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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