Using debate as a teaching method to maximise learning potential
Grant Name
SIT Advancement for Learning and Teaching (SALT)Abstract
Past research has substantiated the immense benefit of classroom debate as an active learning strategy. In particular, it improves critical thinking skill, oral and written communication competency, research capability, collaborative teamwork ability, knowledge retention and interest in learning among university students. Nevertheless, this teaching method is less popular compared to case study, role play, and group discussion within SIT. Furthermore, research on the effect of classroom debate in the field of hospitality and tourism is scant.
In view of the above limitations and in line with the university’s aims to extend and broaden existing strengths at SIT that inculcate the SIT-DNA and to develop discipline-specific pedagogy, this research is proposed to examine the stated benefits.
As classroom debate takes in various styles, the effectiveness of a team-based approach (Oxford debate) and whole-class approach (structured debate) will be compared. The proposed research will be conducted in two stages, involving students studying in SIT and its overseas university partners. The main objective of stage 1 is to refine the measurements adapted from past research using both online questionnaire and focus group discussions. During the second stage of this research, both styles of debate will be executed, and data will be collected via an online survey platform. Focus group discussions will also be conducted to gain insights into ways to improve classroom debate. Factor analysis will be performed to validate the six benefit dimensions and paired t-test will be used to compare the effectiveness of both styles of debate.
The proposed research is expected to shed light on the potential of classroom debate as a pedagogical tool, especially in teaching communication and research methodology related modules.
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