ERIC Number: ED373365
Record Type: Non-Journal
Publication Date: 1994-Feb
Reference Count: N/A
Students' Grades on Public Speaking Assignments as a Function of Learning Strategies and Motives.
Lind, Scott L.; Stewart, Robert A.
A study examined grades on speech assignments in a college public speaking course as a function of students' preferred learning strategies and expressed learning motives. Subjects, 112 undergraduate students enrolled in the basic public speaking course, had their levels of communication apprehension and motives for learning measured early in the semester. Their levels of speech anxiety associated with speech giving were measured. Four learning strategy preferences and two learning motives were treated in separate analyses as independent variables to determine their effects on students' grades for three different public speaking assignments. Communication apprehension and public speaking anxiety were included as possible confounding variables. Grades were found to be differentially affected by learning strategy preferences depending on the speech assignment, and communication anxiety played only a minor role in these effects. Learning motives had no appreciable effects on students' speech grades. Findings suggest that different speech assignments were affected variously by different learning strategies. Communication educators and researchers should consider more earnestly the impact of learning strategy choices and implementation on students' fulfillment of oral communication tasks and assignments. (Contains 32 references and 3 tables of data.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A