The document analyzes factors that influence the effectiveness of the teaching-learning process from the perspectives of teachers and students at commerce colleges in Mumbai. It tests two hypotheses: 1) there is a significant difference in factors influencing effectiveness, and 2) there is a significant difference in teacher and student perceptions of influencing factors. Questionnaires were administered to teachers and students, and data was analyzed using statistical tests. Key findings were that quality of teachers, extension/extracurricular activities, and teaching methods highly influence effectiveness; teachers valued quality of teachers, classroom management, and teaching methods most, while students valued extension/extracurricular activities, quality of teachers, and teaching methods most. There is a need to reduce gaps between teacher and student perspectives

1. The Effectiveness of Teaching – Learning Process in
Commerce Colleges in Mumbai: Perspective of
Teachers and Students
Dr. Khyati Vora & Dr. Kuldeep Sharma

2. INTRODUCTION
• Objectives of the Study
 To identify the difference in factors influencing the effectiveness of
Teaching – Learning Process.
 To compare the perception of students and teachers for the factors
influencing the effectiveness of Teaching – Learning Process.
• Hypotheses of the Study
H1
H0 – There is no significant difference in factors influencing the effectiveness
of Teaching – Learning Process.
H1 –There is significant difference in factors influencing the effectiveness of
Teaching – Learning Process.
H2
H0 –There is no significant difference in perception of teachers and students for
the factors influencing Teaching – Learning Process.
H1 –There is significant difference in perception of teachers and students for
the factors influencing Teaching – Learning Process.

3. Research Methodology
Primary Data:
• Questionnaire method was used to collect primary data.
• Population unit was teachers and students from commerce colleges in South
Mumbai.
• Sample size for teachers was 50 but data from 37 respondents were collected and
100 sample size of students were selected.
• Convenient quota sampling method was used.
• To test the hypothesis non- parametric test ( independent t test) and mean score
was used through SPSS software.
Secondary Data:
Various reference book on Higher Education and related topic were referred,
secondary information was also collected from journals, reports, articles, websites and
newspaper article.

4. Factors influencing the effectiveness of
Teaching – Learning Process
• Quality of Teacher : Teachers’ Qualification , Teachers’ Communication Skills , Teachers’ Subject Knowledge,
Teachers’ Research Skills and Achievements, Teachers’Approach towards Students.
• Students’ Profile: Students’ Aptitude (Academic Record), Students’ Attitude (Interest), Students’ Socio-
Economic Status, Students’Awareness Level.
• Methods of Teaching: Traditional Method (Chalk & Duster), Use of ICT resources (PPT, Virtual Class room,
etc.), Encouraging students’ class, Case – Study Method, Home-works and assignments.
• Catering to Students Diversity: Arranging Remedial Teaching for Slow Learners , Arranging Special Coaching
for Advance Learners, Special Coaching for Students with learning disability, Lectures in regional language for
vernacular students , Special facilities for female or less privilege class.
• Extension and Extra-Curricular Activities: Skill Oriented Courses , Seminar & Guest Lectures, Participation
in various extra-curricular activities, Internship and Placement.
• Classroom Management and Culture: Infrastructure of Class, Timings of Lectures (Morning/ Afternoon),
Duration of Lectures, Marks for Attendance, Peer group attitude (Class mate behaviour).

5. Difference in the factors influencing effectiveness
of Teaching – Learning Process
QT SP MT CSD EPR EEC CMC
N 137 137 137 137 137 137 137
Normal
Parameters
a,b
Mean 4.4569 3.9891 4.0949 3.7869 4.0547 4.3832 4.1401
Std.
Deviation
.49465 .54391 .64447 .83954 .71146 .59180 .72492
Most
Extreme
Differences
Absolute .192 .164 .179 .133 .140 .194 .118
Positive .136 .164 .106 .094 .140 .149 .118
Negative -.192 -.099 -.179 -.133 -.134 -.194 -.116
Kolmogorov-Smirnov Z 2.251 1.914 2.092 1.553 1.642 2.276 1.379
Asymp. Sig. (2-tailed) .000 .001 .000 .016 .009 .000 .045
Table No. 1. : One-Sample Kolmogorov-Smirnov Test

6. Mean Score Analysis of Factors Influencing
Teaching – Learning Process
Sr. No. Factors Mean Std. Dev.
I Quality of Teacher 4.46 .49465
II Students’ Profile 3.98 .54391
III Methods of Teaching 4.09 .64447
IV Catering to Students Diversity 3.79 .83954
V Evaluation Process and Reforms 4.05 .71146
VI Extension and Extra-curricular activities 4.38 .59180
VII Classroom Management and Culture 4.14 .72492

7. Difference in the Perception of Teachers and
Students
Table No. 3. Mann Whitney Test
QT SP MT CSD EER EEC MS
Mann-
Whitney U
1835.500 1782.500 1190.000 1697.000 1662.000 1197.500 1646.000
Wilcoxon W 6885.500 6832.500 6240.000 6747.000 2365.000 1900.500 6696.000
Z -.072 -.332 -3.232 -.748 -.924 -3.244 -1.000
Asymp. Sig.
(2-tailed)
.943 .740 .001 .454 .356 .001 .317
p-value of all the factors are not less than 0.05 which means that there is significant
difference in perception of teachers and students for few factors.

8. Table No. 4: Mean Score and Mean Rank of
Teachers and Students
Occupation of the
Respondents
N Mean Mean Rank Sum of Ranks
Quality of Teacher
Teacher 37 4.48 69.39 2567.50
Student 100 4.44 68.86 6885.50
Total 137
Students’ Profile
Teacher 37 4.01 70.82 2620.50
Student 100 3.98 68.33 6832.50
Total 137
Methods of
Teaching
Teacher 37 4.39 86.84 3213.00
Student 100 3.98 62.40 6240.00
Total 137
Catering to
Students’ Diversity
Teacher 37 3.91 73.14 2706.00
Student 100 3.74 67.47 6747.00
Total 137
Evaluation Process
& Reforms
Teacher 37 3.91 63.92 2365.00
Student 100 4.10 70.88 7088.00
Total 137
Extension and
Extra-Curricular
Activities
Teacher 37 4.14 51.36 1900.50
Student 100 4.47 75.53 7552.50
Total 137
Classroom
Management and
Culture
Teacher 37 4.27 74.51 2757.00
Student 100 4.09 66.96 6696.00
Total 137

9. Findings and Conclusion
• From the findings it can be concluded that factors like Quality of
Teachers, Extension and Extra-Curricular Activities and Methods of
Teaching highly influence the effectiveness of Teaching – Learning
Process.
• Further, it was found that as per teachers’ perception, Quality of Teachers,
Classroom Management and Culture and Methods of Teaching are
most important factor influencing the effectiveness of Teaching – Learning
Process.
• According to students’ perception the most influencing factors were
Extension and Extra-Curricular Activities, Quality of Teacher and
Methods of Teaching.
• This shows that there is a need to bridge the gap between teachers and
students’ perception for the factors influencing effectiveness of Teaching –
Learning Process. This will further help in enhancing the quality of Higher
Education.