THE RELEVANT SELF-CHOICE PROCESS IN THE BASIC SPEECH COURSE

NANCY ELIZABETH KENDALL, Purdue University

Abstract

The purpose of this research was to study the effects of allowing students in a basic college speech course to choose their own relevant categories, types, and topics for required speeches. This method was compared to the more traditional method of assigning categories and types. It was predicted that students using the relevant self-choice process, the experimental method, would score higher on speeches and a final examination. The prediction was made that students in the experimental method would have better attitudes toward the course than those using the traditional method. Finally, it was hypothesized that instructors would have a better attitude toward using the experimental method than toward using the traditional method. Five sections of Fundamentals of Speech were randomly assigned as "traditional" or "experimental," with three experimental and two traditional sections. Three instructors taught the five sections with two of them teaching both experimental and traditional sections and one teaching an experimental section only. Students in the experimental sections chose their own categories, types, and topics for three evaluated speeches. Relevancy was stressed by having students express on paper how their choices were relevant to their career and/or academic goals. Students in the traditional classes were assigned categories and types of speeches and followed specific outlines. At the end of the semester, speech and final examination scores were compared across methods using ANOVA. Student attitude toward the course was measured using the Cafeteria System (TM), and these results were compared across methods using ANOVA. Instructor attitude toward the methods was measured using a researcher-designed Likert-scale, and these results were also compared across methods using a t-test. Analysis of the data revealed no significant difference between the methods. Instructors indicated that a strength of the experimental method was the freedom students were given to make relevant choices for assignments. Other strengths and weaknesses are discussed in the document. Recommendations for improvements in the method are made. The researcher concludes that because no significant difference was found between the methods, the relevant self-choice process is a viable alternative to more traditional methods of handling the basic speech course.

Degree

Ph.D.

Subject Area

Communication

COinS