280
 N 70.000 70.000

Working Pearson 1.000 0.065
on 4 Year Correlation
Degree Sig (2 tailed) 0.594
Correlation N 70.000 70.000

Race Pearson 0.065 1.000
 Correlation
 Sig (2 tailed) 0.594
 N 70.000 70.000

* Correlation is significant at the 0.05 level (2 tailed).

** Correlation is significant at the 0.01 level (2 tailed).

(a) Cannot be computed because at least one of the variables is
constant.

Table 1: Marketing student's response

Key findings agree/strongly agree
Question percent

Studying marketing valuable
useful for any student majoring in business 85.7
Writing skills essential for business graduates 68.4
Presentation skills important 42.8
Marketing plan skill important 42.9
Developing a marketing plan best student measure 64.3
Tests and quizzes best measure 52.4
Comprehensive cases best measure 35.7
Research papers best measure 28.2
N = 84

Table 2: Entrepreneurship Student's responses

Key findings agree/strongly agree

Question percent
Studying entrepreneurship
useful for any student majoring in business 85.7
Writing skills essential for business graduates 78.6
Presentation skills important 92.8
Business plan skill important 42.9
Developing a business plan best student measure 64.3
Tests and quizzes best measure 46.4
Comprehensive cases best measure 35.7
Research papers best measure 21.4
N = 82