Business Education that Works: Empowering Learners Through Effective Teaching Strategies

Abstract

In the teaching arena, the teacher serves as the catalyst or the facilitator in the learning process. So, the teacher should be able to employ diverse strategies to achieve the purpose of teaching, that is, learning, since they are front-line educators. This study aims to assess the preferred teaching strategies and methods of the Bachelor of Science in Business Administration (BSBA) students of the University of Cebu-Banilad to devise a program intervention scheme.

This study used a predictive-relational research design and a modified survey tool, administered to 175 respondents selected using purposive sampling.  Simple percentages, the weighted mean, the Chi-Square Test of Independence, and One-Way ANOVA were used to analyze the data.     

The results reveal that the majority of the respondents were aged 18-21, female, and in the first year level at the time of the survey. Moreover, the learners preferred lectures, demonstrations, peer teaching, partner learning, and deductive and inductive teaching approaches. In addition, the respondents also preferred brainstorming, simulation, demonstration, lectures and presentations, questioning, self-study, case studies, collaborative learning, 4 As, and cooperative learning. There is a significant relationship between learners' year level and their preferred teaching methods. Hence, it is concluded that the business learners preferred that their teachers employ diverse teaching approaches and strategies to maximize the teaching-learning process in the courses that they enrolled in. It is recommended that an intervention scheme be implemented to train and enhance teachers’ ability to teach and foster learning using varied methods.