A Relative Evaluation of Experiential and Simulation Learning in Terms of Perceptions of Effected Changes in Students

Abstract

The study’s purpose was to assess five teaching techniques including experiential learning and the simulation in terms of student perceptions of ability, attitude, knowledge and career goal attainment. The data was collected via an 18 item questionnaire administered to 628 students enrolled in 24 sections of nine management courses. The results indicate that some teaching styles facilitate some attitude ability and understanding changes while other teaching styles facilitate others.