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Effective Teaching Strategies in Business Education
Paperback

Effective Teaching Strategies in Business Education

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Research Paper (postgraduate) from the year 2015 in the subject Pedagogy - Higher Education, grade: 97.00, University of Mindanao (University of Mindanao), language: English, abstract: Numerous studies dwell on investigating the best teaching strategies for students to learn. Few studies try to investigate teaching strategies that are effective in business education. However, fewer studies examine the preferred teaching strategy of business students. This study explores the preferred teaching strategy of business students by using the conjoint analysis. The regression model suggested that a significant proportion of the total variation in the student’s ranking was predicted by quizzes (-1.47E-15), group work (1.0), project (1.3), recitation (-6.52E-16), lecture (1.0) and time management (0.33) [F(6, 20) = 11.67, p = 0.008]. The result implied that business students preferred the scaffold learning in a student-centered class. A blended learning must be used when teachers engaged students in lectures and reporting. In addition, a teacher’s poor time management of class affects learning.

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MORE INFO
Format
Paperback
Publisher
Grin Publishing
Date
23 August 2016
Pages
24
ISBN
9783668279308

Research Paper (postgraduate) from the year 2015 in the subject Pedagogy - Higher Education, grade: 97.00, University of Mindanao (University of Mindanao), language: English, abstract: Numerous studies dwell on investigating the best teaching strategies for students to learn. Few studies try to investigate teaching strategies that are effective in business education. However, fewer studies examine the preferred teaching strategy of business students. This study explores the preferred teaching strategy of business students by using the conjoint analysis. The regression model suggested that a significant proportion of the total variation in the student’s ranking was predicted by quizzes (-1.47E-15), group work (1.0), project (1.3), recitation (-6.52E-16), lecture (1.0) and time management (0.33) [F(6, 20) = 11.67, p = 0.008]. The result implied that business students preferred the scaffold learning in a student-centered class. A blended learning must be used when teachers engaged students in lectures and reporting. In addition, a teacher’s poor time management of class affects learning.

Read More
Format
Paperback
Publisher
Grin Publishing
Date
23 August 2016
Pages
24
ISBN
9783668279308