A Note on the Pedagogies about Comprehensive Learning: An Empirical Study in Teaching Finance Courses

This paper is an empirical study to examine the effectiveness of different pedagogies in knowledge perception. The study uses data from 562 students during the period from 2012 to 2016 that measures students' performance in the Finance courses aligned with the commonly implemented pedagogies in teaching. The results from the empirical tests verify the theme proposed by Richard L. Gregory (a prominent British neuropsychologist) that learning is achieved through a process of analogizing and aligning the new information with available and stored knowledge in the brain, and the continuous efforts to discover and solve the problems in learning bring about this effectiveness. The study provides a detailed assessment for different pedagogies in teaching that offers reflections on effectiveness for teaching and learning.