APPROACHES & METHODS OF TEACHING COMMERCE

 

 APPROACHES & METHODS OF TEACHING COMMERCE

1. LECTURE METHOD:

        Lecture method can be considered as the oldest method. It is based on philosophy of idealism. Lecture is generally described as a teacher centered teaching method, involving one-way communication mostly by way of verbal exposition.

      In the field of commerce education, it has great significance. Now a days in higher secondary classes most of the teachers are using lecture method.

     A competent teacher can make the lecture meaningful and interesting by posing problematic situation and by using interesting and illustrative mediators.

Psychological principles leading to effective lecturing:

1.       The delivering lecture should be in active mode.

2.       A lecture should think from point of view of the students. It should not be a mere exposition of his subject mastery.

3.       The lecture should present the subject matter in a systematic way. All the concepts should be sequentially arranged and clearly explained.

4.       The lecture should use the language which is easily understandable to each student. It should be simple, unambiguous and lucid (Clear).

5.       The lecturer should sustain interest and attention by posing challenging situations and by interspersing (mingling) the lecture with mediators like interesting examples, anecdotes etc.

How to prepare and deliver more effective lecture:

1. Don’t be so rigid with the plan of the talk. Changes should be made according to nature of the learner. The lecturer should create receptive mood before starting the actual talk.
2. It is probably better to outline the lecture notes than to write everything to be exposed in full. Using a properly outline for exposition will avoid the tendency to read out the lecture, which might lead to monotony.
3. Distribute among the audience appropriate reading materials prior to the presentation. This encourages pupils to think in advance about the content to be covered.
4. A lecturer must capture the learner’s attention. Make use of stimulating audio-visual demonstrations and provocative questions. Posing leading questions or problems make the beginning of the lecture to provide direction for the learners as to what is most important. This would also help to stimulate interest.
5. As already indicated intersperse the exposition with catching mediators.
6. The appropriate use of humour is a wonderful means of stimulating attention and imagination.

Tips for Delivering a good Lecture:

    There are several strategies to increase the impact of a lecturer.  Some of them are listed below:

1. Set a learning climate.
2. Limit the quantum of information according to the time allotted.
3. Speaking should be clear, loud enough and maintaining appropriate pace.
4. Use conversational rather than pedantic authoritative tone.
5. Look at the learners, while lecturing.
6. Ensure gestures and other body movements but don’t over do it.
7. Complement the lecture with other instructional methods.

Advantages of the lecture method:

1. It is easy for the teacher to prepare and execute.
2. Large number of students can be handled at the same time.
3. The teacher can express his ideas very effectively by his tone, gesture and facial expressions.
4. It provides better opportunity for clarification of important things.
5. It can be organized in accordance with the principles of educational psychology.
6. This method is more helpful in introducing new topic.
7. Lecture method develops in the learner’s habits of close attention.
8. It provides opportunities of correlating events and subjects.

Disadvantages of the lecturer method:

1. Lengthy lectures can easily lead to boredom.

2. It does not encourage pupil activity unless the lecturer is extremely competent.

3. The students are generally passive recipients.

4. The average student may not be able to fix up his attention to a lecture for a long duration. During

     this span his attention may be diverted.

5. In this method more content may be covered by a teacher, but less learning may take place.

6. A lecture may become monotonous to the pupils after a while. Very few teachers can sustain interest

     up to the end.

7. There is no way to know the reactions of the pupils, because in most cases there is no interaction   

     between the teacher and the pupils.

How to evaluate a lecture:

     The evaluation can be either formative or summative. The evaluator can collect data with the help of an evaluation tool. The evaluation tool may contain the following factors:

1.       The speaker’s subject competence.

2.       The language used.

3.       The degree of transparency of presentation.

4.       Extent of realization of subjective.

5.       Use of audio-visual aids and other mediators.

6.       Attention of the pupils.

7.       Extent of stimulus variation.

8.       Appropriateness of presentation to the content.

2.DISCUSSION METHOD:

     In this method the effective participation of students is made possible in the teaching learning situation. In this method both the teacher and the students discuss the profit and loss of the problem and then arrive at some conclusion. Thus “Discussion is the thoughtful consideration of relationships involved in the topic or the problem under study. These relations are to be analyzed, compared, evaluated and conclusions are drawn. The discussion requires a statement or enumeration of the facts to be analyzed. In discussion more, allegations un-supported by evidence are of little value.”

Types of Discussion:

Mainly there are two types of discussion:

1. Spontaneous discussion.

2. Planned discussion.

1. Spontaneous discussion:  

          It generally starts from students question about some current event that may be related to the topic under study. Such a discussion is quite helpful to students as it helps them to understand current events to analyses and relate facts to real life situations.  In such a discussion the knowledge of facts is reviewed and an understanding is developed.

2. Planned discussion:

       Such discussion may be indicated by the teacher by asking one student to present reports and others to discuss them in detail. This technique needs a careful planning by the teacher by including pertinent facts to the class and unifying them in the form of conclusions. An extensive list of questions is made by the teacher and these should be injected into the discussion at appropriate time. The teacher should at times emphasize a point and should see that all relevant points are covered during discussion.

Advantages of Discussion Method:

1.       It follows a spiral of learning principles.

2.       It is found to work well to the related content courses.

3.       It helps in motivating the students through their participation in discussion.

4.       It helps to develop the powers of thinking and reasoning in the students.

5.       It helps in developing student’s ability to express himself orally.

6.       It helps the students in analyzing critically and drawing conclusion judiciously.

7.       It helps in creating a healthy rapport between the teacher and taught.

Disadvantages of Discussion Method:

1.       In this method there is a chance that only a few students may dominate the whole discussion.

2.       It is possible that discussion is initiated on those aspects of the problem with which few prominent students of the class are concerned.

3.       In this method there are chances that the students may be drifted to unimportant and insignificant aspects of the problem.

4.       This method is time consuming.

5.       This method is not adaptable to all teaching-learning situations.

6.       In this method it is very difficult to assess all the students in terms of learning outcomes.

Organisation and control of Discussions:

     Following procedure may be adopted for organization and control of discussion,

1.       The discussion may be started by the students by giving facts, describing a situation etc.

2.       The teacher may introduce the topic by providing data. Discussion should be stimulated by way of questioning by the teacher.

3.       The teacher in co-operation with the students should finalize important points relevant facts.  

4.       For making the discussion interesting and lively, it is desirable to cite the personal experiences of the students relating to the topic.

5.       Illustrative material be collected from various sources (E.g. museum other community resources etc.) and presented in the class.

6.       Various proposed solutions given by students be presented to the class.

7.       The summary of the work done and problems discussed be prepared by students’ leaders.

8.       Debate discussion should be initiated by pairs of students on significant and controversial topics.

9.       Panel discussions, round table discussions, open forms and symposia should be arranged as per nature of the study. Such type of discussions may have far reaching values for socialization of class room discussion.

           The extent of success of the discussion depends primarily on the ability of the teacher in securing of the discussion depends primarily on the ability of the teacher in recurring the whole-hearted co-operation of the students and selecting, organizing and conducting group discussions. In case of teacher finds that students volunteers are not forthcoming, then he should ask students to relate their experiences in such a way the whole of the class is represented.

Limitations of Discussion Method:

        This method revolves round the contributions made by the teacher and the students and would be of insignificant value of the contribution by students is not quite significant. The success of this method is directly proportional to students reasoning, acquisition of understandings and socialization of technique. This method has been quite successful in  social sciences as also in physical and biological sciences. It has also been quite successful in the teaching of mathematics and languages etc.

 

1.     THE INDUCTIVE -DEDUCTIVE METHOD:

INDUCTIVE METHOD:

        In inductive method, thinking moves from particular to general. Thus, from concrete examples the students arrive at a generalization. Conclusions are arrived from various examples or cases.

     In this method generalization or rules are discovered by pupils themselves by studying various examples. This approach is mainly developed. It gives opportunity for active participation by the student in the process of discovery. This reduces the dependence or memorization.

        The commerce teacher can use this method in classroom teaching. E.g. In “Business studies class” the teacher can give a problem to find out the role of co-operative banks in the development of rural economy.  The students will collect data regarding a number of services rendered by co-operative banks and arrive at generalizations.

      In an accountancy class, the teacher can present various transactions and their recording. Then the students may be asked to examine these transactions and arrive at generalizations regarding correct rules and procedures in accounting. The students will never forget the rules if they discover by themselves

Various process/Steps in Inductive method:

1.  Selection of number of cases.

2. Observation of the case under given conditions.

3. Investigation and analysis.

4. Finding common relation.

5. Arriving at generalization.

6. Verification or application.

Merits of Inductive Method:

1. The child develops independence and self-confidence.

2. This is a psychological method.

3. It is a logical method.

4. It gives opportunity for active participation for students.

5. It reduces dependence on memorization and home work.

Limitations of Inductive Method:

1. It is laborious and time consuming.

2. It is not suitable for all topics.

3. Application of the generalizations is not attempted in inductive thinking.

4. The insufficient data may sometimes lead the learner to wrong generalizations.

DEDUCTIVE METHOD:

     In this procedure, thinking moves from the general to the particular; abstract to concrete. In this method the learner assumes a rule or generalization and verify or apply it to interpret particular situations.

    E.g. In a “Business studies” class, teacher explains the term “Delegation of authority and at the same time presents examples for the same. Then, the students are asked to verify the term with these examples. Here, with this verification, the students get a clear idea regarding the concept.

       In an ‘Accountancy’ class also the teacher can use the deductive approach. For example, when once the general principles regarding preparation of balance sheets have been presented in the class, the teacher can give specimen of balance sheets of various organizations and ask the students to verify the features which they have already studied and point out defects, if any.

 

Differences between Inductive and Deductive methods:

INDUCTIVE METHOD	DEDUCTIVE METHOD
1. In this method we proceed from ‘particular to general’, from example to general rule’, and from ‘concrete to abstract’.	1. In this method, we proceed from general to particular, from general to rule to example and from abstract to concrete.
2. By this method, a habit of discovery is developed in students.	2. By this method, a habit of discovery is not developed in students.
3. This is best method of teaching.	3. This is best method of learning.
4. Inductive method is suitable for teaching in lower classes.	4. This method is suitable for teaching in higher classes.
5. This method is helpful in discovering new knowledge.	5. In this method children use the knowledge gained by others.
6. This is a scientific method by which scientific attitude is developed in students.	6.This method does not give any scope for developing scientific attitude in children.
7. This method is the way of discovery and research.	7. This method is the way of following because child follow the given laws and principles.
8. In this method, both the teacher and pupils are active. So, this is a student-centered method.	8. In this, teacher is more active and pupil is a passive learner.so this is a teacher-centered method.
9. This method give emphasis on original and creative work.	9. This method gives emphasis on problem-solving.
10. Teaching-learning process becomes interesting by the use of this method.	10. Teaching-learning process becomes dull by the use of this method.
11. . In this method, every step is important to write so many steps.	11. In this method children do not learn and children learn to write them.
12. This is a slow method, so it needs more labour and time.	12. This is a fast method so it needs less labour and times
13. This is a psychological method which is understanding centered.	13. This is an un psychological method and is memory-centered.

 

2.      MARKET SURVEY METHOD:

 

      Modern markets operate in a dynamic environment. Here a business always seeks information regarding the trends in the market. In order to know the fluctuations in a market, he has to depend on market surveys.  It refers to collection of data by interviewing a limited member of people selected from a large group. In this method, information is obtained by asking the questions to the selected respondents.

    A commerce teacher can use the market survey as a method of teaching a complex concept or a process involving a variety of ideas.

E.G: A commerce teacher will have to help the pupils to develop deep understanding of the various aspects involved in the functioning of a ‘market’. Instead of presenting these ideas through theoretical exposition, the pupils can be made to gather the ideas by conducting a ‘market survey’. This will make the information gathered practical oriented, functional, realistic and meaningful. The teacher should take initiative in guiding the students in conducting the survey. Here the maxim ‘concrete to abstract’ is followed.

How to conduct a Market Survey?

      It is very significant on the part of a teacher to think about the stages of a market survey.

Stage-1: Identification of a complete problematic situation:

        In order to carryout the survey programme, the teacher should discuss with the students an appropriate complex situation and convince them of the need for gathering information directly. It is better to divide the entire students of the class into different groups and assign specific tasks.

Stage-2: Planning the Survey Technique:

       After identifying the problem and specifying the tasks and objectives, the second step is to find out the best procedure for gathering information. Depending on the sources of the information required tools could be selected.

E.g.: Questionnaires could be used if the information has to be gathered from persons. Interview schedules observation schedules, etc. could also be used.

Stage-3: Collection of Data:

      After determining the source of data, the next step is the actual collection of data. Proper planning in terms of time schedule, etc. has to be done under the leadership of teacher. For convenience, he can select a leader for each group. The teacher should clarify the Doubs of the students, while collecting data.

Stage-4: Analysis and interpretation of Data:

      The data should be tabulated and classified. Here, statistical techniques can be used for analyzing the data. Students can arrive at generalization and conclusions on the basis of the results of such analysis.

Stage-5: Preparing the survey report:

       Based on the survey, each group is responsible to prepare a report. The teacher should evaluate the reports.

3.     ANALYTICAL METHOD:

     Analytical and synthetic methods can be effectively used in commerce education at higher secondary level. The details are given below;

        The word analytic is derived from the term analysis which means to break up a thing into its constituent elements. Under this method we are going deep into the problem, phenomena etc. and finding out its hidden aspects.

       This improves the thinking skills. E.g: After teaching the definition of accounting according to American Institute of Certified Public Accountants (AICPA), The basic function of accounting can be generated through analytical method. An analysis of the definition will bring out the functions as ‘recording’ ‘classifying’ summarizing and interpreting of financial transitions moreover various problems in accounting can be easily transacted through analytical method.

Merits:

1. Active participation can be assured.
2. Concepts and situations become very meaningful.
3. Thinking skills of the learners can be fostered.
4. The spirit of discovery learning among the learners can be developed.
5. Problems can be solved in tune with the pace of the learners.
6. Learning process happening in a learner can be observed and analyzed by the teacher.

Demerits:

1. It is uneconomic because it is time consuming and lengthy.
2. It is not applicable in all situations.
3. Lack of subject competency and incapability of the teacher to present the subject matter in a systematic way will adversely affect the learning process.

6. PROJECT METHOD:

     This method is the direct outcome of john Dewey’s Pragmatic Philosophy. In this method of curriculum transaction, the curriculum is translated into activities to be performed by the learners in a natural setting. This is made possible by designing projects related to the theme of the curricular area being transacted. It is based on the idea that; true knowledge is acquired not merely by reading books nor by attending lectures but by purposive planning and doing by the learners themselves for the purpose of handling problematic life situation. ‘Learning by doing’, ‘Learning by living’.’ problem orientation’ and ‘working in natural settings’ are the four cardinal principles of this method.

Definitions:

1.  Dr. Kilpatric defined project as, “A Project is a whole hearted, purposeful activity processing in a social environment.”

2. According to Stevenson, “A project is a problematic act carried to its completion in its natural setting.”

3. Prof. Ballard defines it as, “Project is a piece of real life, it is imported by the school.”

PRINCIPLES OF PROJECT METHOD:

       Some of the basic principles of the project method are given below;

1. Purpose: The project should be purposeful. Every project chosen should be useful and practicable to the daily life of the pupil. There should be some set of aims for each project and the students should have a clear idea of what they are to do and for what purpose.

2. Activity: The project should cater to natural tendency of young boys and girls to engage in activity. The teacher should allow them to think and plan independently, to exercise their judgement and to work out the project to the best of their ability. i.e., the students should be made active both physically and mentally.

3.Utility: The experience gained from the project should be useful. Activities undertaken must be completed and the knowledge gained therefrom must lead to further acquisition of knowledge.

4. Freedom: There should be full freedom of the students to work on their own according to project should grow out of student’s own purpose and needs. But they can get guidance from mature minds.

5. Economical: The project should be economical and the purpose of the project should be achieved without any waste of time or money or effort.

6. Challenging: The project should be challenging and oriented to problem solving. Psychologists have proved that, students would prefer to do a task which required reasonable amount of effort.

7. Feasibility: The project should be feasible. Before giving final approval to the project, this factor also should be considered.

Or

1.       Principle of law of learning.

2.       Principle of purposefulness.

3.       Principle of reality (naturally).

4.       Principle of utility.

5.       Principle of freedom.

6.       Principle of activity.

7.       Principle of experience.

Steps of involved in a project:

     A project is a whole-hearted purposeful activity aimed at teaching the students. This activity will bear fruit only when it is carried out according to a set of procedure.

1. Providing a situation: Teachers provide situations depending on the interest, taste, necessity and aptitude of the children. Their interests are recognized through conversations on stories, pictures, buildings, locations etc. the problems are placed across and children are given freedom to come out with their opinions. They are given scope to select a suitable project.
2. Choosing and proposing of problem: After setting up of congenial environment the next prominent is the selection of the project.

a)       The project should be satisfying to the children.

b)       Pupils should own the project and understand that it is meant for all.

c)       Teachers, in view of education, should guide in selection of the project fitting to the capabilities of the students.

d)       The teachers should guide in setting up the goals and objectives of the project.

   3.  Planning of project: For any successful project a planning is essential. All students should   

         participate in planning of the project.

a)       The children should themselves take up the project under the guidance of the teacher.

b)       Pupils after discussion among themselves should plan for the project.

c)        Essential suggestions after discussions are accepted and put to effect.

d)        Pupils record in their books the deliberations and other details of the project.

 4. Execution: This stage is to bring into action the activities designed according to the project. At this

   stage children are involved in different activities and work independently. They collect information

    from different sources visit different places, keep an account of the activities independently in a

     natural set up.

5.Evaluation: Pupils review the project again and rectify the errors that have cropped up, self-review is an important training. The teacher has to verity if all the objectives of the projects are achieved true there is scope for pupils to take independent decisions. The purpose of this stage is to evaluate the short coming and the outcome of the project according to the design planned.

6. Recording/Report: Children should keep a record of all activities connected with the project. It should contain, the selection as outlay of the project discussion, work done reference material, how the challenges were faced, experience, guidance, record of suggestions made by the guide.

 

Advantages of Project Method

1.       As the learning is interesting and with life situations the child takes interest in learning.

2.       Child puts to use the matter learnt. The experience gained is very useful in the future of the child.

3.       The pupils learn by doing the scope of interaction, exchange of thoughts provides satisfaction.

4.       This promotes community participation and co-operation in the activities.

5.       This is a democratic way of learning and makes them understand the value of work.

6.       Provides accommodation for constructive thinking in dealing with the problem.

7.       There is scope for projects connected with all subjects.

8.       As the project is related to every day experience and necessities of the child, the education gets nearer to life.

Disadvantages

1. Project method does not suit to all subjects and all lessons.

2. This is a time consuming and expensive approach involving capable teachers, well-equipped library

     and other materials connected to commerce.