Comparison of the influences of structured on-the-job training and classroom training approaches on trainees’ motivation to learn

Abstract

Increasing trainees’ learning motivation is critical to help them perform well in the training programme. This paper aims to examine the influences of the structured on-the-job training (S-OJT) and classroom training approaches on trainees’ learning motivation and learning performance. An exploratory study was conducted with 90 students from a vocational school located at the Yunlin County in the Midwest of Taiwan who enrolled in a course entitled ‘hair coloring’. The training modules for S-OJT and classroom training were developed and delivered in the training courses. The survey was administered prior to and after the training courses to assess the influences of the training approaches. It was found that the trainees who received S-OJT generated higher learning motivation and learning performance compared with those who received the classroom training. Moreover, the trainees with lower initial learning motivation were motivated more and generated higher learning performance after receiving S-OJT. This study provides the potential theoretical and practical implications and can serve as reference when choosing the training approach for a designed training programme.

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