Abstract
Effective communication skills demonstrate the capacity and efficacy of any business
graduate; however, the business industries have continuously raised their concerns
on the lack of effective business communication (BC) skills, to serve the requirements
of rapidly growing communication within and outside the organizations. Among
many factors, teaching methods at higher education have been identified as a
major factor that does not allow working skills to be developed. Scholars and
researchers have tried to explore and test Experiential Learning (EL) techniques in
teaching different courses of business administration programs. EL theory presents
a playfield where learners can learn the best by doing (Kolb, 1984). Although
business education around the world has already inculcated EL strategies into its
system, in Pakistan EL theory is at its initial stage. In this regard, the researcher
developed an ERE cycle which was based on Kolb’s (1984) EL theory and tested
its impact on the grades of the students of oral and written communication skills.
The study was conducted using one sample t-test in the paradigm of quantitative
research. Three classes of BBA and MBA from oral and written communication
courses were selected for this study. This research compared mean scores of these
classes with the population mean over the last three years. The results showed
a significant positive difference between the sample mean scores and population
mean. The study proved that EL based ERE cycle could prove very effective in the
enhancement of the skills of business communication students that were reflected
in their performance in exams. The study aimed to provide communication faculty,
trainers and institutes the opportunity to explore and utilize the effectiveness of
the ERE cycle and perform further researches to extend the utilities of EL based
teaching methods.
Rana Naeem Akhtar, Nasreen Hussain. (2019) Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies, Journal of Education and Educational Development, Volume 6, 6.1.
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