Evaluating AIDA Learning Transfer Through Students’ Proposals
DOI:
https://doi.org/10.58258/z7dfnw16Keywords:
AIDA model, authentic assessment, proposal writing, learning transferAbstract
Business communication & negotiation courses are targeted to develop students’ persuasive competence into authentic professional writing. This study aims to evaluate the extent to which previously learned Attention, Interest, Desire, and Action (AIDA) principles are reflected in proposals produced by student groups in a Business Communication and Negotiation course as project accomplishment. Evaluative qualitative document analysis was used in this study with a directed content analysis approach. Seven submitted group proposals were screened and analyzed. The result indicates that Interest and Desire were the strongest elements, each receiving a mean analytic rating of 2.43 on a 0–3 scale. Attention was unevenly developed (M = 1.57), while Action was the weakest element (M = 1.29), particularly when proposals ended with general expressions of hope rather than a specific next step. Overall, the corpus demonstrates moderate transfer of AIDA learning. The students were generally able to relate their proposals to stakeholder needs and explain the benefits of their proposed solutions. However, they were less successful in supporting attention-building statements with evidence and in giving readers a clear and specific next step. These findings suggest that student-produced business proposals can provide useful evidence of learning transferReferences
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