“Teaching methodology of different

Engineering & B-school at Jaipur”

By

Chandan Chowdhury & Chandan Singh

Udai Institute of Management Studies, Jaipur

"Creating Strategic Leaders with Global Mindset”
Introduction
Recent year we have seen the fast growth of technology application in all kind of
walk including education industry. However, the acceptance of technology-based
method against traditional lecture-based method is still controversial. On the
hand, it noticed that technology based education helps you to learn matters
without the direct involvement of any faculty. Here I am going to survey which
method is widely preferable among the students from technical
background(Engineering & Management) at Jaipur. This is a study that helps to
bridge the gap between bookish knowledge and its practical implementation.

Statement of problem
“To identify the exact reason behind the absenteeism of students across the
academic year in technical institutes”

Purpose of the research

“To find the deviation of teaching methodology between traditional & modern
pattern in technical institutions”

Review of literature
While doing the review of literature, we have found that there are a lot of
reference on the field of teaching pattern but not relevant to the comparison of
between Engineering & Management. For some time there has been widespread
recognition that entrepreneurship is the engine that drives the economy of most
nations. This has lead to an increasing interest in the development of education
programs to encourage and enhance entrepreneurship and a recognition that
much research needs to be carried out into what makes an entrepreneur and how
these characteristics may best be imparted. Dainow (1986) conducted a survey of
the entrepreneurship education literature for a ten-year-period, up to 1984.
Bechard and Toulouse (1991) draw on a framework from the educational sciences
to contrast four educative orientations. Three of these, conformist, adaptive and
transformative, are pedagogical approaches which focus on course content. The
alternative orientation, as an androgogical approach, emphasizes process.
McMullan and Ray (1989) discuss the limitations of the present business school
model in fostering and developing entrepreneurship. In their view an entirely new
paradigm is required that includes functional differentiation, rationalization,

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 Flexibility and customization, practice and participation, technological receptivity
and internationalization. In a similar vein, Kao (1994) outlines the shortcomings
associated with the general-management model as it applies to teaching
entrepreneurship and argues for the creation of entrepreneurship education as
an independent academic discipline.

Ivancevich (1991), Ronstadt (1987), McMullan and Long (1987), McMullan (1988)
and Plaschka and Welsh (1990) discuss the emergence of entrepreneurship as an
academic discipline and its role within the traditional business school structure.
Each highlights the growing body of entrepreneurship literature and systematic
theories necessary for recognition as an established discipline. Each also
emphasizes a particular aspect of the role of entrepreneurship education.
Ivancevich (1991) argues for entrepreneurship as a mechanism to enhance
entrepreneurial behaviors and to bridge the gaps between the functional areas.

Working hypothesis
Hypothesis means assumption based on some relevant facts or condition or
rationalization. Here I have two hypotheses.

Ho(null): “There is no difference between engineering & management college on

teaching methodology”

H1(alternative): “There is a significant difference between engineering &

management college on teaching methodology”

Key terms
Type of research: Descriptive
Population : Student at Jaipur
Sample size : 120(10 colleges)
Time frame : 15 days
Instruments : Random questionnaire

Objectives of the Study

 To study the satisfaction of the student in different Engineering & Management
College.

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 To study the student opinion towards teaching method.
 To suggest suitable method to increase the student interest towards education.

Limitation of the Study

 The data obtained depend on the responses or perception of the student.
 There may be the personal bias of the respondents, which affect the results of the
research.

Here, we are going to discuss in brief about different teaching

methodology in different paradigm of education.

Diverse Teaching Methods

“One Size Does Not Fit All”
In the current educational platform, you'll find a variety of ways, including case
studies, role-plays, and simulations. Because there is no one approach can
effectively address the range of challenges you'll encounter throughout your
career, this diverse education is designed to give you the breadth and depth of
skills and experience you'll need for success. It is firmly believed in learning by
doing. Being a small program enable to provide students with intimate, hands-on
learning experiences that gives ongoing opportunities to bridge academic theory
and real-world practice.

Teaching Methods (modern)

 Case studies
 Quiz
 Learning labs
 Problem-solving sessions
 Role-plays
 Films
 Team projects
 Dummy – money
 Simulation
 Audio – visual
 Management games

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Case study
This is one of the oldest practices from Harvard school. All the management
students learn the practical business situations from the various business case
studies of all the global companies. In India in top Indian Institute of Management
(IIM) on an average 2000 cases are being discussed and analyzed in the
classroom. This gives the clear knowledge about the Business tactics needed
when the student goes to the field.

Role-play
This is also one of the modern techniques used to inculcate the real
Internalization of the character and situation. Stepping in to one's shoes and
acting like that will not come easily. But, this role-play method triggers you to act
as such in the situation and like the person. The sales training skills are taught in
that manner.

Management Games
Games are always fun and exciting for all irrespective of age. The students will
learn the concept and theory by funny way. The Games the participants play with
interest and zeal. Normal lecturing method bores the students; the games help
them to get away from the routine. When playing with vigor and zeal they will
learn. But, here there is a risk, Students may miss the wood for trees. So the
teacher has to complete by linking the purpose of the game and the concept
derived out of it. The involvement from the participants is cent per cent.

The games may be played indoor and outdoor. Varieties of games are available
from ice breaking to risk taking.

Learning labs
In this method, Workshops are conducted for both Students and Faculties. In
these workshops, the outside faculty or facilitator comes to present there views
or knowledge which is equally important for both.

Quiz
Quiz is one of the techniques used to test the student's involvement and
excitement in winning prizes. After “Kaun Banega Crorepati” students are
overwhelmed to contest in quiz. In the market computerized Quiz packages

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available with count-down timings. Usually 2-4 members are made as a group,
collective decision making skills are also injected.

Dummy money
To Measure the risk taking ability of the students dummy currencies are given to
them. They invest as real money in stocks, commodities and the like, at the end of
the game the real risk taking ability of the participant is measured.  In some
Institutions real money is also given by getting sponsor from corporate.

Films
One of the Powerful tools is film. First the film is shown to the Participants. The
teacher may ask the participants, what they have seen. Then the teacher can
explain the concepts with the films message. For various management concepts
various films are available to teach. It is the simplest way to impart.

Team projects
In this method, students are provided a topic of their field on which they have to
make a team so that delegation of work can be done properly. They have to
gather relevant information with explanation, good understanding and effective
team work that makes the topic easily understandable.

Audio-visual
This Audio-visual method is used extensively in classrooms for the lower level to
higher-level courses. Audio alone also can be used separately. This practice keeps
the audience in live wire throughout the sessions.

Simulation games
Simulation games are in the rise in modern techniques. Rather than practical
situation, the incubated, imaginary situations are created to solve with keen
interest from the participants.

Other methods
Anything other than full length lecturing, appropriate methods relevant to the
concept can be decided by the faculty to make the participants understand and
learn once and all.

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 Teaching styles in engineering
Students learn in many ways— by seeing and hearing; reflecting and acting;
reasoning logically and intuitively; memorizing and visualizing and drawing
analogies and building mathematical models; steadily and in fits and starts.
Teaching methods also vary. Some instructors lecture, others demonstrate or
discuss; some focus on principles and others on applications; some emphasize
memory and others understanding. Here I am going to mention some of the styles
of teaching which is followed worldwide in general.
There are two horizon of learning: 1. By students, 2. By professors.
A student’s learning style may be defined in large part by the answers to five
questions:
 What type of information does the student preferentially perceive:
Sensory (external)—sights, sounds, physical sensations, or intuitive (internal)—
possibilities, insights, hunches?
 Through which sensory channel is external information most effectively
perceived:
Visual—Pictures, diagrams, graphs, demonstrations, or auditory— words,
sounds? (Other sensory channels—touch, taste, and smell—are relatively
unimportant in most educational environments and will not be considered here.)
 With which organization of information is the student most comfortable:
Inductive—facts and observations are given, underlying principles are inferred, or
deductive—principles are given, consequences and applications are deduced?
 How does the student prefer to process information: actively— through
engagement in physical activity or discussion, or reflectively— through
introspection?
 How does the student progress toward understanding: sequentially—in continual
steps, or globally—in large jumps, holistically?

Teaching style may also be defined in terms of the answers to five questions:
 Information is emphasized by the instructor: concrete—factual, or abstract—
conceptual, theoretical.
 Mode of presentation is stressed: visual—pictures, diagrams, films,
demonstrations, or verbal— lectures, readings, discussions.
 Organization of the presentation: inductively—phenomena leading to principles,
or deductively— principles leading to phenomena.

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 Type of student participation is facilitated by the presentation: active—students
talk, move, reflect, or passive—students watch and listen.
 Type of perspective is provided on the information presented: sequential—step-
by-step progression (the trees), or global context and relevance (the forest).

Dimensions of Learning and Teaching Styles

Preferred Learning Style Corresponding Teaching Style

Sensory Concrete

intuitive Abstract Content

Perception

Visual Visual

Auditory Verbal Presentation

Input
Inductive Inductive

Deductive Deductive Organization

Organization

Active Active
Student
Reflective Reflective participation
Processing
Sequential Sequential

Perspective
Understanding

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Teaching methods in Management institutes
As I have already mentioned the different teaching methods & styles,
management institutes are not beyond from these. But some additional
procedures are also being there.

Student Exchange Programme

Here, some students of institutes are being sent to another institute for cross-
culture learning. Duration may be 2 – 4 weeks. It helps you to learn different
peoples’ psychology, to enhance your adaptability.
Industrial exposure
This kind of practice is widely done in management institutes. Students are
facilitated to visit different industries to horn their practical knowledge, able to
implement what they have studied.

Minor research
Some management institutes do practice this innovative method. In this method,
students have to undergo a minor research process where they have to make a
article on some practical topic with the help of survey and hypothesis testing that
helps to reach a pragmatic conclusion.

Conference & fair

This is the process where students from different institutes are welcome to attend
conferences of fair organized by some college or company. Here, experts from
different fields are come to share their experience that helps to increase your
practical cognition.

Data collection:
First of all, we have made a questionnaire which consists of some relevant
queries. We went to different colleges to interact students from engineering as
well as management background. We have selected the random questionnaire
process. Here, I got the different rating of students’ preference.

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 Feed back of Colleges in Jaipur
Methods Traditional Method Modern Method Satisfaction

Problem- Solving
Types

Methodology
Presentation

Audio Visual
Written Test
Assignment

Teaching
Case Study

Workshop

Role Play

Research
Oral Test
Lecture

College
Project
Quiz
Engineering 233 204 236 225 226 152 73 256 64 187 30 37 26 206 187

Management 408 382 420 377 426 406 417 392 333 408 352 392 392 371 342

This is the precise data of different types of teaching methodology in engineering

& management colleges. It clearly shows that management aspirants have much
appreciation to the modern teaching methods over the engineering aspirants.

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 Observed frequency for Expected frequency for
Management College   Management College (O-E)2/E
Traditional 403   Traditional 430 1.742163
Modern 387   Modern 336 7.629344
Satisfaction 357   Satisfaction 380 1.424455
Observed frequency for Expected frequency for
Engineering College   Engineering College (O-E)2/E
Traditional 224   Traditional 197 3.813474
Modern 103   Modern 154 16.70011
Satisfaction 197   Satisfaction 174 3.118033
34.4275

d.f.=(C-1)(R-1)
2

Comment
Tabulated Value on degree of freedom 2 at 10% level of significances is 4.605
which are lesser than counted value i.e., 34.42. Hence we reject the null
hypothesis. It means there is significance difference of teaching methodology
between Engineering and Management College.

Findings
Throughout the research, it has cleared that there is some noticeable deviation
between modern/traditional teaching methodologies. As per the respondents
responses

 Students of engineering prefer lecture, assignments and projects as

learning medium
 Students of management prefer applied based like case study,
presentations as learning medium
 Engineering students are not fully satisfied with their teaching methodology

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  Satisfaction level of management aspirants are quite higher
 They need some modern way of teaching so that their theoretical
knowledge can be applied in practically
Questionnaire for Engineering/Management Students
Name :

Age :

College Name :

E-mail :

Work Experience :
(If Any)

Preference Teaching Methods (Marks between 1-10)

Traditional Score Modern Score

Lecture Presentation
Assignment Case Study
Written Test Workshop
Oral Test Quiz
Problem Solving Project
Role Play
Audio Visual
Research

 Are you satisfied with your teaching methodology?

 Are you satisfied with your college?

_________________
Signature

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References :-

Dixon, J. R., “New Goals for Engineering Education,” Mechanical Engineering,

March, 1991, pp. 56-62.

Foster, G. N., “Team Projects I an Advanced Microprocessor Course,”

Proceedings, 1991 ASEE Annual Conference, ASEE, 1991, pp. 124-127.

Brickell, J. L., D. B. Porter, M. F. Reynolds, and R. D. Cosgrove, “Assigning

Students to Groups for Engineering Design Projects: A Comparison of Five
Methods,” Engineering Education, vol. 83, no. 3, 1994, pp. 259-262.

Kolb, D. A. (1978), Learning Style Inventory: Technical Manual, rev. ed., Boston:
McBer & Co.

Vesper, K H. (1985), `New Developments in Entrepreneurship Education', FER,

Babson College: Wellesley, MA, pp489-497.

Van Clouse, G. H. (1990), `A Controlled Experiment Relating Entrepreneurial

Education to Students' Start-up Decisions', JSBM, 28(2), pp45-53.

Singh, J. B. (1990), `Entrepreneurship Education as a Catalyst of Development in

the Third World', JSBE, 7(4), pp56-63.

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