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The hypotheses on which this study is based state that a group receiving an encountering approach to speech training will register a greater reduction in speech anxiety than a group receiving the conventional approach to speech training; the conventional group will show a greater reduction in speech anxiety than a control group that received no speech training. The encountering approach consisted of encountering exercises, role-playing, creative drama, and discussion techniques. The conventional approach consisted of formalized speechmaking in front of an audience. Subjects were 47 grade 12 students enrolled in the English 12 course at Britannia High School in Vancouver. Three groups were randomly selected and each was assigned one of the experimental conditions. The experimenter met with the two treatment groups for fifteen one hour sessions and taught the encounter approach to one group and the conventional approach to the other. An introspective measure was administered to each group in the first and last session. Two trained observers rated each subject in terms of the overt manifestations of speech anxiety in their final speeches. An analysis of covariance was made involving the results on the introspective measure (MAACL). The Kruskal-Wallace test was used in comparing the observational scores (TORCL). Both hypotheses were rejected. The results of the introspective measure were not significant. However, in comparing the results of the observer scores, a significant difference was found between the encounter group and the other two groups. There was no significant difference between the conventional and control groups. / Education, Faculty of / Graduate

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This thesis explored the findings of 140 colleges and high schools nationally to construct a criteria from which Ball State University could construct an exemption program. This study found that a valid means for exemption in speech included the presentation of a speech and taking an examination. The speech's length should be from five to eight minutes, selected by the high school student, evaluated by the college emphasizing content, organization, grammar, vocabulary, eye contact, and delivery. The written examination, composed by the college, should cover the fundamentals of speaking, discussion, parliamentary procedure, and the different types of speeches.The thesis defined a "top" high school speech student as one who used his speaking ability outside the classroom, obtained awards for his activity, had a variety of experiences in all areas of speech, had taken one year of speech and earned an "A," and had obtained the National Forensic League's (NFL) Degree of Distinction and/or accumulated a determined number of NFL points set up by the college.

There is no abstract available for this thesis.

The thesis has explored the relationship between competition in forensics and personality trait levels. Forensics students' personalities were compared to the non-forensic population by event and number of years of competition. The Edwards Personal Preference Schedule and the Maudsley Personality inventory were used to measure student trait levels. Seventeen traits were tested: Extroversion, Neuroticism, Achievement, Deference; Order, Exhibition, Autonomy, Affiliation, Intraception, Succorance, Dominance, Abasement, Nurturance, Change, Endurance, Heterosexuality, and Aggression.In addition, the-thesis has discussed the ramifications of personality study on forensics students. Implications concerning the forensic coaches use of personality studies, has also beer discussed. It was found that forensic students' personalities differ significantly from the non-forensic population, and that there is significant difference in personality traits according to event specialized and length of experience.

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This thesis used the Brown-Carlsen Listening Comprehension Test to gather pre- and post-test scores in order to measure students' listening abilities at the beginning and the end of the Speech 210 class offered Spring Quarter, 1972.The results were then analyzed by means of two statistical designs: The Analysis of Variance and The Product-Moment Correlation Test for Missing Data. The findings indicated statistically significant relationships between sex and listening test scores, pre- and post-test scores, and listening test scores and final grades.In addition, this thesis has discussed numerous previous studies and their relationships to the field of listening research.

This study is focused upon an investigation of the content and methodology of the introductory speech course in the Oregon community colleges. The current content appears to be one of an emphasis on skill building in the area of public speaking. Previous research in the area of content and methodology of the basic course have centered on the courses offered at four-year institutions and has asked only faculty and administrators what they felt should be offered in the introductory course. This research study will instead question students and faculty at the vocational level in the community college of Oregon to see if there is a similarity in their concepts of what should be taught in this course. An answer to the following question was sought: to what extent are the underlying assumptions of the basic speech courses at the community college level seen by the instructors similar to or different from the self-reported needs in communcation training if the community college student?