ERIC Number: ED282266
Record Type: RIE
Publication Date: 1987-May
Reference Count: 0
Communication Apprehension and Academic Achievement among Elementary School Students.
Prusank, Diane T.; Comadena, Mark E.
A study examined the relationship between communication apprehension (CA) and academic achievement among elementary school students and whether that relationship was different for males and females. Subjects were 144 (74 females, 70 males) students enrolled in grades 2-5 at a laboratory school on the campus of a midwestern university. Academic achievement was measured by the Iowa Test of Basic Skills, and scores for the test composite and the vocabulary, reading, language, work skills, and mathematics subtests were analyzed. The Measure of Elementary Communication Apprehension (MECA) was used to assess subjects' fears about communication in the elementary school environment. Students' CA and achievement test scores were correlated, and relationships between CA and achievement for males and females were compared. Results indicated that CA and academic achievement were significantly and negatively related (high CA was associated with low academic achievement). All correlations between CA and achievement for females were very low, while those for males were significant, especially in language achievement. This suggested that a language skills deficit may be contributing to CA in these students. The results also suggest that teachers must learn to identify high CA children in their classrooms and adopt strategies and techniques that encourage and reward them for participating in class. (AEW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Communication Association (37th, Montreal, Quebec, Canada, May 21-25, 1987).