A Study on the Effectiveness of Pedagogical Tools among Management Students in Electronic City at Bengaluru

Abstract

This study investigates the effectiveness of 31 pedagogical tools in management education among students in the Electronic City of Bengaluru. This study combined the use of descriptive statistics, regression, correlation, and ANOVA to assess the level of student engagement, knowledge retention, and employability readiness. The regression analysis produced a Multiple R of 0.532 and an $$R 2 of 0.283, which means that motivational factors could account for 28.3 percentage of the variance in learning results. Correlation analysis found a significant positive correlation between instructor support and student learning outcomes (0.623) with a variance of 38.8, which is significant as it reflects the pedagogical relevance of faculty involvement. In addition, the use of technology showed positive correlations with learning results with a strong positive association ($$r = 0.844), whereas high digital exposure was associated with negative relationships, indicating the threat of technology fatigue. ANOVA further statistically proved that there are significant differences among different pedagogical strategies ($$F = 1961.12, p <0.001$$) between case-based learning and group discussions and other strategies. This article presents the P.E.R.F.I.T. The theory combines Pedagogical Engagement, Educational Relevance, Resource Flexibility, Operation Integration, Instructor Influence, and Transformational Results as the primary aspects of teaching excellence. The results offer practical implications for both academia and industry through confirmation of the effectiveness of student-based, technology-enhanced, and contextually driven pedagogical techniques in enhancing the effectiveness of management education, which is consistent with 21 st century workplace requirements. Future studies must examine faculty attitudes, willingness, and obstacles to the use of modern pedagogical tools, apply the study framework to different academic fields, and implement and test the P.E.R.F.I.T. model in various institutions to determine its generality and flexibility.