A comparative study of tutoring as an alternate adult teaching methodology within a business environment.

摘要

This study set out to diecover if the One-to-One Individual Tutoring Methodology would be a viable adult teaching methodology compared to other methodologies. The project involved the selection of 170 banking employees who were trained in oral communication, written communication, interpersonal communication, or a combination of all three. These subjects were pretested and posttested using the Nelson-Denny reading test and the Dailey Business English test. The employees were grouped into the following methodologies: One-to-One Tutoring, Small Group, Classroom, Computer Based Training (CBT), and a control group. They were further divided into two time blocks: ten hours of training and between ten and twenty hours of training. Most subjects met one hour per week for a period of two to three months for the training which was conducted during company time for all groups but the CBT group. Testing produced eight dependent scores, preteat and posttest, for each subject including a Supervisor rating and an Employee Self-rating. The statistical results revealed that some scores were significant across treatment/methodology groups. The Small Group, One-to-One Tutoring, and Classroom methodologies were statistically significant. The CBT group was not significant. There was no significance found in scores across time blocks, although gains in scores were found in all time categories.