tlsddm in business education

8/6/2019 Tlsddm in Business Education

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TLS DDM: COMPETITIVE ADVANTAGESTRATEGY FOR BUSINESS EDUCATORS

PROF. DR. CRISTINA G. GALLATO, CPA

CERTIFIED INTERNATIONAL TLS-DDM TRAINERVISITING PROFESSOR, UNIVERSITI UTARA MALAYSIA-COLLEGE OF

BUSINESS

FORMER DEAN, SCHOOL OF BUSINESS, SAINT MARYS UNIVERSITY,

PHILIPPINES

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Map of thePhilippines


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NV WATERSHED HAVEN OF

THE VALLEY


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Welcome to Saint Marys University!


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NEW YORK, July 2005

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The study. . .

I hear and I forget.

I see and I remember. I do and I understand.

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The Problem

How do the students performacademically when Business faculty

members deliver business education via

TLS DDM pedagogy of teaching-learning?Specific problems:

What is the academic performance ofstudents who were not subjected to TLSDDM strategies (traditional method)?

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What is the academic performance ofstudents who were subjected to TLS DDM

strategies?

How do these two groups of students differin terms of their academic performance?

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The TLS DDM [MODEL]

Learning style is the way in which each learnerbegins to concentrate on, process, absorb, andretain new and difficult information (Dunn and

Dunn, 1992; 1993; 1999). The interaction of these elements occurs

differently in everyone.

Therefore, it is necessary to determine what ismost likely to trigger each student'sconcentration, how to maintain it, and how torespond to his or her natural processing style to

produce long term memory and retention 9


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The TLS DDM was based on the

following theories:

1. most individuals can learn

2.instructional environments,resources, and approaches respond

to diverse learning style strengths

3. everyone has strengths, butdifferent people have verydifferent strengths

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4. individual instructional

preferences exist and can bemeasured reliably

5. given responsive environments,

resources and approaches, studentsattain statistically higherachievement and aptitude test

scores in congruent, rather than inincongruent treatments and they

also behave better in styles-

responsive environments 11


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6. teachers can learn to use

learning styles as acornerstone of their

instruction7. students can learn tocapitalize on their learning-

style strengths whenconcentrating on new and

difficult information. 12


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Once teachers learn how their students

learn, they can match individuals learning

styles with the method most responsive to

that style.

Prize-winning research has made it clearthat most children can master the

curriculum when theyre taught with

strategies, methods, or resources thatcomplement how they learn.

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THE CHALLENGE . . .(good only for kids)

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methodology

Traditional (control)

Lecture method

Quiz after each unit

Structured seating design

No food intake

TLS-DDM (experimental)

Small group techniques

(Team learning, by peers,

by pairs, self) Short check up after every

topic, seat work, home

work

Unstructured seating design Food intake

Freedom of mobility

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The conceptual framework of: the kind ofpedagogy affects academic performance

which, in turn affects competitiveadvantage is advocated here. Thus, themodel: pedagogy affects academic

performance and ultimately shall createcompetitive advantage.

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Figure 2. Conceptual FrameworkThis is based on the hypothesis that the kind of pedagogy employed by the

faculty will affect academic performance of the students. Ultimately,competitive advantage shall also depend on the academicperformance and pedagogy which, as a consequence, can be used bythe educational institution as a marketing strategy to attract more

students. 19

Pedagogy

(TLS

DDM)

Academic

Performa

nce

Competitive

Advantage


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THE APPLICATION . . .


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Group learning . . .

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Small Group TechniquesADVANTAGES

Lecture Method

* Teacher - directed to a

large Group* Less Student -Student

Interaction; Studentparticipation is one at atime; Passive activity forthe other students

SmallSmall GrpGrp. Tech.. Tech.

** Directed only to a small group Directed only to a small group accommodatingaccommodating sociologicalsociological

strengths of studentsstrengths of students

* All students participate* All students participate

and haveopportunity toand haveopportunity to interinterwith one anotherwith one another

VSVS


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Small Group TechniquesADVANTAGES

Lecture Method

* Teaching primarily

through auditory mode

* Each to his own

* Students can be anxious tomakemistakes

SmallSmall GrpGrp. Tech.. Tech.

** Teaching throughTeaching throughvariousvarious perceptualperceptualmodalitiesmodalities auditory,auditory,

visual, tactile,visual, tactile,kinesthetickinesthetic

* Shared Responsibility;* Shared Responsibility;CooperativeCooperative, not, not

competitivecompetitive

* Fear of embarrassment,* Fear of embarrassment,anxiety or failure isanxiety or failure isreducedreduced

VSVS


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GroupGroup

AnalysisAnalysis


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THE RESULTS

TLS-DDM

Since there was collaborativeor cooperative learning, thestudents were more relaxed

and more confident in givingtheir answers - which most

of the time, were correct 29


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The students enjoyed learning

and were able to value theimportance of FinancialManagement in their life notonly as students but also asfuture business professionals

They learned the lessons fastand obtained high scores

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Traditional: On the other hand,

the students looked bored andsleepy in the other classes

where the traditional method ofteaching was employed. They

obtained scores lower than the

group that was treated with themodel.


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FINAL GRADES

Result of T-test, two-sample (twoindependent groups) to determine the

significant difference in academic

performance between the two groups (TLSDDM treatment and TRADITIONAL

treatment) TRADITIONAL LOWER

TLS DDM HIGHER


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TLS-DDM

Mean 82.02

Variance 20.84

Observation 99

Df 183

t stat 2.287

difference inperformance=significant

TRADITIONAL

80.37

29.03

94

P(T


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This implies that TLS-DDM as a pedagogy isan effective instrument in driving learning at the

same time keeping the competitive advantage ofeducators especially in Business Education anotch higher.

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RECOMMENDATION

The positive teaching-learning experienceof the author is just another proof that themodel is an effective tool of teaching and

can be adopted by teachers especially inBusiness Education. More studies have to

be undertaken, however, wherein the pre-test and post-test be administered to the

experimental group to determine whetherthere is an improvement in the achievementscores of the learners (experimental group).


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Thank you very much!

tlsddm in business education

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