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The authors present the results of a study conducted at a historically Black institution that compares student performance using Web-based tutorials to that of the traditional face-to-face lectures. A casual-comparative design was chosen for this study to examine the effects of instructional delivery on student performance in a business communications course with specific emphasis on the grammar and mechanics unit of study. The study spanned 4 years, beginning fall 2008 through spring 2012. Participants included 375 declared business majors who were self-enrolled in various sections of the Business Communications course during the study. The results of this study mirrored those of previous works reporting that Web-based tutorials are as effective as traditional face-to-face lecturing with regard to student performance.

Web-based Tutorials and Traditional Face-to-Face Lectures: A Comparative Analysis of Student Performance