Master of Arts / Department of Speech Communication, Theatre, and Dance / LeAnn Brazeal / Though communication and learning theory suggest that human interaction is a
key component that could enhance both processes, little has been done to incorporate
these findings into the basic public speaking course. This study is an attempt to develop
a dialogic approach for teaching the introductory college public speaking course.
Through the incorporation of standardized analytic grading rubrics, instructor feedback
prior to the public speaking performance, peer workshops, and peer evaluations of
performances, a process-centered teaching approach is developed that has the potential to
increase cognitive learning, improve the quality of student speeches, and increase the
consistency between public speaking sections.
After implementing this teaching approach for one semester, the results showed
an increase in cognitive learning but no improvement in the quality of student speeches or
grading consistency. However, a review of other research and the qualitative data
collected in this study suggest that there might be greater impacts than could be seen here
and that this approach needs to be developed and implemented over a longer period of
time for its effects to be fully seen.
| Identifer | oai:union.ndltd.org:KSU/oai:krex.k-state.edu:2097/111 |
| Date | January 1900 |
| Creators | Broeckelman, Melissa Ann |
| Publisher | Kansas State University |
| Source Sets | K-State Research Exchange |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Format | 545334 bytes, application/pdf |
Page generated in 0.0029 seconds