The problem of this study was to determine if the principle of congruity can be used as a reliable predictor of undergraduate students' attitude change toward a required speech course and toward the course instructor between the outset and the end of a semester.

The purpose of this study was to determine attitude and attitude change toward,student teaching as expressed by students who were pursuing certification to teach speech and/or drama courses in the public school at the secondary level.

The problem with which this thesis is concerned is the definition, justification, and implementation of behavioral objectives as they relate to Speech Communication and Drama courses. Chapter One provides definition and justification of behavioral objectives. In Chapter Two, the process of writing the objectives is explained. Chapter Three contains examples of behavioral objectives which could be implemented in two of the basic courses in the Speech Communication and Drama Department at North Texas State University. Chapter Four furnishes examples for two courses which are based on more specific content. Chapter Five contains conclusions. Evidence indicates that behavioral objectives facilitate learning and accrue advantages to parents, administrators, teachers, and students. The teacher of Speech Communication and Drama can no longer ignore the behavioral precepts.