The Impact of Gender and Introductory Communication Course Type on Public Speaking Performance

Autor/inn/en	Broeckelman-Post, Melissa A.; Hawkins, Katherine E. Hyatt; Murphy, Joshua; Otusanya, Ayodeji; Kueppers, George
Titel	The Impact of Gender and Introductory Communication Course Type on Public Speaking Performance
Quelle	In: Communication Teacher, 34 (2020) 1, S.53-67 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2019.1593478
Schlagwörter	Gender Differences; Introductory Courses; Communications; Anxiety; Public Speaking; Performance; Speech Communication; Grading; Factor Analysis; Mastery Learning; State Universities; Course Descriptions + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Einführungskurs; Nachrichtenwesen; Angst; Vortrag; Achievement; Leistung; Notengebung; Schulnote; Faktorenanalyse; Staatliche Universität; Kursstrukturplan
Abstract	The purpose of this study was to find out whether the previously identified gender gap in public speaking anxiety and self-perceived communication competence was also evident in student speaking performances. This study also examined whether students developed equally strong presentations in public speaking versus hybrid introductory communication courses. Recordings of 164 explanatory speech performances were graded, and results were analyzed using a 2 × 2 factorial multivariate analysis of variance. Results showed no difference between males and females in performance. Both course formats resulted in speech performances that were proficient to mastery level, with marginally stronger performances in the public speaking course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01