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Exploring teaching methods in Marketing:
Traditional approach Vs Modern approach
By:
Hanani binti Abd Ghani (M20122001394)
Abstract
Little research has been carried out in the area of exploring teaching methods in
marketing: Traditional Vs Modern approach. Criticism: Traditional education focuses on
teaching, not learning. The main purpose of this research was to investigate the effectiveness of
teaching method in learning marketing using traditional approach and modern approach and also
to test how these methods are related to participations of students in classes and their result
achievement in midterm test. I compare traditional approaches such as reading, writing and
presenting with modern approach such as using compare and contrast diagram, mind map
learning, and computer learning (graphics) when conducting marketing classes. The target
population for this little research consisted of students from Universiti Tuanku Abdul Rahman
(UTAR) at Kampar, Perak. The sampling frame was a list of 20 students which is 10 male and 10
female students from stream X (art & social science) and stream Y (management & accounting).
Based on stream average marks for Stream X is higher compare to Stream Y for the first test
however students for Stream Y performance for the second test is better compared to Stream X
students. For gender result, an average mark for male students is lower compare to female
students for the first test and the same thing happened for the second test performance.
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Chapter One
Introduction
1.1 Background of the research
Little research has been carried out in the area of exploring teaching methods in
marketing: Traditional Vs Modern approach. Although some researcher have paid attention
more to modern approach instead of traditional approach in learning progress, little is known
about the effectiveness of modern approach compared to traditional approach if researches
didn’t make similarities and comparison on both methods.
A major point of differences between traditional approach and modern approach in
teaching marketing subjects is the involvement of students in classes and the results achieved
by students. This is because based on research made by Carrol, R. T. (2004) innovation in
teaching generally refers to renewing, changing or creating more effective processes,
products or ways of doing things.
1.2 Purpose of these research
The main purpose of this research was to investigate the effectiveness of teaching method
in learning marketing using traditional approach and modern approach and also to test how
these methods are related to participations of students in classes and their result achievement
in midterm test.
1.3 Problem statements
To further our understanding, I explored teaching methods such as traditional approach
and modern approach to identify the result of satisfaction and dissatisfaction.
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The research questions driving this study are as follows:
What are the methods can be used for both traditional and modern approaches?
What are the effectiveness in learning when using traditional and modern
approaches?
How traditional and modern approaches affecting student participation in classes?
How traditional and modern approaches affecting students results in midterm test?
To investigate these questions, I compare traditional approaches such as reading, writing
and presenting with modern approach such as using compare and contrast diagram, mind
map learning, and computer learning (graphics) when conducting marketing classes.
1.4 Research objectives
More specifically, the research aimed to achieve the following specific research
objectives:
To compare the differences between traditional approach and modern approach.
To identify the effectiveness of using traditional approach and modern approach in
teaching marketing.
To investigate whether using traditional and modern approaches affecting student
participation in classes.
To test students’ achievement in marketing classes after teaching marketing using
traditional and modern approaches when answering midterm test.
1.5 Organization of the paper
The rest of this article is structured as follows; first, the extent literatures on traditional
and modern approaches are review. This is followed by a description of the research methods
and procedures used in the study. The results of our inquiry are then discussed. Finally,
implications, limitations, and direction for future research are offered.
Chapter Two
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Literature Review
2.1 Introduction of Traditional approach and modern approach
Traditional education, also known as back-to-basics, conventional
education or customary education, refers to long-established customs found in schools that
society has traditionally deemed appropriate. Some forms of education reform promote the
adoption of progressive education practices, a more holistic approach which focuses on
individual students' needs and self-expression. Traditional teacher-centered methods focused on
rote learning and memorization.
Criticism: Traditional education focuses on teaching, not learning.
Modern approach is a progressive education which emphasizes s on hands-on activity,
group activities and presentation in the class hours. The materials use to do any of the project
given is based on instruction and will be using any available resource including internet, library
and outside experts. In the new way of education style, there are more focusing on the significant
attention to social development, including teamwork, interpersonal relationships, and self-
awareness.
2.2 Differences between traditional approach and modern approach
Topic Traditional approach Modern approach
Person Teacher-centered instruction; focus on teaching not learning
Student-centered instruction, focus on learning not teaching
Main Objective High test scores, grades, graduation Learning, retention, accumulation of valuable knowledge & skills
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Classroom
Students matched by age, and possibly also by ability. All students in a classroom are taught the same material.
Students dynamically grouped by interest or ability for each subject, with the possibility of different groups each hour of the day.
Teaching methods
Traditional education emphasizes:
Direct instruction and lectures Seatwork
Students learn through listening and observation
Modern education emphasizes:
Hands-on activities Student-led discovery
Group activities
MaterialsInstruction based on textbooks, lectures, and individual written assignments
Project-based instruction using any available resource including Internet, library and outside experts
ContentMemorization of facts, objective information; Correct knowledge is paramount
Understanding the facts, application of facts, analysis, evaluation, Innovation; Critical thinking is paramount
Social aspects
Focus on independent learning. Socializing largely discouraged except for extracurricular activities and teamwork-based projects.
Significant attention to social development, including teamwork, interpersonal relationships, and self-awareness.
Student and teacher relationship
Students often address teachers formally by their last names. The teacher is considered a respected role model in the community. Students should obey the teacher.
Students and teachers may work together as collaborators.
2.3 Other research by researchers
Research made by Patrick Carmack title traditional education Vs modern education stated
that there are many views regarding education and its purposes, depending upon one’s
perspective.
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Virtually no one any longer sees education as an end in itself. Education is a means to an end.
Therefore any change in the end aimed at will necessarily be reflected in the means of education
selected. If educator’s goal is only to produce good coal miners who will work until they drop
and cause no problems, then their means of education will be a simple affair. If,
however, educator’s goal is to produce well-rounded, cultured gentlemen and ladies, capable of
addressing any problem or situation in life with the maximum likelihood both of success and
personal happiness, then the means of education to do so will be a much more complicated affair.
Any change of means may affect the achievement of the end.
Method used
To define the root word of this thesis:’ method’. In the definitions of this term, Webster’s
Third New International Dictionary often uses expressions such as “a procedure or process for
attaining” a goal or “a systematic procedure, technique” or “a set of rules” very often related to a
science or art (Method). In agreement with this Webster’s definition, Hunkis claims that
“methods have form and consistency,” and later on draws attention to the form by stating that
methods “have definite steps or stages and sub-behaviors that are recurrent and applicable to
various subject matters”. As Henson states, some examples of methods are: a lecture, a
simulation game, a case study, or an inquiry.
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Chapter Three
Methodology
3.1 Introduction
This chapter illustrates the study design, approach, and methodology that were used to
study the differences between lecturer in university and college in term of quality and teaching
performance. A qualitative research design was chosen for this study because it has the ability to
capture a deeper understanding of participants’ lives experienced (Rossman & Rallis, 1998) and
to understand the process that people used to construct meanings. Qualitative research such as
closed question and open-ended questionnaires is useful for studies at the individual level, and to
find out, in depth, the ways in which people think or feel.
3.2 Sampling
The target population for this little research consisted of students from Universiti Tuanku
Abdul Rahman (UTAR) at Kampar, Perak. The unit of analysis was the individual student. The
sampling frame was a list of 20 students which is 10 male and 10 female students from stream X
(art & social science) and stream Y (management & accounting) line for session September-
December 2013. Of the 20 students, 5 male & 5 female students are from stream X and 5 male &
5 female students are from stream Y involved in this little survey. After researcher conducting
classes using traditional approach such as presenting, reading and writing and modern approach
such as using mind map, internet, diagram and computer graphic, midterm test was given to
students to test their understanding in learning marketing. The resulting sample can be described
as a convenience sample.
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List of respondents are as table provided below:
Table 3.1: List of Respondents
Students Stream X
(Art & Social Science)
Stream Y
(Management & Accounting)
Male 5 5
Female 5 5
TOTAL 10 10
3.3 Data Collection
The question (chapter 1, 2, 6, 7) was tested using a convenience sample of approximately
20 students in Universiti Tuanku Abdul Rahman, Kampar. Data for this little research was
collected after all students completed the midterm test. Before conducting test, each Head of
Department (HOD) from Art and Social Science department and Management & Accountancy
department permission was obtained. To avoid the potential bias owing to the use of non-
probability sampling, this test was conducted twice after each approach (traditional and modern)
is used. 1 hour was given to each student to answer mid-term test and test was conducted in lab 5
and classroom.
3.4 Data Analysis
Marketing Midterm test is prepared based on chapter one (introduction to marketing),
chapter two (strategic planning in marketing), chapter six (product development and testing) and
chapter seven (product life cycle control). In this test consist of 15 structured questions that must
be answered in 60 minutes time.
Students for Stream X (Art & Social Science) manage to complete first test (after
traditional approach was conducted) within 50 minutes – 60 minutes, however they completed
second test (after modern approaches was conducted) within 30 minutes – 45 minutes.
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For Stream Y students (Management & Accounting) mange to complete first test after traditional
approach was conducted) within 55 minutes – 60 minutes and three (3) of them (2 males & 1
female) don’t have enough time to complete the questions given, however they completed
second test (after modern approaches was conducted) within 35 minutes – 55 minutes.
Management time is as table provided below;
Table 3.2: Management time
Stream Gender Completed
within:
30m – 40m
Completed
within:
41m – 50m
Completed
within:
51m – 60m
Didn’t
completed
in 60m
Total
First test (after traditional approach was conducted)
Stream X
(Art & Social
Science)
Male 0 0 5 0 5
Female 0 0 5 0 5
Stream Y
(Management
& Accounting)
Male 0 0 3 2 5
Female 0 0 4 1 5
Second test (after modern approach was conducted)
Stream X
(Art & Social
Science)
Male 3 2 0 0 5
Female 4 1 0 0 5
Stream Y
(Management
& Accounting)
Male 1 2 2 0 5
Female 2 2 1 0 5
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Chapter Four
Analysis
Table 4.1 below provides a profile of respondents in term of name list, stream and gender.
The results indicate that marks for second test (after modern approaches was conducted such as
using diagram, mind map and computer) is higher compare to first test marks (after traditional
approach was conducted such as reading, writing and presenting). For Stream X (Art & Science)
the highest marks for the first test is 38 marks and 47 marks for the second test. For Stream Y
(Management & Accounting) the highest marks for the first test is 49 marks and 50 for the
second test. High marks for the first test is 49 marks (for both stream X & Y) and 50 marks for
the second test (for both stream X & Y) while the lowest marks for the first test is 11 marks and
34 marks for the second test.
Table 4.1: Students list
Stream Gender Name First test marks
Second test marks
Stream XMale Goi Pei Wen 31 45Male Lee Shun Yan 26 38Male Sze Yu Jing 31 47Male Yong Lee Yen 32 45Male Chan Yong Loong 30 43
Female Alice 37 43Female Santhia Rani 38 46Female Teoh Shea Ney 30 41Female Low Zhao Jie 24 37Female Elaine 38 46
Total Marks 317 413
Stream YMale Gan Kok Ren 11 38Male Tey Ee Ern 44 49Male Tong Kok Soon 30 47Male Pung Tzy Chyuan 25 46Male Cheah Shao Lin 27 47
Female Gan Shirley 18 34Female Tan Chee Ping 22 34Female Lim Qiao Joe 49 50Female Wynona 48 50Female Koh Shin Eri 37 48
Total Marks 311 443
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Table 4.2 below provided average marks for marketing subjects based on stream. For
Stream X, an average first test mark is 31.7 and 43.1 for the second test with a difference of 11.4.
For Stream Y, an average first test mark is 31.1 and 44.3 for the second test with a difference of
13.2. Based on the table provided below, we can see that average marks for Stream X is higher
compare to Stream Y for the first test however students for Stream Y performance for the second
test is better compared to Stream X students.
Table 4.2: Average marks based on stream
Stream First test Second TestStream X(Art & Social Science)
(317/10) = 31.7 (431/10) = 43.1
Stream Y(Management & Accounting)
(311/10) = 31.1 (443/10) = 44.3
Table 4.3 below shows the performance for Stream X & Y students based on gender. For
male students, the highest mark for the first test is 44 marks while 49 marks is for the second
test. The lowest mark for the first test is 11 marks and 38 marks for the second test. Based on the
table 4.3 below, this show that result for the second test is higher compare to the first test with a
differences of 104 marks.
Table 4.3: Average marks based on gender (male)
Stream First test Second TestStream X - Male(Art & Social Science)
31 4526 3831 4732 4530 43
Stream Y - Male(Management & Accounting)
11 3844 4930 4725 4627 47
Total Marks 168 272
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Table 4.4 below shows the performance for Stream X & Y students based on gender. For
female students, the highest mark for the first test is 49 marks while 50 marks is for the second
test. The lowest mark for the first test is 18 marks and 34 marks for the second test. Based on the
table 4.3 below, this show that result for the second test is higher compare to the first test with a
differences of 94 marks.
Table 4.4: Average marks based on gender (Female)
Stream First test Second TestStream X - Female(Art & Social Science)
37 4338 4630 4124 3738 46
Stream Y - Female(Management & Accounting)
18 3422 3449 5048 5037 48
Total Marks 331 429
Table 4.5 below provided average marks for marketing subjects based on stream. For
male students, an average first test mark is 16.8 and 27.2 for the second test with a difference of
10.4. For female students, an average second test mark is 33.1 and 42.9 for the second test with a
difference of 9.8. Based on the table provided below, we can see that average marks for male
students is lower compare to female students for the first test and the same thing happened for
the second test performance. This show that female students result is better compared to male
students result.
Table 4.5: Average marks based on gender
Gender First test Second TestMale (168/10) = 16.8 (272/10) = 27.2
Female (331/10) = 33.1 (429/10) = 42.9
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Chapter Five
Discussion & Conclusion
5.1 Advantages and disadvantages of Traditional approaches
Advantages
Gives the instructor the chance to expose students to unpublished or not readily available
material.
Allows the instructor to precisely determine the aims, content, organization, pace and
direction of a presentation. In contrast, more student-centered methods, e.g., discussions
or laboratories, require the instructor to deal with unanticipated student ideas, questions
and comments.
Can be used to arouse interest in a subject.
Can complement and clarify text material.
Complements certain individual learning preferences. Some students depend upon the
structure provided by highly teacher-centered methods.
Facilitates large-class communication.
Disadvantages
Places students in a passive rather than an active role, which hinders learning.
Encourages one-way communication; therefore, the lecturer must make a conscious effort
to become aware of student problems and student understanding of content without
verbal feedback.
Requires a considerable amount of unguided student time outside of the classroom to
enable understanding and long-term retention of content. In contrast, interactive methods
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(discussion, problem-solving sessions) allow the instructor to influence students when
they are actively working with the material.
Requires the instructor to have or to learn effective writing and speaking skills.
5.1.1 Method use for traditional approach (presentation, reading, writing)
One of approach under traditional approach is through presentation. Most of the time presentation is using Microsoft Power Point. Even though it places audience (students) in a passive role but it compliment and clarify text material. Students can get a lot of information through presentation.
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5.2 Advantages and disadvantages of Modern approaches
Advantages
To make learning meaningful
Able to thin in picture
To perceived visual words accurately
To be able to think in 3 dimension and to transform one perception
Disadvantages
Difficult to facilitate large class communication
Not clarify all information
Not all students can adapt this kind of learning
5.2.1 Method use for traditional approach (presentation using diagram, mind map & graphic using computer)
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Other approach under traditional methods are reading & writing. For this approach normally lecturers will explain in class all the content for each chapter. Students will take note and ask question if they seek for clarification regarding any chapter. This method is only involving one-way communication and students will easily get bored.
For this approach student will make a presentation using diagram (less word but effective). Even though he did not clarify all information but his classmate can understand all the content for each chapter better and make learning meaningful.
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Learn Marketing using computer (graphic) and internet in order to get more information. Research made that theory subject will be more effective if the learning process involving graphic.
Mind map is use to show the overall content for each chapter. Students give a good response saying that they can see clearly the overall objective for each chapter.
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After lecturer finished teaching all students using two approaches (traditional and modern),
students from Stream X and Stream Y was tested by answering mid-term test in Lab 5 and
classroom. For this test, students must answer all structure questions which consist of chapter 1,
2, 6, & 7. Duration given was 1 hour (60 minutes). This test was conducted twice, 1 test after
traditional approach and 1 more test after lecturer delivered lesson using modern approach. The
results for each student are stated in Chapter 4: Analysis.
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5.3 Conclusion
Tablet PCs, compact computers that allow you to write notes directly onto the screen
with a special pen, replace the archaic projector. With the tablet technology allow lecturers to
make notes on charts and spreadsheets and send them directly to their students' PCs and he will
get a feedback from each student. From the above, we can make out that the Information and
communication technology has made many innovations in the field of teaching and also made a
drastic change from the old paradigm of teaching and learning.
So, teaching depends upon successful mode of communication and Innovation though we
mean the changes that we propose to be included in our medium of communication or even
inclusion of some other elements in communicating information. I recommend that the teaching
would be highly effective if the teacher start to use the recent multimedia technologies like usage
of computers extensively or some modifications in the conventional mode of teaching and even a
diagram prepared by using any software. The use of computers may be very well practiced in the
environment where the use of such technology is highly possible, but there must be some sort of
innovation which can also be practiced in an environment where such use of technology is on its
way to growth. I believe that the core objective of teaching is passing on the information or
knowledge to the minds of the students. Any method using computers or modifying the existing
conventional chalk-talk method are innovative if they ultimately serve the attainment of core
objective of teaching.
5.4 Limitation of research
As the weaknesses that are explained in this research work are purely the views and
perceptions of the researchers and which could not be generalized. Even the modifications
suggested might suffer from other limitations. The researchers try to suggest some useful
modifications which could be tried by teachers as innovative to get maximum results.
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6.0 References & Appendix
http://en.wikipedia.org/wiki/Traditional_education
http://en.wikipedia.org/wiki/Modern_education
http://en.wikipedia.org/wiki/Critical_thinking
http://is.muni.cz/th/86952/ff_m_b1/MgrDiplomkaBoumova.pdf
http://creately.com/Free-K12-Education-Templates
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