Examining the relationship between group work and students’ willingness to participate

In this thesis study, the use of group work as an instructional strategy was assessed to determine the effect it has on students’ willingness to communicate, communication apprehension, and self-perceived competence. Students enrolled in a basic public speaking at a major Midwestern university completed Neer’s (1987) Classroom Apprehension about Participation Scale (CAPS) at the beginning of the semester and again four weeks later after being exposed to a treatment of group or no group. Results indicated students’ willingness to communicate and self-perceived competence increased over the four-week duration of the study regardless of treatment. However, a significant reduction of communication apprehension was seen in students using group work in their classrooms. Limitations and implications are discussed.

Grantor dc:publisher

Kansas State University

Year dc:date.issued

2010

Author dc:creator

• Ragusa, Sarah R.

• classroom participation
• group
• willingness to communicate
• self-perceived competence
• communication apprehension

Statement dc:rights

• © the author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/2097/4104

OAI identifier oai:identifier

oai:krex.k-state.edu:2097/4104