In an age of educational accountability it is important to evaluate the status of the current state of communication education. Many studies have been completed in regards to communication education in post-secondary schools, but little research has been completed in regards to secondary schools. The purpose of this study was two-fold: to establish a baseline of information concerning high school public speaking education in the state of Illinois and to understand the correlation between various public speaking educational practices in high school, students' evaluation of past instruction, and their public speaking experience in college. Three hundred fifty-two students, enrolled in an introductory public speaking course at a midsize Midwestern university, were surveyed with a 26-item questionnaire concerning both their high school and their current college public speaking experiences. Along with descriptive data concerning Illinois high schools, researchers found that students who in high school received more direct instruction in public speaking also had more public speaking experiences, received more guidelines concerning their public speaking assignments, were given more content and presentation feedback, including more specific presentation feedback, were evaluated on more presentation skills, rated their instruction higher in quality, and reported more confidence in college public speaking.
|Commitee:||Alexander, Alicia, VanSlette, Sarah|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 53/03M(E), Masters Abstracts International|
|Subjects:||Communication, Education, Secondary education|
|Keywords:||Confidence, Direct instruction, Public speaking evaluation, Public speaking experience, Secondary schools|
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