Literaturnachweis - Detailanzeige
| Autor/inn/en | Gray, Pamela L.; und weitere |
|---|---|
| Titel | A Comparison between PSI-Based and Self-Contained Formats of Instruction in the Introductory Speech Communication Course. |
| Quelle | (1988), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Communication Apprehension; Communication Research; Communication Skills; Higher Education; Introductory Courses; Self Esteem; Speech Communication; Teaching Methods |
| Abstract | The value of the basic course in speech has been affirmed in several surveys, and indications are that a high priority should be given to keeping the introductory course a quality course. In order to examine the aspects of the basic course, such as class size, interaction, and instructional format, a study assessed differences between two instructional methods in a basic speech communication course: a modified Personalized System of Instruction (PSI) and a self-contained format. Communication skills, communication apprehension, self-esteem, and academic achievement in, perceptions about, and satisfaction with the course were compared. Data were collected from subjects, 813 undergraduates enrolled in the basic speech communication course (107 were enrolled in two PSI-based sections and the remaining 706 were enrolled in 28 self-contained sections of the basic course), by pretest questionnaire, posttest questionnaire, and collection of grades from instructor's record books. Using t-tests to compare means and mean change scores, the PSI-based format was found to be more effective than the self-contained format. Comparing these data with an earlier study designed to compare the PSI-based method with a more traditional lecture-recitation format, the self-contained approach appeared to be a better alternative than the lecture-recitation for teaching this course, but the PSI-based model was still clearly superior to both alternatives. (Three tables of data are included, and 32 references are appended). (MS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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