ERIC Number: EJ1132164
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 47
Public Speaking versus Hybrid Introductory Communication Courses: Exploring Four Outcomes
Broeckelman-Post, Melissa A.; Pyle, Andrew S.
Communication Education, v66 n2 p210-228 2017
The purpose of this study was to compare student growth in public speaking and hybrid introductory communication skills courses on four outcomes: public speaking anxiety, self-perceived communication competence, intercultural effectiveness, and connected classroom climate. This study also sought to find out whether there were differences in the achievement of outcomes and growth in each outcome by sex and ethnicity. Data from 908 participants utilized a within-subjects and between-subjects repeat measures design. Results showed that public speaking and hybrid communication courses reduced public speaking anxiety and increased self-perceived communication competence and connected classroom climate a similar amount, but did not significantly increase intercultural effectiveness for students overall. Small effects were found for sex on all outcomes and for ethnicity on two outcomes.
Descriptors: Introductory Courses, Public Speaking, Blended Learning, Communication Skills, Anxiety, Interpersonal Communication, Interpersonal Competence, Classroom Environment, Gender Differences, Ethnicity, Intercultural Communication, Student Improvement, Pretests Posttests, College Students, Online Surveys, Multivariate Analysis, Outcomes of Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A