Experimental method with pre test –post test non equivalent group design was adopted for the study. During the initiation of the experimental phase, the investigator adopted experimental procedure for testing the effectiveness of experiential design with reference to business and management skills using business and management skills assessment scale as pre-test post-test. The sample of the study primarily consisted of 389 students at higher secondary level from two districts in Kerala namely Ernakulum and Thrissur .During the experimental phase the experimental group was treated with experiential lesson design. In the present study, the investigator made use of the computation of percentages, mean and standard deviation, paired t-test, independent t-test and Analysis of Covariance with three factors LIMITATIONS OF THE STUDYIn spite of all the likely precautions taken up to get reliable results, certain limitations which are inevitable in a study of the present type have crept into the study. Among the varied innovative pedagogical strategies for curriculum transaction in commerce at higher secondary level, only experiential design has been attempted by the investigator.
The study is delimited to a sample of 389 higher secondary students under two revenue districts. More general results could have been obtained by broadening the study to other districts and increasing the sample. The study is delimited to the curriculum framework of Government of Kerala. The content selected for the study is delimited to a distinct unit Social responsibility of plus one business studies. Major Findings of the Study The major findings and conclusions of the study formulated are presented in the following sections:A) Comparison of pre and post test scores of business and management skills of control and experimental group for the total sample to test the effectiveness of each teaching method using paired t-testResults of paired t-test attained by comparing pre-test, post-test scores of the total sample (Table 5.2) CR=20.
79 for control group CR=19.54 for experimental group regarding business management skills which is found to be significant at 0.01 level. Moreover, the results of paired t-test for comparison of pre-test and post-test among subsamples based on gender, locality and type of higher secondary school for the variable business management skills (Table 5.4 to 5.
9) was found to be significant. B) Comparison of scores of pre test and post test of business and management skills between control and experimental group assessed using Independent t-testComparison of mean test scores among control and experimental groups done by independent t-test reveals that experimental group (pre test= 65.62, post test=91.32) has significantly higher means compared to control group (pre test=64.85, post test=73.84) which confirms the results of the effectiveness of the experiential design for improving business and management skills in the case of the group exposed to KED. In the pre test (CR=6.
95; P0.05).However the effect due to type school was found to be significant (F=18.241; P0.05) indicating that there exists significant difference in the effectiveness of KED among HSS and VHSS students. But interaction between locality and type of HSS was found to be significant.
Comparison of mean scores confirms that HSS students have higher mean score compared to VHSS students. This reveals that effectiveness KED on business and management skills among subsample based on type of higher secondary school is more in the case of HSS students compared to VHSS students.Implications of the StudyThe findings of the study have the following implications:1) Existing curriculum transaction modes in commerce education are not enough to train students in business and management skills conceptualization.
KED give opportunities for students to take part in experiential sessions, capacity building activities, skill in managing conflicting situations. 2) The global scenario stresses training of learners in accordance with the provisions of the business enterprise. Programmes on business and management skills present force for change by creating learning pathways with the help of instructional strategies that fortify professional excellence through the phased programme of KED.3) The study intensifies the need to hold learner friendly instructional strategies and the authorities should take timely efforts equipping teachers with the developments in pedagogical landscape.
4) In the 21st century, commerce education has major role to combine theory with practice. Apart from content knowledge, professional skills and competencies in tune with the nature of commerce discipline have to be developed to act in socially responsible and competent way which is useful to develop business and management skills facilitates learners to be more creative.