Impact of Technology Based Instruction on Speech Competency and Presentation Confidence Levels of Hispanic College Students

Autor/inn/en	Mundy, Marie-Anne; Padilla Oviedo, Andres; Ramirez, Juan; Taylor, Nick; Flores, Itza
Titel	Impact of Technology Based Instruction on Speech Competency and Presentation Confidence Levels of Hispanic College Students
Quelle	In: Research in Higher Education Journal, 24 (2014), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3432
Schlagwörter	Hispanic American Students; College Students; Technology Uses in Education; Educational Technology; Self Esteem; Communication Skills; Cost Effectiveness; Speech Skills; Public Speaking; Student Surveys; Tutoring; Laboratories; Video Technology; Audio Equipment; Comparative Analysis; Statistical Analysis; Readiness; Student Attitudes; Instructional Effectiveness; Web Based Instruction; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Self-esteem; Selbstaufmerksamkeit; Kommunikationsstil; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Mündliche Leistung; Sprachfertigkeit; Vortrag; Schülerbefragung; Förderkonzept; Nachhilfeunterricht; Laboratory; Laboratorium; Audio-CD; Statistische Analyse; Schülerverhalten; Unterrichtserfolg; Web Based Training
Abstract	One of the main goals of universities is to graduate students who are capable and competent in competing in the workforce. As presentational communication skills are critical in today's job market, Hispanic university students need to be trained to effectively develop and deliver presentational speeches. Web/technology enhanced training techniques are one way to accomplish this. However, prohibitive costs of technology means that higher education leadership must be convinced that this form of instruction is effective before purchasing equipment. Thus this study investigates the effect of web/technology enhanced training techniques on Hispanic university students' confidence and on their ability to become better communicators when giving presentations. The Hauser Lab, a technology-based speech-tutoring center was utilized. Students first use web-connected computers to view famous, effective and correctly formatted presentations. Then they write their own presentations which they present in a mocked-up classroom outfitted with video cameras and microphones. The final step is for the student to watch the recorded presentation with the Lab staff providing critiques. A survey was given both to students who attended the Lab and students who did not. A one-way analysis of variance was conducted to evaluate the difference between the students on their perceived readiness to give a presentation. Students who attended the Lab scored significantly higher than those who did not attend the Lab. The effect size suggests that 44% of the variance was accounted for by the Lab. This is considered a strong relationship. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01