A common question asked is 'Is lecturing as effective as other methods of teaching?' The evidence indicates that lecturing is at least as effective as other methods at presenting information and providing explanations. Practical skills are obviously taught more effectively in laboratories but the underlying methodologies and theories may be taught as effectively in Lectures. However, even these results depend upon the quality of the discussion of lecturer. The few studies of attitude changes also favor the small group although it is likely that an skilful changes in a lecture. Problem solving skills appears to be taught more effectively in small groups. Science lectures consider that features of lecturing, such as logical presentation, structures, use of aids, and selection of apt examples, can be learnt (Brown and Daines, 1981b). Overall, research over the past sixty years indicates that for some tasks lectures are at least as good as other methods of teaching. They are economically fairly efficient but other forms of teaching should augment them. The research has also shown that clarity of presentation, structure, and expressiveness are key factors in effective lecturing (Brown, & Atkins , 1988).

The enhanced lecture will have a beneficial impact upon students. A number of research studies have shown that active learning is preferable to traditional lecture if the instructor's goal is to develop higher- order thinking or change students' attitudes (Bonwell & Eison, 1991). The power of interaction in a classroom is nicely illustrated by the following story. A physics professor, a traditional lecturer, at Truman State University (formally northeast Missouri State University) had serious doubts about the efficacy of active learning and believed that he could challenge its proponents' claims through a rigorous, qualitative study. Accordingly, in his introductory physics course he taught two sections, dividing them into the experimental and control group. In the control group, the professor lectured for several minutes then asked students to work individually on problem worksheets for twenty minutes. In the experimental group, after a brief lecture to introduce concepts, the students worked in small groups on the problem worksheets for twenty minutes while the instructor moved between groups answering questions that arose. For the next five to ten minutes, students’ group shared their answers with the class. Finally, if there were still confusion about the problems, the instructor would provide his solution. All other parameters of the class were the same. At the end of the course, the instructor analyzed pretest and posttest scores, student performance on a standardized physics examination, and results of an attitudinal survey given at the beginning, middle, and end of the semester. The authors concluded that there was no statistical difference in the performance of the two groups with regard to their understanding of Newtonian mechanics. However, a significant difference (both statistically and educationally) in how the students reacted to the course was noted. The motivational level of the control group remained the same throughout the semester while the motivational level of 1996). Lecture and group discussion methods are mainly used to teach knowledge in the classroom. According to Pradhan (1997) five sensory organs provide five learning experiences through hearing, seeing smelling, testing and feeling. The more learning experiences are involved in any teaching learning situation, the better will be the learning.

According to Snell & Steinert (1999), interactive learning implies active involvement and participation by the audiences so those students are no longer passive recipients in the learning process. In the article the authors suggested to break down the class into smaller groups. Comparison of incorporating small groups into lectures can, therefore, be beneficial for promoting the discussion of ideas and concepts, for examining issues and presenting alternatives, for encouraging the application of new concepts, and for fostering problem solving and communication skills. Group discussions also provide the teachers with an additional opportunity for assessing student attitudes and beliefs. Educational research has shown that students who are actively involved in the learning activity will learn more than students who are passive recipients of knowledge (Butler, 1992;Feden, 1994;Kraft, 1985; Murray, 1991). Small group teaching has distinct advantages over lecturing in term of promoting comprehension application and problem solving (Butler, 1992; McKeachie, 1994).

In a research study called "A Training Program In Universal Precautions Second Year Medical Students" carried by James et al. (1992), comparison has been drawn between the learning impacts through use of the lecture and demonstration methods. The authors have used a similar methodology through dividing students into two groups and carrying out Pretest and Posttest and after intervention comparisons of the impacts of the teaching method

West Berg and Jason (1996) in "Fostering learning in small groups a practical guide" have identified different types of group discussion such as; 5 minutes, circular, syndicate, fishbowl, pyramid, crossover, poster tour, line up, debate, buzz group/ triad group, small group discussion and brainstorming. The authors have noted how these methods could be manage between the lecture session and make learning more effective.

A conceptual model of utilizing the learning experiences, is popularly known as "Cone of Experience" developed by Edgar Dale (Edger Dale, Khan, S.D et al. cited Pradhan ,1997). The model consists of eleven bands. This model is based on broad spectrum of educational methods and media. This educational model has suggested a comparative approach to effective teaching and learning process. These carefully ordered experiences like a cone, hence it is termed as "Cone of Experience". The model shows the progression of learning experience from "direct purposeful experience to abstract verbal expression". The progression suggests that the effectiveness of teaching increase from base to the pinnacle. The verbal symbol provides the lowest amount of learning and so it is put as the smallest band on the top. Direct purposeful experience provides better learning, which is indicated by the largest band on the base, Sometimes two kinds of experiences or bands can be used, together simultaneously for effective learning. The model recommends that the separate bands could be used for organizing instructional methods or materials according to the kinds of experience each provides.

                                                                                                 Less Eeffective

       
                                Dale's cone of experience
                                                                                                              More Effective