Subliminal Shock Learning: An Inverted Remapping Exercise

This study looks at the phenomenon of avoidance as a behaviour and as a strategy applied in an academic context in the case of final year management students sitting for their end-term exam where multiple questions are offered and the students are allowed to choose and attempt answers for selected questions. Why did they not answer it is for teachers to chew the cud. The case looks at how educators need to realign their perspectives and improve subsequent class delivery in terms of realigned content emphasis and pedagogical initiatives after papers have been evaluated and marked. The article suggests that accreditation processes should take note of the impact on overall academic measurement of program performance. Research question Research question for which perspectives have been opened up for curated answers are: How to discover topics requiring teachers to introspect and reimagine their classroom delivery and their engagement strategies? The principle of inversion brings into relief these discoveries. Theory: The study draws on psychological and physical sciences wherein multiple theories explain why a particular path has been eschewed. Type of the case: The case study strategy draws on the experiences of both the researchers and the participants and therefore the orientation of this case is primarily heuristic. Purposive data samples were used accessing data in the academic databases related to 198 students for the core compulsory course related to Sales and Distribution Management. Basis of the case: Actual score sheets for all 198 students for their final exam mapped for each question. Therefore, concepts for each question have been assessed. Using the principle of inversion/reversal the complementary gaps have been discovered, quantified, and interpreted. Findings: From the complementary data, it becomes self-explanatory for an educator that the blind spots—gaps in understanding—have been identified for future course corrections in delivery and engagement. Discussions: The avenues to be taken is food for thought for each educator and the audience to be addressed. Meaningful eye-opening gaps have been identified for future courses of action depending on concept to be redelivered. These findings have implications for all accreditation processes.