Document Type

Article

Publication Date

11-2016

Publication Title

Communication Education

Volume

66

Issue

2

Publisher

Taylor & Francis

Abstract

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.

Comments

This manuscript has been published in Communication Education. Please find the published version here (note that a subscription is necessary to access this version):

http://www.tandfonline.com/doi/full/10.1080/03634523.2016.1259485

Taylor & Francis holds the copyright in this article.

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