Article on Group Discussion as an effective teaching method

1. Group Discussion, as an effective teaching
method
Authors:
Shahid Nadeem
Arslan Haider
Abdul Mannan Chishti
Research supported by:
Institute of Business & Management-UET, Lahore

2. Abstract:
This research was directed by three students of Institute of Business and Management-UET,
Lahore. This research paper will describe the group discussion method, a better method of
teaching in the classrooms of the university. The current method of teaching adopted by the
university teachers is lecture method which neither makes the student committed towards the
subject nor it enhances the creativity within the students. This research paper will express the
motivation of the students of the universities towards the group discussion method which will
enhance their creative thinking, decision making power, and once the students gain the decision
making skills they will face less difficulties in commencing their career in the today’s
competitive world.
Introduction
The previous studies on teaching methods is filled with the research methods which the
instructor can present the content and the abilities in order to prospects for the students to learn
about the subject taught. The previous study on teaching method is also filled with some
recommendations for the instructor that what they should and also what they should not do in the
class room. However there is no such research study through which any teaching method match
up best to the best to which the content and skills has been taught to the students. The students
have the little expertise in knowing that the method which the instructor have selected was the
best or the most comfortable to the teacher. (Doyle, 1983)
There is an abundant argument within the higher education on how the teaching and teaching
effectiveness can be defined (Braskamp & Ory, 1994) . For example in 1993 Centra has
defined the teaching effectiveness as “that which produces beneficial and purposeful student
learning through the use of appropriate procedures”
Teaching methods are basically divided into two categories inductive method of teaching and
deductive method of teaching. Traditional method of teaching is deductive which begins with the
introduction of theories and progress with the application of theories. Other teaching methods are
inductive in which the teacher introduce the topics by presenting some specific explanations,
problems or case studies and theories are communicated or the students are assisted to determine
them.
There are number of methods of teaching under inductive method of teaching include lecture
method, group discussion method, case study method, individual presentation method, Just-in-
time method, etc. But according to Dr. Shahida Sajjad’s research in 2009 lecture method is the
most preferred method of teaching for the students because in lecture method the students
consider that the teacher has the full knowledge regarding the subject. Group Discussion method
is a step away from the lecture method because in this method the students learn on their own,

3. exchange their ideas, so they do not have to rely upon the rote learning which may be helpful in
getting good grades in class but it could not help students in their professional career.
Group Discussion method is an effective approach to facilitate the understanding of the students
regarding the topic. Using this method assist the teacher to evaluate the understanding of the
students regarding the course material. In addition to this group discussion method provides the
opportunity to the students to express their own opinions and queries to take part in the learning
process actively. Learning is more exciting when the students are motivated to take part in the
discussion when they are involved in the using the course material.
The teachers who are interested in delivering to the students through group discussion method
are undoubtedly convinced that their teaching skills will improve if they improve their
interactive skills in the classrooms.
Literature review:
Discussion is used to arrive at the solution of problems and is characteristics of independent
societies. It occurs in a group form and usually involves six to ten persons. These persons
perform one of two roles.
Leader-moderator: who is typically the teacher.
Participant: who are typically the students.
Participants use the time to communicate with each other. Another student follows the group
leader addresses his/ her observation to the whole group and each group member has the right to
speak. A group member communicates with other group members in a group by speech, and by
facial expressions, gestures and body movement. Other members receive his / her message by
listening and by seeing the non-verbal signs. (Hyman, 1980.)
The researches have found that discussion groups can solve the specific problem more
effectively than the individual solve the problems. Discussion groups to solve the specific
problem requires students comprise of different talents which have numerous solutions to solve
that specific problem and which will commit students to course of action. (Gall & Gall, 1976)
The central and essential characteristic in the group discussion method of teaching is interaction.
(Binkley & Tolluch, 1981. ). During the discussion session the students take the part in the
process of learning by contributing issues, investigating the factors which are connected with the
issues, developing the potential alternate solutions to the issues, positioning the solution into
action and appraising the consequences of the solution. (Auwal, 2013 )

4. The lecture method of teaching instructions has been so popular method in the universities and
college classrooms since 1840’s. It has been so widespread that it seems obvious and natural see
in the classrooms of students working on same specific task while being taught by the instructor.
(Davis, 1992)
After conducting the study of thousands of the United States Classrooms it is remarked that
“teacher talk was by the far leading activity. Teachers rarely fortified the student-to-student
discussion or provide chances to the students to work collectively in small groups to plan, set
goals, define the different substitute ways of accomplishing these goals. (Karmos & Karmos,
1987). Cited by Goodlad
The researchers and educators have frequently acknowledged the shortcomings of teaching with
strict lecture format. This method has been referred as a method the consequences of which will
extensive periods of never-ending teacher centered, descriptive speech which demotes the
students to the role of inactive ‘observers’ in the college and university classrooms. (Williams
& McClure, 2010)
Lecture method of teaching is usually the one-way communication which gives little or no
chance to the listeners to take part in the learning process. The consequences of which are loss of
information, poor retention and listener’s misunderstanding regarding the subject. Indications
from the large number of disciplines recommends that “ Oral presentation to a large of inactive
students contributes very minute to real learning. (Veselinovska, 2011)
Why teachers avoid Group Discussion method:
Meredith Damien Gall and Maxwell Gillett described some reasons because of which the
teachers avoid group discussion method in the classroom. These reasons are as follow.
Student’s reticence:
The first and the basic reason due to which the teachers avoid to adopt group discussion method
in class is that they use to evaluate the success of their discussion in the class by the extent the
students participate in the group discussion. But unfortunately most of the students don’t want to
participate in the group discussion. they resist when the instructor invited them to participate in
the group discussion within the class. For example (Applegate, 1969) found:
“A class discussion implies open and active participation.
However, in more instances it become a limited dialogue between
the teacher and few pupils with the remaining ones sitting mute
and inactive”

5. Student’s comfort:
All the students do not have the same personality. Some are introverted and some extroverted,
those who are extroverted will not feel shy of participating in the group discussion; they will
freely give their opinions towards the discussion. But those students who are introverted feel shy
in participating in the group discussion, they will be afraid of being wrong. They are guilty of the
leading participants so do not speak. Many teachers avoid the group discussion method sensing
the student’s discomfort.
Loss of control:
Some of the teachers just reject the group discussion method because of their loss of control over
the class. Because when the instructor introduces the group discussion within the class, the class
becomes disorganized and noisy. The noise and disorganization is threatening to some teachers.
These teachers recommend this method leads to poor control over the class and even bad
teaching.
Nervousness about the student’s reticence, student’s comfort and loss of control are some
reasons due to which the instructors intentionally or unintentionally rejects the group discussion
method in the classroom. The basic reason of educator’s nervousness is that he/ she has not been
trained for teaching through group discussion method. If the teachers are provided training about
how to teach the class under group discussion method, they will value this method and will wish
to incorporate in their teaching. The teachers needs to know what the group discussion method
and they need practices in discussion skills. (Gall & Gillette, 1980)
Problem statement:
The lecture method has long since failed these educators as an effective way to present their
information (Halpern, 2000). In the organization the managers have to solve the problems.
Although they get the good CGPA studying under the lecture method, but they could not
enhance the problem solving skills, communication skills during their educational career, due to
which the students has to face hurdles in getting the jobs. But if the students get the education
under group discussion method they can enhance the problem solving skills and communication
skills, which may help them in getting the job in large scale organizations conveniently.
Study objective:
The objective of the study was to determine that
 Whether the teachers should adopt the group discussion method for their teaching or
should be with lecture method of teaching
 Whether the students in the universities appreciate to study in the groups in order to
enhance creativity within them to solve the problems in a creative manner or not.

6. Research design:
The nature of this study is quantitative. This research is designed after conducting the literature
survey which reveals that the quality of the education will be better if the students are taught
using the group discussion method, but the teachers of the universities do not use the group
discussion method to teach their students due to above given reasons that why the teachers do not
use the group discussion method for teaching to the students. The design of this research is as
follow.
Data collection:
We have designed the questionnaire and distributed the students of the universities and take their
opinions that whether the teachers should use the Group discussion method in the class or they
should keep using the lecture method for their teaching.
Primary data collection:
The source which we have used for generating the primary data is filling the questionnaire from
the students who are studying in the universities. The students participated in this study is
(n = 148). (Sajjad, 2009. ) (Buchanan, 1998..) (Paul, Toshihiko , & Jonali)
Secondary data collection:
The source which is been used for generating the secondary data is literature survey.
Sampling of population:
The technique used in this research for collection of data is convenient technique of sampling
because target population for this research include all the students who are studying the
universities, so there is no distinction between the targeted population. The students participated
in this research belong University of Engineering and Technology, University of Punjab and
Preston University, Lahore.
Measurement:
The measurement scale used in this research is Likert Measurement scale to measure the
behavior of the students of the universities towards the Group Discussion method of teaching the
universities. The following measurement criteria has been used in this research to check the
behavior of the students towards Group Discussion method of teaching.
1 = Strongly Dissatisfied
2 = Dissatisfied

7. 3 = Neutral
4 = Agree
5 = Strongly Agree
Investigation through SPSS:
After collecting the data from the students of the universities through filling the questionnaires
we put the data in SPSS for analysis, analyze the data we tested the hypotheses which we
developed for the research.
Conceptual framework:
In this paper Group Discussion is independent variable and creative thinking within the students
is dependent variable. It is because enhancement of creativity within the students depends upon
the group discussion. If the students strives to solve some particular problem relating to the field
of study in a group, they will exchange their ideas with each other and will solve the problem
with the creative solution. If the group of the students comprise of students from diversified
background they will be able to solve the problem more creatively because every group member
will suggest the solution according to his or her culture, in this manner the students will have
more alternate solutions to the problem, which will help them to solve that particular problem
more creatively, so the Diversification of students in a group is moderating variable in this
research.
Dependent variable: Creative Thinking
Independent variable: Group discussion
Moderating variable: Diversification
Group
Discussion
Creative
Thinking
Diversification

8. Hypotheses:
Hypotheses are the testable statements which are to be proved in the research. The following are
the hypotheses of this research.
Hypothesis 1:
Group discussion enhances the creative thinking within the students.
Alternate:
Group discussion enhances the creative thinking within the students.
Null:
Group discussion does not enhance the creative thinking within the students.
Hypothesis 2:
Diversification positively influence the relationship between Group Discussion and Creative
Thinking
Alternate:
Diversification positively influence the relationship between Group Discussion and Creative
Thinking
Null:
Diversification does not influence the relationship between Group Discussion and Creative
Thinking.
Findings:
Data for this research was collected from the students of universities, the number of respondents
participated in this research are (n = 148). After collecting responses from the students, about
their behavior towards Group Discussion method in classroom, we applied various tests on SPSS
to find out the significance of the research conducted. The following are the tests conducted for
this research and their results

9. Data reliability test:
The standard value of significance of data which is acceptable for research is 0.70. The reliability
of data generated for this research is reliable because the significant value of Cronbach’s Alpha
is .788 which is acceptable.
The following table will express the results of the reliability test performed on SPSS to check the
reliability of the data gathered from the students of above mentioned universities.
Reliability Statistics
Correlation test:
Correlation test is performed to check the inter-relationship between the variables used in the
research on SPSS. The results of this test indicates that
 The value of correlation between Group Discussion (Independent variable) and Creative
thing (Dependent variable) is .451 positive at 0.000 level of significance, which means
that Group Discussion and creative thinking within the students are inter-related with
each other.
 The value of correlation between Group Discussion (Independent variable) and
Diversification (Moderating variable) is significant at .355 positive at 0.000 level of
significance which means Group Discussion (Independent variable) and Diversification
(Moderating variable) are inter-related with each other.
 The value of correlation between Creative Thinking (Dependent variable) and
Diversification (Moderating variable) is .270 positive at 0.000 level of significance which
means that Creative thinking (Dependent variable) and Diversification (Moderating
variable) are inter-related with each.
In short all three variables Group Discussion, Creative thinking and Diversification are inter-
related at 0.000 level of significance.
Cronbach’s Alpha Cronbach’s alpha
based on
standardized items
Number of items
.788 .797 23

10. Correlations
G C D
G
Pearson Correlation 1 .451**
.355**
Sig. (2-tailed) .000 .000
N 145 145 144
C
Pearson Correlation .451**
1 .270**
Sig. (2-tailed) .000 .001
N 145 148 146
D
Pearson Correlation .355**
.270**
1
Sig. (2-tailed) .000 .001
N 144 146 146
**. Correlation is significantatthe 0.01 level (2-tailed).
Hypotheses testing:
Hypothesis 1:
The first hypothesis is that the Group Discussion enhances the creativity within the students.
Alternate hypothesis is Group Discussion enhances the creative thinking within students and
Null hypothesis is the Group Discussion does not enhance the creative thinking within the
students. When through SPSS software the relationship of Group Discussion and Creative
thinking was tested, the value of regression (R) is 0.498 and R Square value is .248 positive at
0.000 level of significance, which means that Alternate hypothesis is proved and the null
hypothesis is rejected.
In the universities the teachers should make the groups of the students and emphasis them to sit
in a group and solve the problem by discussing with each other, by this they will be able to
explore numerous alternate solutions and can make the effective decisions. The creative thinking
will be enhanced if they will sit in a group, discuss the problem with each other then there
creative thinking will be enhanced.
Hypothesis 2:
The second hypothesis is that diversification influence the relationship between the Group
Discussion and creative thinking. Alternate hypothesis is the diversification influences the
relationship between Group Discussion and Creative thinking and Null hypothesis is the
diversification does not influence the relationship Group Discussion and Creative thinking.
When we check the relationship of Group Discussion and Diversification on creative thinking,

11. the value of regression (R) increases to 0.543 and R Square value is .295 positive with 0.004
level of significance, it means the alternate hypothesis is proved and null hypothesis is rejected.
In the universities if the teachers make the group of the students comprise of different
backgrounds, then all the members of the group belongs to different backgrounds will suggest
the solution to the problem according to his culture, and background. In this way they will get
more alternative solutions to solve the problem, and they will be able to solve some specific
problem more effectively, which means their ability to think creatively will enhance more if they
try to solve the specific problem by making discussion in a group.
The following table will show the results of both the hypotheses tests made for this research to
prove the conceptual framework model of this research.
Model Summary
Model R R
Square
Adjusted
R Square
Change Statistics
R Square
Change
F
Change
Df1 Df 2 Sig F Change
1 .498a .248 .237 .248 21.800 2 132 0.000
2 .543b .295 .278 .046 8.609 1 131 0.004
ANOVAa
Model Sum of Squares Df Mean Square F Sig.
1
Regression 13.242 2 6.621 21.800 .000b
Residual 40.091 132 .304
Total 53.333 134
2
Regression 15.714 3 5.238 18.241 .000c
Residual 37.619 131 .287
Total 53.333 134
a. Dependent Variable: Creative Thinking
b. Predictors: (Constant), Diversification, Group Discussion
c. Predictors: (Constant), Diversification, Creative Thinking, Group Discussion
F = 21.800, P = 0.000 is highly significant.
F = 18.241, P = 0.000 is highly significant.

12. Conclusion:
Through the research I have concluded that group discussion method is better than the lecture
method in the classroom. Because through lecture method although the students get good grades
in the subjects but most of the students could not understand the nature of the subject, the
decision making power of the students could not enhances due to which they face difficulties in
starting their career, if they are taught under the group discussion method, most of the students
will understand the nature of the subject taught in the class, their ability to think creatively to
solve the particular problem in the business, their decision making power will increase. Which
will help the students to commence their career in the competitive world.
References:
Applegate,J.R.(1969). Why don'tpupilstalkinclassdiscussion? TheClearing House,78-81.
Auwal,A.(2013 ). Effectsof teachingmethodonretentionof Agricultural Science knowledge insenior
secondaryschoolsof Bauchi Local GovernmentArea,Nigeria. InternationalJournalof Science
and Technology EducationalResearch ,63-69.
Binkley,H.,&Tolluch,R.(1981. ).Teachingvocational agriculture/agribusiness. Danville,Illinois:The
InterstatePrintersand Publishers,Inc.
Braskamp,L. A.,& Ory,J. C. (1994). Assessingfacultywork:Enhancingindividualandinstructional
performance. InternationalJournalof Teaching and Learning in Higher Education,48-62.
Buchanan,L. (1998..). The impactof bigfive personalitycharacteristicsongroupcohesionandcreative
task performance . Doctoraldissertation,Virginia PolytechnicInstituteand StateUniversity.
Davis,B. (1992). critical thinkingandcooperative learning:Are theycompatible?InW.Oxman(Ed.),
Critical thinking:Implicationsforteachingandteachers. Davis,B.Conferenceproceeding of the
NewJersey InstituteforCritical thinking conference.
DF, H. (2000). CreatingCooperative LearningEnvironments. .APSObserver,8(1):,14-31.
Doyle,K.O.(1983). EvaluatingTeaching,SanFrancisco:. New Lexington Press.
Gall,M. D.,& Gall,J.P. (1976). The Discussionmethod.InN.L.Gage, The Psychology of teaching
methods (pp.166-216). Universityof ChicagoPress.
Gall,M., & Gillette,M.(1980). The discussionmethodinclassroomteaching.Theoryintopractice.98-
103.
Halpern,D.(2000). CreatingCooperative LearningEnvironments. .APSObserver, ,8(1):14-31.
Hyman,R. ( 1980.). Improvingdiscussionleadership. NY:TeachercollegeColumbia university.

13. Karmos,J. S.,& Karmos,A. H. (1987). Strategiesforactive involvementinproblemsolving.InM.
Heiman,& J.Slomianko, Thinking Skillsand InstructionsLConceptsand Technique. D.C:National
EducationAssociation.
Paul,B. P.,Toshihiko,N.,& Jonali,B.(n.d.).EnhancingGroupCreativity:Effectsof Training,Diversity,
and towardDiversity. University of TexasatArlington.
Sajjad,S.(2009. ). Effective teachingmethodsathighereducationlevel. AvailablefromInternet:
http://www.wfate.org.
Veselinovska,S.(2011). The effectof teachingmethodsoncognitiveachievement,retention,and
attitude amonginbiologystudying.. CypriotJournalof EducationalSciences.,175-185.
Williams,J.,&McClure,M. (2010). The Effectsof TeachingMethodsinLeadershipKnowledge Retention
: An Experimental Designof Lecture,Experiential,andPublicPedagogy. J.Leadersh.Educ,
9(2):86-100.