Student perception of effective teaching methodologies for undergraduate degree courses - case study from India

Many researchers are stressing on the need to change the teaching methodologies to make learning more effective. Various new modes of teaching are suggested especially in the field of medical sciences. The studies mostly focus on the need to adopt Problem-based learning in medical field. The present study was undertaken to see the effectiveness of various teaching methodologies in undergraduate degree college in India. Effectiveness was measured from the students perspective as this study was focused on the response of the students to the questionnaire prepared to evaluate the effectiveness of different modes of teaching. The modes evaluated were ‘Lecture-based learning’ (LBL), ICT supplemented lectures (ISL), Interactive Classroom method (ICM), Problem-Based Learning (PBL) and Multiple Teaching Mode (MTM). The present study indicated that LBL, ISL and ICM was not very effective method of teaching as it only fostered gaining of knowledge and comprehension. PBL method is good as it enabled triggering higher order thinking of blooms taxonomy in the students. But PBL, if adopted as the only method of teaching did not cater to the diversity of learners in a classroom. Therefore, we recommend MTM as the new effective method of teaching as it has a combination of LBL, ISL, ICM and PBL. On a Five-point-Lickert-scale, MTM was indicated to enable students to learn the correct method of data collection and investigation(4.45±0.75), transform data and develop logical argument (4.04±0.79), be more creative (4.33±0.90) and thus helped to improve proactive learning abilities. The present study thus demonstrates that PBL can be used as component of MTM for effective learning even for the undergraduate nonprofessional degree courses of Bachelor of Science or Bachelor of Arts.