The Implication of Teaching for Undergraduates - Research Paper Example

?Small-Scale Research Project: What factors are important to UEL undergraduates to help them to learn effectively on their s? Table of ContentsI: INTRODUCTION 3 1.1 Background 3 1.2 Rationale of the Study 3 1.3 Overview: University of East London (UEL) 4 1.4 Research Methodology and Design 4 1.4.1 Research Design 5 1.4.2 Survey Instruments 5 II: FINDINGS 6 2.1 Questionnaire Survey Findings 7 2.2 Covert Observation Findings 13 III: ANALYSIS 14 IV: CONCLUSION 15 Reference List 16 Appendices 19 Appendix 2 21 I: INTRODUCTION 1.1 Background This study aims at identifying the features or factors that would be significantly helpful for the undergraduate students of University of East London (UEL) to concentrate and learn effectively during their lessons. However, before initiating the actual research study, it is important to discuss the implication of teaching. Teaching in the present times is considered to be an important part of research goals when it comes to education. In the recent years, various scholars and researcher have discussed and written about the relationship between learning and teaching in education (college and university). Marsh and Roche (1993) analysed the opinions of the students regarding the effectiveness of teaching for enhancing the teaching levels in colleges or universities. Even Ryan and Harrison (1995) examined the weight that student put forth for different components in teaching for ascertaining the effectiveness. A study was conducted by Ralph (2003) on teaching effectiveness; in which he assessed the effectiveness by examining how rapidly students can learn from the teachings. So the above discussion signifies teaching effectively is one of the major factors that would assist the undergraduate students to learn efficiently (Fridah, 2004; Kothari, 2008). 1.2 Rationale of the Study As discussed above, teaching effectively is definitely one of the major factors to assist students in UEL to learn efficiently for their course, but the entire research cannot revolve around teaching because the ways of learning in the present times have changed. Nowadays teaching can definitely be one of the features of helping students, but not the only way. The rationale of this study is based on the objective of identifying the contemporary factors play significant role in recent times in learning process. Those factors are the ones which would assist the undergraduates of UEL to learn effectively. In this area also teaching plays a major role, which signifies teaching is obviously not a substitute, but a necessity. However, the definition of teaching has changed. Various modes of teaching has come up which has re-defined the ways teachers interacted with students. These aspects would be discussed in this study and researched through collection of evidences that would confirm the validity of the findings. 1.3 Overview: University of East London (UEL) The issues of research and discussion is relevant to every student irrespective of any country, but research on such large scale is difficult to conduct, so in this research study the researcher would be specifically focusing on the factors that will assist the undergraduate students of UEL to learn effectively for their lessons. However, in order to move on the research, it is significant to have a concise idea regarding the university, courses it offers and its environment. UEL in London Borough of Newha is a public university, which functions through its three campuses in Docklands, Stratford and another called University of Square Stratford that opened in 2013. UEL got the status of a university in the year 1992, but its operations can be traced back to 1892 (University of East London, 2013a, 2013b, 2013c, 2013d). There are around 28000 students in the university and among them 19520 are the undergraduates, while the rest are postgraduates. Due to the augmenting reputation of UEL, statistics revealed that 13 percent more applications were submitted in 2011 compared to the previous years, which is indeed an indication that in terms of reputation and ranking UEL has a significant position (University of East London, 2013). The students in the campuses have their own union body that manages student societies, clubs and other entertainment campaigns. There are around 50 societies in the campus of UEL (Family Health International, n. d.; Kruger, 2008). 1.4 Research Methodology and Design Identifying the factors which can enhance the learning process of the individuals has been the goal of the scholars and researchers since centuries. The researchers functioning in these areas have employed a wide spectrum of methodologies in research. The usage of likert scale and rating process are few examples which have been used in various universities to identify the factors (Somekh and Lewin, 2004; Bogdan and Biklen, 1998; Donald and Schindler, 2003). 1.4.1 Research Design There are three research methods that are employed by most of the researchers for analysing data such as, quantitative, qualitative and mixed research method. The quantitative research method assists in analysing the numerical data for identifying solutions which are technically feasible (McLeod, 2007; Lawrence, 2006). The results derived through quantitative analysis are accurate because they are based on exact data and the drivers considered are also based on strong evidences (Bernard, 2000; Creswell 2009). However, in case of quantitative analysis the causes and effect cannot be easily identified because it does not assist in working upon assumptions, so projections are difficult to derive. On the other hand, qualitative method has the capability to investigate multifaceted problems of the research study (Mouton, 2011; Shaheen, n. d.). This is because qualitative research is effective for analysing the issues related to humans, such as behaviour, opinions and culture, etc (Leedy and Ormrod, 2005; Lewis, Massey and Harris, 2007). In order to articulate the factors that would lead to effective learning in under graduation courses and analyse their significance and contribution, both quantitative as well as qualitative research method would be used to analyse the data (Pannerselvam, 2004; Singh and Bajpai, 2008; Maslow, 1943; 1954). 1.4.2 Survey Instruments The survey instrument is the tool or technique which will assist in collecting primary data from the undergraduates in UEL. There are various methods of collecting data for research such as, questionnaire, interview, focus group, observation, etc. However, it has to be ascertained that the students and faculties in the university campus are not disturbed; the survey instrument has to be selected accordingly (Saunders, Lewis and Thornhil, 2009; 2007). In this study the questionnaire survey would be undertaken and the observation method would be used to collect data. Questionnaire is a tool which consists of series of questions that briefly explains the motive of collecting the information (Coldwell and Herbst, 2004; Creswell, 1994). Questionnaires are the most used survey instrument because it easy and cost effective to develop. In the present times the questionnaires are usually prepared online. This has made distribution of questionnaire and collection of data convenient. The questionnaire prepared for this study would be consisting of close-ended questions prepared for the undergraduates of UEL (Srivastava and Rego, 2011). The students would find it convenient and less time consuming to fill due to this reason. Quantitative analysis can be done through the questionnaire survey as each question will have a likert scale which the students would have to simple choose and tick (Taylor, Sinha and Ghoshal, 2006). The observation method for research is appropriate for analysing social issues that involves evaluating human being, their complex issues and the environment. There are two ways by which observation method can be used such as, covert and overt (University of North Carolina, 2008). In case of the first method, the subject (students) would not be disturbed. In the second method, the researcher will introduce him/ her to the subjects (students) and tell them the purpose of observation. In this study the researcher would follow the covert observation method which will assist him/ het to get hold of authentic information (Yin, 1989; Du Plessis, 2004). II: FINDINGS The primary data would be collected through questionnaire survey and covert observation method. The undergraduates in UEL are approximately 19520, so for the questionnaire survey as well as for the observation study all the undergraduates would be considered. The questionnaire would be distributed online through the University student page, where every undergraduate would be able to see, fill and submit the questionnaire. However, those questionnaires would be considered which are completely filled. In case of observation method, the researcher would be visiting the campuses to observe the undergraduates, their study habits, their learning modes, their way of responding in class. For this purpose, the researcher would be seeking permission from the university management to observe the student without disturbing anyone within the campus. 2.1 Questionnaire Survey Findings The findings from the questionnaire survey would be discussed in this section of this research study. The findings from the questionnaire survey would be presented through pie-charts. The usable surveys are about 100, while the rest are either half filled or not submitted. So the final sample size would be 100. 2. Age 27 respondents are from age 17-20, 35 respondents are from 21-23 years old, 13 respondents are from 24-26 years, 15 are from 27-30 years, 9 are over 30 years old and 1 have not specified their age. 3. Gender Among 100 respondents, 63 are females and 37 respondents were males. 4. Level For this research study only the undergraduates have been considered, so all the 100 respondents are in their undergraduate level. 5. Status Among 100 respondents, around 88 students are full-time students, while rest 12 respondents are part-time students. 8. What is of motive/ purpose behind joining the under graduation course in UEL? Among 100 respondents, 28 chose enhance knowledge for their motive behind joining UEL, 40 respondents chose bagging good jobs, 26 had no specific reason as studying at a decent place was their motto, while 6 respondents were the part-time students who wanted to complete their education while working for their parent’s wish. 9. How do you think UEL can assist you in enhancing your learning experience? 33 respondents chose the first option that is increasing the number of books in libraries. 24 respondents would like to have more online study materials, 39 considered changing classroom based teaching to be of primary importance, 4 of them chose application of practical learning system as well as simulations and role plays. However, nobody was in favour of changing faculties. 10. What are the important factors that you consider to be noteworthy while the tenure of your under graduation in UEL? 33 respondents considered facilities to be of most importance which includes library, internet, online assistance from faculties, etc. 36 respondents considered ways of teaching which involves online assistance, classroom training, role plays, simulation, 25 respondents regarded the course structure to be of prime importance such as, practical problem solving oriented, theoretical, etc, 5 of them chose the internship and placement facilities at UEL, while 1 respondents considered UEL culture and environment to be important. 11. How will you rate the effectiveness of the methods of learning that is availed in UEL? 49 respondents rated the learning methods of UEL as 4, 25 respondents rated it as 5, 20 respondents rated it as 3, 5 respondents rated it as 2 and 1 rated it as 1. 12. Are you satisfied with the factors that UEL has utilised for ensuring your effective learning throughout your course? 94 respondents were absolutely satisfied with the factors that UEL has utilised for planning to utilise to ensure their effective learning, while 1 were not satisfied, 5 were neither unsatisfied nor satisfied. 2.2 Covert Observation Findings In this section the findings from the covert observation method would be discussed. As studied in case of covert observation method the students or faculties would not be disturbed or bothered, so the researcher took permission from the management to visits the classrooms and other places where undergraduates are delivered education. The researcher considered specific elements on the basis of which the observation was conducted. Teaching Technique: The faculties are knowledgeable and capable enough for handling any type of education or practical queries of the students. Technology is enormously used in the learning and teaching process to increase the pace of teaching. Students have the independence to express their views and learning beyond the physical classroom is encouraged. Facilities: Students have access to enormous databases online through the University website. The libraries have pool of materials and books for further assistance. Faculties can be reached through mails or intranet offer through university website. All the information is available online and the campus is IT enhanced and connected through WiFi. Course Structure: The course structure is designed keeping in mind several factors such as whether it is designed for full-time or part-time students, to enhance knowledge, provide practical knowledge, etc. The above observation signifies that the learning methods or factors considered by UEL for creating an effective learning framework is quite successful, off course with minor exceptions. III: ANALYSIS In this section of the study, the discussion would be on the implications of the findings that are derived from questionnaire survey and observation. The questionnaire survey was done with the intension of collecting information from the students’ perspective, while observation method was utilised to gather information from the researcher’s perspective. The factors would be then matched and their effectiveness would be evaluated. Since, only undergraduates were considered for the research, so most of the students were from 17-26 years, while few of them were beyond this age. Majority of the respondents were females. Majority of the students joined UEL for enhancing their knowledge, getting good job and other reasons. The researcher could identify through the questionnaire survey that only effective teaching is not the major factor responsible for effective learning, which means factors such as faculties, teaching methods, facilities, training sessions, and role plays are also factors helpful for students during their course. The rating which the students of UEL gave to the factors that are present in UEL’s learning framework signifies that the students are majorly satisfied with the services, but enhanced planning would be also welcomed. The observation method which was undertaken by the researcher also supported the point of view or feedback of the students that they expressed through the questionnaire survey. Teaching methods beyond classroom, online resources, simulation, activity based learning are the common factors which are effective during the course of the undergraduates. IV: CONCLUSION This research study was developed with the aim of identifying the factors which effectively assist the UEL undergraduates during their lesson. It was not necessary that these factors were absent in the learning framework of UEL, for which the research was conducted, but it was done only with the purpose of identifying them, so that further improvements can be suggested, but effective factors which are present can be also highlighted. In order to meet the objectives, a questionnaire survey and an observation method was considered for both quantitative as well as qualitative analysis. The questionnaire consisted of close-ended questions which assisted in conducting a pie-chart analysis, while the observation method was helpful in conducting a qualitative analysis of the factors and its effectiveness in the learning process. It was found that factors like classroom teaching, facilities, campus culture, training based learning were effective for the students and they considered it to be important for their lessons. Though few respondents are unsatisfied for other trifle factors, but there are always scopes of amendments, which UEL can implement. Reference List Bernard, R., 2000. Social research methods: Qualitative and quantitative approaches. London: Sage Publications. Bogdan, R. G. and Biklen, S. K., 1998. Qualitative research in education: An introduction to theory and methods. Needham Heights, MA: Allyn & Bacon. Coldwell, D. and Herbst, F. 2004. Business research. Cape Town: Juta. Creswell J. W., 2009. Research design: Qualitative, quantitative, and mixed methods approaches. 3rd ed. California: Sage Publications. Creswell, J. W., 1994. Research design: Qualitative and quantitative approaches. London: Sage. Donald, R.C. P., and Schindler, P.S., 2003. Business research methods. New York: McGraw-Hill. Du Plessis, Y., 2004. Research methodology and method. Pretoria, University of Pretoria. Family Health International, no date. Qualitative research methods overview. [pdf] Available at: [Accessed 11 December 2013]. Fridah, W., 2004. Sampling in research. California: Sage. Kothari, C. R., 2008. Research methodology: Methods and techniques. New Delhi: New Age International. Kruger, W., 2008. Research methodology. Cape Town: Oxford University Press. Lawrence, W., 2006. Social research methods. Cape Town: Pearson. Leedy, D., and Ormrod, E., 2005. Practical research. New York: Merril Prentice Hall & Pearson. Lewis, K., Massey, C., and Harris, C., 2007. Learning by doing: six dimensions of complexity in researching SMEs. Qualitative research in accounting & management, 4(2), pp. 151-63. Marsh, H. W., and Roche, L., 1993. The use of students’ evaluations and an individually structured intervention to enhance university teaching effectiveness. American Educational research Journal, 30(1), pp. 217-251. Maslow, A. H., 1943. A theory of human motivation. Psychological Review, 50, pp. 390-6. Maslow, A. H., 1954. Motivation and personality. New York, NY: Harper. McLeod, S., 2007. Psychology research methods. [Online] Available at: < http://www.simplypsychology.org/research-methods.html> [Accessed 11 December 2013]. Mouton, J., 2011. The practice of social research. Cape Town: Oxford University Press. Pannerselvam, R., 2004. Research methodology. New Delhi: PHI Learning Pvt. Ltd. Ralph, E. G., 2003. Effective college teaching: Fresh insights and exemplary practices. New York: Nova Science. Ryan, J. M. And Harrison, P., 1995. The relationship between individual instructional characteristics and the overall assessment of teaching effectiveness across different instructional contexts. Research in Higher Education, 36(5), pp. 577-594. Saunders, M., Lewis, P. and Thornhil, A., 2007. Research methods for business students. 3rd ed. New Jersey: Pearson Education. Saunders, M., Lewis, P. and Thornhil, A., 2009. Research methods for business students. 3rd ed. New Jersey: Pearson Education. Shaheen, S., no date. Inductive and deductive research approach. [online] Available at: [Accessed 11 December 2013]. Singh, Y. K., and Bajpai, R. B., 2008. Research methodology: Techniques & trends. New Delhi: APH Publishing. Somekh, B. and Lewin, C., 2004. Research methods in the social sciences. California: SAGE. Srivastava, T. N., and Rego, S., 2011. Business research methodology. New Delhi: Tata McGraw-Hill Education. Taylor, B., Sinha, G., and Ghoshal, T., 2006. Research methodology: A Guide for researchers in management and social sciences. New Delhi: PHI Learning Pvt. Ltd. University of East London, 2013a. Identifying what you need. [online] Available at: [Accessed 11 December 2013]. University of East London, 2013b. Search strategies. [online] Available at: [Accessed 11 December 2013]. University of East London, 2013c. Evaluating information. [online] Available at: [Accessed 11 December 2013]. University of East London, 2013d. Academic integrity. [online] Available at: [Accessed 11 December 2013]. University of North Carolina, 2008. Types of research methods. [Pdf] Available at: < http://www.thesisadvisor.org/upload/Types.of.Research.Methods.SERVE_Center.pdf> [Accessed 11 December 2013]. Yin, R. K., 1989. Case study research design and methods. London: Sage Publications. Appendices Appendix 1 Questionnaire Survey Aim: To identify the factors those are significant for the UEL undergraduates to assist them in their learning process during their course. Profile of the Respondent 1. Name of the Respondent:________________________________________________ 2. Age: 17-20 21-23 24-26 27-30 Over 30 Unspecified 3. Gender: Male Female 4. Level: Undergraduates Postgraduates 5. Status: Full-time Part-time 6. Mobile (Optional): 7. E-mail: Factors Significant for Effective Learning 8. What is of motive/ purpose behind joining the under graduation course in UEL? Enhance knowledge Bagging a good job Fulfilling parent’s wishes of getting educated No specific reason 9. How do you think UEL can assist you in enhancing your learning experience? Increasing the number of books in the libraries Offering more online study materials Changing the ways of teaching in classrooms Changing the faculties Application of Simulation method for the lessons being learnt in class and role plays Focusing more on practical learning system 10. What are the important factors that you consider to be noteworthy while the tenure of your under graduation in UEL? Facilities (library, internet, online assistance from faculties, etc) Ways of Teaching (online assistance, classroom training, role plays, simulation) Course Structure (practical problem solving oriented, theoretical, etc) Placement or Internship facilities from UEL UEL culture and environment 11. How will you rate the effectiveness of the methods of learning that is availed in UEL? (5= best; 1=worst) 1 23 45 12. Are you satisfied with the factors that UEL has utilised for ensuring your effective learning throughout your course? Yes No Unspecified THANK YOU FOR YOUR CO-OPERATION! Appendix 2 The questionnaire coding has been stated below; the codes are mentioned on the basis of the answers chosen by the respondents. Respondents Questionnaire Coding   2 3 4 5 8 9 10 11 12 1 1 1 1 1 1 1 1 3 1 2 2 1 1 1 2 3 2 4 1 3 3 1 1 1 1 3 2 1 1 4 1 2 1 1 2 1 2 3 1 5 2 1 1 1 1 3 3 5 1 6 3 2 1 1 2 3 1 5 1 7 1 1 1 1 2 1 3 3 1 8 3 2 1 1 1 3 2 2 1 9 2 1 1 1 2 1 1 3 1 10 3 1 1 1 1 3 2 4 1 11 4 2 1 1 2 3 2 5 1 12 1 1 1 1 3 3 1 4 1 13 2 1 1 1 1 1 3 2 1 14 3 2 1 1 2 3 2 4 1 15 2 1 1 1 1 1 1 3 1 16 3 2 1 1 2 3 3 2 1 17 1 1 1 1 1 3 2 5 1 18 2 1 1 1 3 1 1 3 1 19 1 2 1 1 2 3 3 4 1 20 3 1 1 1 1 3 2 5 1 21 2 1 1 1 2 1 1 4 1 22 1 2 1 1 1 3 3 3 1 23 3 1 1 1 2 1 2 2 1 24 1 2 1 1 3 3 2 4 1 25 2 1 1 1 1 3 1 5 1 26 3 2 1 1 2 1 2 5 1 27 2 1 1 1 1 2 1 3 1 28 3 1 1 1 2 1 2 3 1 29 1 2 1 1 1 2 3 4 1 30 3 2 1 1 2 1 1 3 1 31 2 1 1 1 1 3 3 4 1 32 4 2 1 1 2 1 1 2 1 33 3 1 1 1 3 2 2 4 1 34 1 2 1 1 1 1 2 4 1 35 4 2 1 1 2 2 1 3 1 36 2 1 1 1 1 1 2 4 1 37 2 2 1 1 2 2 1 3 1 38 3 1 1 1 1 1 2 5 1 39 1 2 1 1 2 3 3 4 1 40 4 1 1 1 1 1 1 4 1 41 2 1 1 1 2 2 3 4 1 42 1 2 1 1 1 3 1 5 1 43 2 1 1 1 2 1 2 4 1 44 4 2 1 1 3 3 2 4 1 45 1 1 1 1 1 1 2 5 1 46 2 1 1 1 2 3 1 3 1 47 2 1 1 1 1 2 3 4 1 48 4 2 1 1 1 3 3 4 1 49 2 1 1 1 2 1 1 3 1 50 1 2 1 1 3 2 2 5 1 51 4 1 1 1 1 1 1 4 1 52 2 2 1 1 1 2 2 4 1 53 1 1 1 1 2 1 2 5 1 54 4 2 1 1 1 1 1 3 1 55 2 1 1 1 2 2 3 5 1 56 4 1 1 1 1 3 3 4 1 57 1 1 1 1 2 1 1 4 1 58 2 1 1 1 1 3 3 4 1 59 2 2 1 1 2 2 1 4 1 60 4 1 1 1 1 1 3 3 1 61 1 2 1 1 4 1 3 5 1 62 2 2 1 1 4 3 1 4 1 63 2 1 1 1 2 1 2 4 1 64 1 2 1 1 4 2 2 3 1 65 2 1 1 1 4 1 2 4 1 66 4 1 1 1 2 2 1 3 1 67 4 2 1 2 4 1 2 5 1 68 2 1 1 2 4 1 2 4 1 69 1 1 1 1 2 3 1 5 1 70 4 2 1 1 4 2 3 3 1 71 2 1 1 1 4 1 1 4 1 72 2 2 1 1 2 3 5 4 1 73 4 1 1 2 4 1 1 4 1 74 2 1 1 2 4 3 4 4 1 75 4 1 1 1 2 2 3 4 1 76 1 2 1 1 4 3 1 5 1 77 5 1 1 2 4 2 4 4 1 78 2 1 1 1 2 1 1 5 1 79 1 1 1 2 4 3 3 4 1 80 5 2 1 1 2 2 2 4 1 81 1 1 1 1 4 3 1 4 1 82 2 1 1 2 2 3 3 4 1 83 2 2 1 1 4 2 2 4 1 84 5 1 1 1 4 3 1 4 1 85 1 1 1 2 2 3 2 3 1 86 5 1 1 1 4 2 1 5 1 87 2 1 1 1 2 3 2 4 1 88 5 2 1 1 4 2 2 4 1 89 1 1 1 2 2 4 1 5 1 90 5 1 1 1 4 3 2 4 1 91 2 2 1 2 4 2 1 4 1 92 2 1 1 1 2 4 1 5 1 93 5 1 1 1 4 3 2 4 1 94 1 1 1 2 2 2 1 4 1 95 5 2 1 1 4 3 2 5 3 96 2 1 1 2 2 4 4 4 3 97 5 1 1 1 4 2 3 5 3 98 1 2 1 1 4 2 4 4 3 99 6 1 1 1 4 4 3 5 3 100 1 1 1 1 4 2 4 5 2 Read More