CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In the dynamic landscape of business education, the quest for effective pedagogical methods to impart essential concepts remains a critical endeavor. The field demands innovative approaches that not only accommodate diverse learning styles but also cater to the evolving needs of the business world. This introduction seeks to explore the effectiveness of various pedagogical methods employed in teaching business concepts, shedding light on their impact on student engagement, comprehension, and practical application. Anderson, L. W., & Krathwohl, D. R. (2001).
Traditional lecture-based teaching has long been a staple in business education; however, contemporary approaches emphasize the need for interactive and experiential methods. Active learning strategies, such as case studies, simulations, and problem-solving exercises, have gained prominence for fostering critical thinking and decision-making skills. Moreover, technology-driven methods, such as online courses and virtual simulations, have emerged as powerful tools to enhance accessibility and flexibility in business education. Chickering, A. W., & Gamson, Z. F. (1987).
Research in this domain showcases a growing interest in the comparative effectiveness of these pedagogical methods. Studies by Anderson and Krathwohl (2001) and Chickering and Gamson (1987) delve into the benefits of active learning, while investigations by Means et al. (2013) and Allen and Seaman (2017) offer insights into the efficacy of online and blended learning models. By synthesizing these findings, this exploration aims to inform educators and institutions about the most impactful strategies for cultivating a deeper understanding of business concepts among students.Top of Form
Bottom of Form
1.2 Statement of the Problem
The effectiveness of pedagogical methods in teaching business concepts remains a pivotal concern in contemporary education. As the business landscape evolves rapidly, educators are tasked with preparing students not only with foundational knowledge but also with the practical skills necessary for success in the professional world. The traditional lecture-based approach, while widely utilized, is being scrutinized for its potential limitations in promoting critical thinking, problem-solving, and application of theoretical concepts in real-world scenarios. As such, there is a pressing need to assess and compare the efficacy of alternative pedagogical methods, such as active learning strategies, technology-driven approaches, and experiential learning, to identify the most impactful ways of delivering business education. Anderson, L. W., & Krathwohl, D. R. (2001).
Furthermore, the diverse student population in business programs introduces another layer of complexity to this issue. Students come with varying learning preferences, backgrounds, and levels of prior knowledge. Addressing this diversity requires an examination of how different pedagogical methods cater to individual learning styles and contribute to increased engagement and comprehension. Thus, the overarching problem revolves around determining which pedagogical methods are most effective in enhancing both theoretical understanding and practical application of business concepts across a diverse student body. This investigation is crucial not only for educators seeking to optimize their teaching strategies but also for curriculum designers and policymakers aiming to improve the overall quality of business education in response to the dynamic demands of the professional world. Chickering, A. W., & Gamson, Z. F. (1987).Top of Form
Bottom of Form
1.3 Objectives of the Study
The main objective of the study is to examine the effectiveness of different pedagogical methods for teaching business concepts. Specific objectives of the study are:
- 1. Evaluate the effectiveness of active learning and technology-integrated approaches compared to traditional lectures in promoting critical thinking and problem-solving skills in understanding business concepts within diverse course areas (finance, marketing, entrepreneurship).
- 2. Investigate the moderating effect of learning styles (visual, auditory, kinesthetic) on the efficacy of various pedagogical methods for business concept retention among undergraduate students.
- Develop a framework for tailoring pedagogical methods to specific business concepts based on their complexity, real-world application, and relevance to student career aspirations
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- Do active learning strategies like case studies, simulations, and project-based learning lead to significantly higher scores on assessments measuring critical thinking and problem-solving skills in business courses compared to traditional lectures?
- Which pedagogical methods (e.g., video lectures, group discussions, gamified learning) are most effective for promoting long-term retention of business concepts for students with specific learning styles?
- How can the level of complexity and real-world application of a business concept (e.g., basic accounting principles vs. advanced financial modeling) influence the choice of optimal pedagogical methods for effective learning?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no statistical significant relationship between pedagogical methods and teaching business concepts.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Business Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Lagos Business School. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
REFERENCES
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group.
