Even though economics is still mostly being taught in a traditional manner, there seems to be increasing emphasis on the role of concept relevance in better teaching. At the present, numerous teaching methods are being used in order to keep the coursework interesting as well as relevant. Be that as it may, game-based instruction or online teaching is more challenging to be used when teaching certain subjects than others. This paper proposes a novel teaching method which is a mixture of drama-based teaching, field survey, debating and online video discussions, the combination of which would promote the relevance of the subject being taught as it engages the students in the classroom. In this paper, we tailor a curriculum based on concrete and hands-on experience to promote collaborative learning and cultivate critical thinking. Furthermore, another goal of this study is to assess how students’ learning styles respond to different teaching methods. We attempt to understand the interaction between teaching pedagogy and students’ learning styles in order to improve economics education. The study follows a deductive reasoning approach based on data gathered through distribution of two questionnaires among students at an economics class in Feng Chi University; one before and one after the final test. According to the findings, our teaching design has the potential to increase the students’ level of perceived relevance between what they learn in class and what they observe in real life.
