EFFECT OF STRATEGIC TEACHING TO ENHANCE STUDENT LEARNING ABILITIES: APPLIED ECONOMICS AND MANAGEMENT COURSE

Abstract

Rapid technological advancements have reshaped the teaching profession, shifting the focus from traditional lecture-based methods to student-centered strategies that actively engage learners and enhance their academic and professional skills, particularly in technical disciplines. This study evaluates the impact of strategic teaching methods on student learning outcomes in real classroom settings, hypothesizing that interactive instructional techniques can improve critical thinking, confidence, and problem-solving abilities in undergraduate engineering students. Conducted in Applied Economics and Management course—a 3+0 credit-hour subject in the undergraduate Electrical Engineering program following the Higher Education Commission of Pakistan’s curriculum guidelines—the research involved 120 students across four sections, including three from Electronics Engineering and one from Telecommunications Technology. The teaching methodology combined structured lecture plans with clearly defined learning outcomes, while learning was assessed through teacher-supervised group discussions, quizzes, and assignments designed to foster mindful engagement and transferable skills. Findings indicate that student-centered strategies significantly enhance learning by promoting active participation, critical thinking, and the ability to connect theory with real-world examples, with teacher supervision proving essential for meaningful interaction and successful task completion. The study concludes that interactive, teacher-guided approaches are vital for technical excellence, improving academic performance while equipping students with the professional skills required in engineering practice.