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An Experimental Study Of Several Methods Of Teaching Basic College Speechcourses With Emphasis On Conservation Of Teachers' Time And Varying Class Size

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An Experimental Study Of Several Methods Of Teaching Basic College Speechcourses With Emphasis On Conservation Of Teachers' Time And Varying Class Size

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Content AN EXPERIMENTAL STUDY OF SEVERAL METHODS
OF TEACHING BASIC COLLEGE SPEECH COURSES
WITH EMPHASIS ON CONSERVATION
OF TEACHERS’ TIME AM D VARYING CLASS SIZE
by
i r < £ '
A lbert V T i' Knox
A D is s e r t a tio n Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In P a r t i a l F u lfillm e n t of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(Speech)
January I960
UNIVERSITY O F SO U TH ERN CALIFORNIA
GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANGELES 7, CALIFORNIA
This dissertation, written by
.........................A LBER T _ . W .KN OX......................................
under the direction of h.ls.~Dissertation Com
mittee, and approved by all its members, has
been presented to and accepted by the Graduate
School, in partial fulfillment of requirements
for the degree of
D O C T O R O F P H I L O S O P H Y
v-j___
Dean
Date........
Chairman
TABLE OF CONTENTS
Page
LIST OF T A B L E S ................................................................................ i i i
Chapter
I. INTRODUCTION....................................................................... 1
Statement of the Problem
Significance of the Problem
D efinition of Terms Used
Review of the L ite ra tu re
Organization of the Remainder of the Study
I I . SUBJECTS, J/ATERIALS, AND PROCEDURES.................... 23
Subje ct s
H ateriaIs
Procedure s
I I I . PRESENTATION ATT) INTERPRETATION OF THE DATA . 48
S t a t i s t i c a l Procedures
Presentation and Analysis of the Data
A General Evaluation
I V . SUT/AiARY, CONCLUSIONS, AND IMPLICATIONS . . . . 65
Summary
Conclusions
Implications for P ra c tic a l Application
Implications for Future Research
BIBLIOGRAPHY ..................................................................................... 73
a p p e n d i x e s ......................................................................................... '76
i i
LIST OF TABLES
Table Page
1. Composition of Groups and Classes by O riginal
A s s i g n m e n t ...................................................................... 25
2. Composition of Groups During Course of the
E x p e r i m e n t ...................................................................... 27
3. Means for Ail Groups P r e - T e s t .................................. 28
4. Composition of Groups by Group-Matching the
Pre-Test D a t a .................................................................. 29
5. Group Matching by Individual Pairs on Pre-Test
Data to Analyze a Problem in the Comparison
of Groups D and F ........................................................ 31
6. D istrib u tio n of Subject by Sex and College
Class ................................................................................ 33
7. D istrib u tio n of Experimental Subjects by
School and Curriculum . . ...................................... 35
8. D istrib u tio n of Experimental Subjects by Age . 36
9. Methods Taught by Various In stru c to rs . . . . 37
10. Means on Post-Test Scores from Group-Matched
G r o u p s ................................................................................ 57
11. Standard Error of the Difference between the
Means of Experimental Groups A, B, C, D,
and E, with the Control Group F, and the
Application of the Null Hypothesis . . . . 58
12. Post-Test Data for Paired-Group Observations
of Groups D and F ........................................................ 61
13. Post-Test Data for Individual Pairs of Groups
D and F ................................................................................ 62
i i i
CHAPTER I
INTRODUCTION
A m ajority of speech educators would agree th a t
"guided p rac tice " is the most important teach in g -learn in g
technique in college courses in basic speech. Guided
p ractice is time-consuming, of course, since each student
must be allowed a maximum amount of classroom time for oral
performance and since "guidance" is usually understood to
require oral c ritic is m s by the in s tru c to r d u rin g . classroom
time. Therefore, at many schools the size of speech
classes is r e s t r i c t e d — twenty students seems to be the most
common standard.
Guided p ractice is almost u n iv e rsa lly supplemented
by other teaching-learning techniques, e .g ., le c tu re s ,
reading assignments, and various types of w ritte n assign
ments. There is wide v a r ia tio n among schools and among
in s tru c to rs regarding the amounts of time, both in the
classroom and outside the classroom, th a t should be devoted
to these techniques.
Thus a complex problem is posed when anyone in
quires, "In basic speech courses at the college le v e l, how
can we increase e ffic ie n c y in the use of i n s t r u c t o r s 1 time
without decreasing e f f ic ie n c y in s tu d e n ts ’ train in g ?"
Statement of the Problem
The general purpose of t h i s study was to t e s t ex
perim entally the e ffec tiv e n e ss of several d if f e r e n t meth
ods of teaching a college course in basic speech. More
s p e c if ic a lly the purpose was to compare the e ffic ie n c y of
several methods designed to conserve classroom time. The
problem was divided into the following co n stitu e n t ques
tio n s :
1. What are the e f f e c ts of combining several sec
tio n s of basic speech into a large lecture group for every
fourth meeting, and of having a l l the le c tu re s given by
one sp e cial lectu rer?
2. What are the e f f e c t s of combining several sec
tio n s of basic speech into a large le ctu re group for every
fourth meeting, and having each lectu re given by a d i f f e r
ent le c tu re r?
3. 'What are the e f f e c ts of maintaining the norrnal-
size class and discarding the lectu re as a form of in stru c
tio n , using only the i n s t r u c t o r 's constructive c r itic is m
when appropriate?
4. What are the e f f e c ts of doubling the size of
the class?
The problem may be sta ted as a null hypothesis in
the following manner: When the r e s u l t s of teaching a
basic speech course by means of the ex istin g "conventional
methods" (the control group) are compared with the r e s u lt s
3
obtained through using the large-group lecture methods,
the small-group le ctu re method, the normal-sized class
without le c tu re s , or the double-size class (experimental
groups), the d iffe re n ce s can be a t trib u te d to chance fac
to rs a lo n e .
Significance of the Problem
In one sense, the speech-teaching problems at the
time of t h i s study d iffe re d considerably from those of a
hundred, f i f t y , or even ten years ago. The e a r l i e r pro
grams emphasized r h e to r ic , elo cu tio n , and lo g ic.^ F ifty
years e a r l i e r , the emphasis was s h iftin g from logic and
r h e to r ic to public speaking and, to some ex ten t, elocution.
a problem at th a t time was how, or in which department,
these studies should be administered in the face of advanc
ing autonomous departm entalization. Ten years e a r l i e r , the
problem was where to get the in s tru c to rs to meet the trc—
‘ io n s h u t t . e m o n r a r v infl ux o f GT st.uHr. nt.s r e t u r n ! n o f
UltrliUUU^ OUl U t* liljJu L cxX y j. i I x x u a . a . O x Oi 5XU
v n m
m ilita ry service to attend allege under the subsidies of
the federal and s ta te governments.
At the rime of th is study, the major problem th a t
disturbed thoughtful educators was the th re a t of a sudden
and perhaps overwhelming increase in college enrollments.
The seriousness of th i s th re a t was shown by various studies
•*-Karl R. Wallace (e d .), A History of Speech Educa.
tio n in America (New York: Applet on-Century, In c ., 1954 j7
p. 4&0"ff.
of r is in g American b irth r a te s , increased percentages of
fam ilies wishing to send th e ir children to college, and
increased percentages of jobs requiring college level prep
aration.
Speech educators were aware of the impact with
which increased enrollments would strik e th e ir d is c ip lin e .
For example, at the 1956 convention of the Speech Associa
tio n of America, Professor Alan Monroe of Purdue U niversity
analyzed the problems which increased enrollments would
bring to speech departments in the coming five to ten
years. Monroe f e l t th a t the influx would confront speech
departments with a shortage of qu alified teachers, inade
quate graduate programs, and increased demands for speech
in stru c tio n which would ultim ately force a choice between
lim iting classes or sa c rific in g the advanced and graduate
offerings in order to concentrate available personnel in
service courses for undergraduates. Monroe concluded with
the idea th a t the only solution lay in the discovery of new
teaching methods designed to reach more students without
debasing standards.
In an an aly sis of the ris in g enrollment problem,
H o s te ttle r began his report with the opinion th a t Monroe's
paper was "a most impressive contribution to the 1956 con
vention in Chicago." 2
2Gordon F. H o s te ttle r, "Rising College Enrollments
and Teaching Methods: A Survey," The Speech Teacher, VII
5
Robinson evinced concern th a t in the 1954 conven
t i o n of the Speech A sso ciatio n , out of f i f t y or more sub
j e c t areas of i n t e r e s t to te a ch e rs and a d m in is tra to rs which
were well atten d ed and of e x c e lle n t q u a lity , "the question
of the supply of tr a in e d te a c h e rs of speech in the next
f i f t e e n years was not d isc u sse d ." He f e l t t h a t "the time
for a c tio n is now." Unless the speech te ac h e rs of t h i s
country as a group responded with immediate a c tio n , they
would be faced with the loss of most of the speech programs
which had been la b o rio u s ly b u i l t since 1900. The problem,
as Robinson saw i t , was twofold. F i r s t , a stag g erin g in
crease of stu d en ts was p red ic ted for the 1955-1970 period.
On the b a s is of r a t i o s a p p lica b le during the 1955-1960 per
iod, i t was p red icted t h a t th e re would be between 4,220,000
and 5,500,000 stu d en ts in co lleg e in 1970, as c o n tra ste d to
2,469,000 stu d en ts in college in 1954. Second, the supply
and demand r a t i o was such t h a t the numbers of new te ac h e rs
a v a ila b le would be i n s u f f i c i e n t for replacement e s tim a te s ;
the new p o s itio n s caused by the increased enrollm ent would
force the u t i l i z a t i o n of people with substandard prepara
tio n .
The loss of advanced programs and graduate s tu d ie s
in speech which would be the r e s u l t of the s a c r i f i c e in
(March, 1953), 99.
^Karl F. Robinson, "The Time for Action Is Now,"
The Speech T eacher, IV (September, 1955), 115-58.
6
favor of the service courses would u ltim a te ly be f e l t in
the shortage of sp e c ia l teachers and in non-college teach
ing. For example, Robinson described the shortage of
speech and hearing t h e r a p i s t s facing the American Speech
and Hearing A sso ciatio n , which in 195b rep o rted a t o t a l
membership of 3,178, and estim ated th a t they would have to
t r a i n 3,500 a d d itio n a l speech t h e r a p i s t s a year u n t i l 1965
in order to meet minimum needs. Replacement in schools
with strong fo re n sic and i n t e r p r e t a t i v e programs would pro
vide another c r i t i c a l problem. If the replacement te ach ers
were le s s capable or le ss dedicated than the r e t i r i n g
te a c h e rs , the programs would d e t e r io r a te to the detrim ent
of the whole cause of speech education.
Robinson concluded with suggestions for so lu tio n s
to the problem:
1. A sp e cia l committee of the Speech A ssociation
of America should be appointed to a tta c k the problem.
2. A p u b lic ity campaign should be i n i t i a t e d with
the ultim ate aim of r e c r u iti n g more teach ers of speech.
3. Conferences and i n s t i t u t e s should be i n i t i a t e d
and attended to encourage candidates for teaching p o sitio n s
in t h e i r work.
4. Speech educators should p a r t i c i p a t e more ac
t i v e l y in the Future Teachers of America to obtain dedicated
and q u a lifie d young people for the teaching p ro fessio n in
general.
7
5. Continuing system atic in d iv id u al personal re
cruitm ent of te ac h e rs should be c a rrie d on to insure the
co n tin u atio n of speech programs now in ex istan ce.
Robinson’ s proposals were r e s t r i c t e d almost e n t i r e
ly to teacher re cru itm e n t, and t h i s was without doubt an
important part of the ultim ate so lu tio n . Robinson's own
s t a t i s t i c s , however, showed th a t teacher r e c r u i t i n g alone
would not s u f fic e . At le a s t one other a tta c k upon the
problem seemed d e s ira b le — the improvement of teaching meth
ods in basic speech courses. The present study was de
signed to permit the experimental t e s t i n g of teaching meth
ods which might allow a more e f f i c i e n t u t i l i z a t i o n of
te a c h e rs ' time without s a c r if i c in g the q u a lity of in s t r u c
tio n . Obviously the sig n ific a n c e of the present study
re s te d in part upon i t s d ir e c t r e l a t i o n s h i p to the p red ic
tio n s of ra p id ly r is in g college enrollm ents.
The sig n ific an c e of the study a lso r e s te d upon the
fa c t th a t any improvement in teaching e ffic ie n c y is a worth
while c o n trib u tio n . For example, i f a tim e-saving method
were found, t h a t saving might make possible la rg e r cla ss
se ctio n s during a period of teacher shortage; in l a t e r
years, however, th a t same saving might be used with "nor
mal-sized" sectio n s to improve the q u a lity of i n s t r u c tio n .
D e fin itio n of Terms Used
Normal-size class .— H a rg is, in a survey in 1950,
found class size lim its ranged from ten to fo rty students,
with an average of 21.7.4 He also found th a t the cred it
offering ranged from one hour of semester cred it to nine
hours with a mean of 3.27 semester hours of cre d it. For
the purposes of th i s study, a normal-size class was defined
as twenty students, meeting twice a week, for two semester
u nits of cre d it.
was a required course for a l l students in the college. It
was a two-semester-hour course. Most of the students were
f i r s t or second semester freshmen. Each student was ex
pected to prepare and deliver each semester a t le a s t seven
extemporaneous speeches including his fin a l speech. Em
phasis was on extemporaneous speech, although some work in
impromptu speaking was occasionally introduced as extra
units of in s tru c tio n . The usual u n its of in stru c tio n in
cluded the speech to in te re s t or inform, the speech to en
t e r t a i n , the visual aids speech, the free choice speech
involving ce rta in assigned forms of support a t the d isc re
tio n of the teacher, the speech to convince, the speech to
persuade, and the f i n a l speech. There was usually a mid
semester examination, and always a f in a l examination.
Quizzes of short duration were employed at the d isc re tio n
of the in s tru c to r. Occasional outside speech c ritic is m
Basic speech course.—The course herein described
^Donald E. Hargis, "The F ir s t Course
The Speech Teacher, V (January, 1956), 26-33
"The F ir s t Course in Speech,"
9
assignments are also made.
Conventional teaching method.—This term has been
used to describe the control group used in the experiment.
The in stru c to rs in these classes followed the procedures
described above, and in the manner in which they had been
accustomed to teach. The students in these classes were
given the p r e - te s t serie s and the p o s t- te s t se rie s of exam
inations but in no other way were they held to the schedule
of events for the experiment.
Hargis' survey provides the following summary:
The course is usually in the area of public speak
ing, 'with an occasional v arian t o ffering, such as the
fundamentals of voice. The p rin cip a l objectives are
to in s tru c t in the fundamental p rin cip les of speech, to
develop s e lf confidence and poise, to provide practice
in e ffe c tiv e oral expression, to provide in stru c tio n
and practice in speech delivery, to develop an effec
tiv e voice (and d ic tio n ), to t r a i n in adequate speech
composition, and to t r a i n in clear speech organiza
tio n . 5
Double-size c l a s s . — In the double-size c la ss, two
normal-size classes were combined to form one class (of
fo rty students) with one in s tru c to r.
Review of the L ite ratu re
In order to survey the published studies in th is
area, the following sources were consulted, and those t i
t l e s which indicated a re la tio n s h ip to the study were in-
5Ib id . , p. 32.
10
vestigated: Review of Educational Research since 1950;
Journal of Educational Research since 1950; Journal of Com
munication ;since May, 1951; Teachers College Record since
1950; The Quarterly Journal of Speech, a l l issues; Speech
Monographs, a l l issues; The Speech Teacher, a l l issues;
Giles Wilke son Gray, Bibliography of Studies in History of
Speech Education (1957).
There was l i t t l e in the l it e r a tu r e of the f ie ld to
indicate research in methods of teaching the basic college
speech course. There were indications th a t many in stru c
to rs f e l t th a t the basic college speech course should be
taught as i t was taught to them, or as they had established
i t in a departmental syllabus. Some research in closely
related areas to the problem at hand was found.
Philosophy of Speech Education
Schmidt, in a frank and thoughtful examiration of
the fundamental purposes of teaching speech, developed a
philosophy which propcsed these three tenets:
1. The student must be taught to be e th ic a l in a l l
speech re la tio n sh ip s.
2. The second tenet in my philosophy of speech
education is th at there are no absolutes other
than the genuineness of communication—which in
i t s e l f has many patterns and follows no set
path.
3. I t should be equally available to a l l , none to
be excluded; neither sex, color, age, i n t e l l i
gence, previous education, nor any e th ic a l
standards should be used to discrimira te
against anyone seeking to become a more pro
11
f ic ie n t speaker.^
This is ty p ic al of a number of studies and publica
tions in the philosophy of speech education. I t s r e la tio n
ship to the problem under study in th is inv e stig a tio n is
much closer than the casual linkage of studies in the same
d iscip lin e or than th a t of background m aterial, vague and
harmless, which provides e th ic a l support to anything which
might be done in the name of research. This study s trik e s
d ire c tly at the heart of the issues facing the speech edu
cator in American colleges and u n iv e rs itie s at the time of
th is writing.
In reverse order, Schmidt’s three proposals may be
analyzed as follows:
1. If speech teaching is to be available to a l l ,
regardless of sex, race, in te llig e n ce , or age, regardless
of the impact of heavy enrollment, then teaching methods and
a v a ila b ilit y of in stru c to rs as well as content should be
examined and solutions to these problems carefu lly tested
and made available to the f ie ld as a whole.
2. Concerning the lack of absolutes in speech edu
cation other than the genuineness of communication, Schmidt
holds th a t the goal of the speech teacher is to develop his
students to the highest degree of communicative s k i l l along
^Ralph N. Schmidt, "A Philosophy to Guide Us in
Teaching Public Speaking," The Speech Teacher, V (January,
1956), 1-7.
12
the lin e s of the s tu d e n ts ' own needs> s k i l l s , and i n t e r
e s t s , and a b i l i t i e s . Seldom are two students a l i k e ; seldom
do they have i d e n t i c a l needs. I t follows from t h i s th a t the
more in d iv id u a l, guided p ra c tic e the in s t r u c to r is able to
provide, the b e t te r the chance for the development of com
municative s k i l l s among h is students.
3. With re sp e c t to e th ic s in the speech r e l a t i o n
ship, t h i s is so b as ic, as Schmidt points out, th a t i t is
supported by every major philosophy of education, and f e e l
ing about t h i s is so strong th a t some have advocated l i m i t
ing the teaching of speech to those who would put i t to
u se fu l and so c ia l purposes. In t h i s sense, i t is the duty
of speech teach ers so to conduct classe s and so to c r i t i
cize the speeches made by the students as to d eter oppor
tunism, demagoguery, and charlatanism . This involves
in d iv id u a l, personal c r i t i c i s m which, with guided p r a c tic e ,
appears to make up the core of the successful speech
c o u rse.
Experimental stu d ie s
There were, of course, many stu d ies in the areas of
basic speech, p u b lic address, and o ra l communication which
c o n trib u ted in d i r e c t l y but appreciably to t h i s study and in
f a c t made t h i s type of study o o ssib le. Studies e s ta b l i s h
ing the v a l i d i t y of ra tin g s c a le s , p r e - t e s t s and p o s t - t e s t
p a irs , and the a b i l i t y of q u a lifie d , experienced te ach ers
13
of speech to judge and ra te speakers c o n s iste n tly and ac
cu rately with a given set of c r i t e r i a were well estab lish ed
as part of the mechanics of experimentation throughout the
f i e l d of speech and, th e re fo re , w ill not be mentioned
in d iv id u ally here.
There were other experimental studies cu rre n tly in
progress dealing with the same o v e r-a ll problem but from
other points of view. Among these were the educational
t e le v i s io n experiments which were seeking to learn whether
a c e n tra liz ed te le v is e d le ctu re with closed c i r c u i t s to
small or normal-size classroom groups could serve the needs
of the students as e f f e c tiv e ly as the present system.^
Nelson, using experimental method, varied the
course content in order to study four methods of teaching
basic public speaking courses, and compared them with a
control group.0 In the f i r s t method, the courses were
organized around a se rie s of speeches of graduated d i f f i
culty beginning with an introductory speech and concluding
with a persuasive speech. In the second method, the stu
dent was required to present a se rie s of argumentative
^John U lrich, "An Experimental Study of the Acqui
s i t i o n of Information from Three Types of Recorded Televi
sion P re se n ta tio n s," Speech Monoqraphs, XXIV (March, 1957),
3 9-45.
O
Roy Conrad Nelson, "An Experimental Study of Four
Methods of Teaching Beginning Speech in College," (un
published Ph. D. d is s e r ta ti o n , U niversity of Minnesota,
1954).
14
speeches. In the th ir d method, the student experienced a
great v a rie ty of speaking forms, including extempore, im
promptu, debate, and discussion. In the fourth method, the
organization was the same as the f i r s t , except th a t a l l
speech to p ics were required to present some phase of United
S tates foreign policy.
His major findings were th a t a l l four methods re
sulted in s ig n ific a n t growth in speaker confidence, c r i t i
cal th in k in g , and effe ctiv e n e ss of communication. The fac
to r of the in s tru c to r was found to be more important in
achieving gains in c r i t i c a l thinking than were the v a ria
tio n s in the assignments. Gains in e ffe c tiv e n e ss of com
munication were not s ig n i f ic a n t ly d if fe re n t for the four
methods. Gains in speaker confidence and e ffe c tiv e n e ss of
communication vjere s ig n i f ic a n t ly co rre la te d , suggesting
th a t a re la tio n s h ip e x is ts between growth of confidence
and delivery s k i l l s , but the lack of s ig n ific a n t c r i t i c a l
r a t i o s in other areas indicated th a t such fa c to rs as con
fidence and c r i t i c a l a b i l i t y , and d eliv ery and c r i t i c a l
a b i l i t y , develop independently of one another.
holtzman, using experimental methods to meet the
same p r a c t ic a l problems which th i s study undertook, formu
la ted two problems: (l) How can the influence of senior
s t a f f members be m ultiplied without undue overload? and
(2) how can the q u ality of teaching of basic speech courses
lb
by teaching a s s is ta n ts be improved?^ The re s u lta n t study
developed an "internship program" which gained the general
approval of the adm inistration of the Pennsylvania State
U niversity which sponsored the experiment. The in tern sh ip
"unit" was considered equivalent to a quarter-tim e a s s i s t -
antship. I t required the student to:
1. Attend a l l sessions of one section of the basic
course taught by a senior s t a f f member.
2. Observe, la te r p a rtic ip a te in, and la te r con
duct office conferences with students in "his"
section.
3. Conduct evening practice and d r i l l sections.
4. Help in preparation, grading, and discussion of
t e s t s , quizzes, and term papers.
b. P articip ate in c ritic is m and evaluation of
speech outlines.
6. Teach two or three units in the course.
7. P a rtic ip a te in c ritic is m of speeches.
5. P a rtic ip a te in weekly graduate a s s is ta n t semi
nars .
9. Develop an e x p lic it philosophy for the course.
10. Develop d etailed plans for teaching the course.
11. Perform such other duties as the senior s ta ff
member rnay assign.
The findings were th a t the speech internship pro
gram provided more teachers, b e tte r teaching, and— a f t e r an
i n i t i a l outlay— reduced the cost of in s tru c tio n for the
increased enrollment.
Comparative studies
Freyman, using a comparative method, found th a t
^Paul D. Holtzman, "Graduate In ternships-on-the-
Job T raining," Unpublished research report of the Pennsyl
vania State University Department of Speech presented to
the Undergraduate Speech In s tru c tio n I n te r e s t Group at the
Convention of the Speech Association of America, December,
19b8.
th e re was no s i g n i f i c a n t d iffe re n c e in the le v e l of im
provement of speech d eliv ery between the c l a s s - c r i t i c i s m
and teacher-comment methods. In both cases th e re was im
provement which could not be a t t r i b u t e d t o chance f a c t o r s
alone, but one method was not" s i g n i f i c a n t l y g r e a te r in im
provement than the other.
Other experim enters and re se a rc h e rs have c o n trib u
ted to the r e s e r v o ir of knowledge in the communications
s k i l l s but t h e i r o r i e n t a t i o n was u su a lly an e f f o r t to de
termine r e la t i o n s h i p s among reading, w ritin g , and speaking
s k i l l s . ^ These fre q u e n tly were attem pts to obtain a sin
gle index of measurement of language s k i l l s .
During 7/or Id V/ar I I , the armed se rv ices combined
courses of English and speech on an assumption unsupported
by experim ental evidence t h a t the teaching of one of these
areas of communication was equally ap p lica b le to the o th e r.
The assumption was made in the face of large volumes of
m ilita r y personnel in widespread t r a i n i n g programs and con
s t i t u t e d an honest attem pt to save time in the program and
r e lie v e the shortage of te a c h e rs . The program did, of
1 o
Leonard Freyman, "A Survey to Discover I n s t r u c
t i o n a l Procedures in Use Following Student Speech Perform
ance, and a Report on a Study of Two C ontrasting Procedures
Unpublished Ph. D. D is s e rta tio n , Western Reserve U n iv e rsity
1954.
■^Henry R. Fea, " I n t e r r e l a t i o n s h i p s among Mater
i a l s Read, W ritten and Spoken by Pupils of the F i f t h and
S ixth Grades," The Journal of Education Psychology, Volume
44, Number 3 (March, l9 b3j, 1$9. ~
17
course, demonstrate a saving of time in the c i r r i c u l a pre
sented, but without regard to q u ality of in s t r u c tio n .
McCrery, using the experim ental method to t e s t the
assumption of the armed se rv ic es concerning the ap p lica
b i l i t y of the teaching of English and speech, c o rre la te d
(l) college grades in English with grades in basic speech,
and (2) student ra tin g scales in English and speech,
found t h a t the "percentage of overlapping fa c to rs " ranged
from 6 to 12 per cent depending on which measurement was
used. Commenting upon t h i s small amount of overlap,
McCrery s ta te d :
Insofar as measures of a c tu a l performance provide
ta n g ib le evidence, a combination course proposing to
give adequate in s t r u c tio n in the two s k i l l s can hardly
be j u s t i f i e d on the assumption t h a t the two have more
s i m i l a r i t i e s than d i f f e r e n c e s . 12
Survey Studies
Hargis, in an exhaustive study of the f i r s t (basic)
college course in speech found only three d e ta ile d stu d ie s
of the techniques of teaching the basic college speech
course. A ll of these stu d ies were done previous to 1950.13
Hargis found g reat v a r i a b i l i t y in the basic college course.
In a survey by questionnaire mailed to 440 chairmen of
19
L ester L. McCrery, "An Experimental Study of the
R elatio n sh ip s Between Writing and Speaking Performance as
Measured by College Grades and Student Rating S c ale s," The
Journal of Communication, Volume I , Number 1, (May, 195TT7
w r ----------------------------------------------
13
Donald E. Hargis, l o c . c i t .
18
speech departments, of whom 229 returned the questionnaire,
the following observations were made of the basic college
speech course. The f i r s t course was l is te d under f i f t y -
nine d iffe re n t t i t l e s , but 51 per cent were e ith e r "Funda
mentals of Speech" or "Public Speaking." The ty p ic a l class
was one semester in length and c re d it ranged from one se
mester unit to nine, with a mean of 3.27. Students re
ceived two un its of semester c re d it for 29 per cent of the
classes, three units for 38 per cent, four for 11 per cent,
and six for 11 per cent. Limits of class size ranged from
ten to fo rty , with an average of 21.7 students. Forty-
eight d iffe re n t textbooks were in use. Eight per cent of
the classes used no textbook. Sixty-two per cent gave
equal weight to course content and emotional adjustment.
Twelve and three tenths per cent of the time was devoted to
le c tu re s , with a range from zero in 29 schools to 40 per
cent in one school. On the average, 59 per cent of the time
was devoted to student performances with a range of 20 per
cent to 90 per cent. C riticism averaged 15.2 per cent of
the class time with a range from zero to 50 per cent. Twen
ty-one units of subject matter were lis te d in the question
naire by the in s tru c to rs responding, of which speech deliv
ery, speech composition, audience an aly sis, voice and dic
tio n were considered to be indispensable. The course was
generally considered to be a s k i l l s course ra th e r than a
theory course. The course was generally a p rereq u isite to
19
advanced courses in speech.
The survey r e s u l t s of the A dm inistrative P o l i c i e s
and P r a c tic e s Committee of the Speech A sso c iatio n of Amer
ica d isc lo se d the follow ing fin d in g s. From 118 i n s t i t u
tio n s of higher education both large and small out of 280
q u estio n n aire s se n t, f i f t y - s i x departments or 47 per cent
r e p o rt t h a t they were contemplating no change in in s t r u c
t i o n a l m e t h o d s . T w e l v e of these also re p o rte d t h a t they
did not permit enrollm ent above t h e i r e s ta b lis h e d le v e ls .
The r e s t of the 47 per cent r e p lie d t h a t they were able to
employ s t a f f as needed in accordance with c u rren t p r a c t ic e .
S ixty-tw o departments evinced concern for the developing
s i t u a t i o n of r i s i n g college enrollm ents and rep o rted t h a t
they were e s ta b li s h in g new teaching methods. In many cases
se v eral new methods would be introduced sim ultaneously.
Several rep o rte d th a t the new method 'would be to employ
graduate a s s i s t a n t s to teach the basic speech, course; t h i s
may be considered new only in t h a t i t may not have been a
system used a t th a t i n s t i t u t i o n b efo re. Only tw en ty -six
departments of speech in d ic a te d t h a t they intended to in
crease s e c tio n siz e . In the 'words of the study:
Here the q u estio n n aire seemed to touch upon some
th in g of a "sacred" a re a . Answers to the query ranged
from o u trig h t belig eren cy to r e l u c t a n t concessions th a t
la rg e r c la s s e s were in e v ita b le . Our p ro fe ssio n has
long demanded small c la s s e s as e s s e n t i a l for adequate
i n s t r u c t i o n , and the fe e lin g aroused by the question
^G ordon H o s t e t t l e r , _ 0£. c i t . , pp. 99-103.
20
undoubtedly r e f l e c t s many years of struggle with admin
i s t r a t i v e o f f i c i a l s to a t ta i n our goal. In any event,
increasing section size represents a most unpopular
solution for speech departments generally. Even
planned increases co n stitu ted grudging concessions— 12
to 15, 16 to 20, 20 to 25 being changes commonly re
ported.
The Administrative P o licies and Practices Committee
survey also disclosed th a t eight speech departments had a l
ready adopted a l e c tu r e - r e c it a ti o n method with 31 more
planning to do so. Some were planning to use the le ctu re-
r e c i ta ti o n method in combination with the use of graduate
a s s i s t a n t s , lim iting the p a r tic ip a tio n of the graduate
students to the hearing and ratin g of speeches.
Four schools were using c lo s e d -c irc u it te le v is io n
and twenty-seven more regarded i t as a p o s s i b ilit y for the
f u tu r e .
Five schools reported th a t they have been aible to
increase the size of the sections without reducing speaking
assignments by having the students tape-record speeches
outside of c la ss. Grading was also done outside of class,
presenting r e s p o n s i b ilit ie s sim ilar to those of English
teachers who use th i s method to grade compositions.
The survey concluded with a discussion of the eth
ics of teacher re c ru itin g and a c r itic is m of the types of
solutions to the problem at hand, and a c a ll for wide
spread experimentation with new in s tru c tio n a l procedures
15Ibid.
21
and for f u l l exchange of r e s u l t s among departments of
speech.
These s tu d ie s c o n s titu te d l i t t l e more than a begin
ning of an inquiry in to the problems with which speech edu
c a to rs are faced. They did, however, re p re s e n t a cross
se c tio n of the methods of research so fa r employed, the
most common of which appeared to have been the survey. The
experim ental area had l i t t l e to o ffer in the l i t e r a t u r e of
the f i e l d . The survey stu d ies pointed out the problem
a rea s; the philosophy stu d ie s in d ic ated the purpose and
goals of speech i n s t r u c t i o n ; the experim ental stu d ie s
pointed out f a l l a c i e s and unwarranted assumptions. A ll
of these have been v alu a b le , and have put the emphasis on
the problem as i t was seen a t the time of t h i s study, t h a t
i s , to compare by experim ental means sev eral methods of
in s t r u c t i o n designed to conserve classroom time 'without
s a c r i f i c i n g the q u a lity of in s t r u c t i o n .
O rganization of the Remainder
o? the Study
The second chapter w ill present the su b je c ts and
the instrum ents of measurement which were used and the pro
cedures which were employed throughout the experiment. The
t h i r d chapter w i l l be a d e s c r ip tio n of the experim ent, a
p r e s e n ta tio n of the d a ta , a d e t a i l e d restatem en t of the
problem and a d isc u ssio n of the s t a t i s t i c a l methods em
ployed. The l a s t chapter w ill contain the summary, conclu-
22
sio n s, and im p lica tio n s.
CHAPTER I I
SUBJECTS, MATERIALS, AND PROCEDURES
Subjects
Composition of Experimental
Groups
I t i s , of course, necessary in an experiment of
t h i s nature to have c lo se ly sim ila r groups. There are
th ree commonly accepted techniques for obtaining sim ila r
groups for experim ental purposes: randomization, matching
groups by means, and p airin g su b je cts in d iv id u a lly . A ll
th ree were used a t various stages of t h i s experiment.
By assigning su b je cts at random to the various
groups, i t was hoped t h a t matched groups could be obtained;
however, th ere was obviously no way of knowing beforehand
whether the groups would match. The p o s s i b i l i t y of g e ttin g
non-matched groups from randomization had been considered
in the i n i t i a l design by providing for p r e - t e s t scores
which would allow matching by group means or by in d iv id u al
scores i f i t became necessary, and by using a large number
of s u b je c ts , fa r more than would normally be necessary for
stu d ie s of t h i s kind.
I t became apparent a f t e r the f i r s t s t a t i s t i c a l
treatm ent of the p r e - t e s t data t h a t the groups were not
24
matched by randomization as closely as was desired. There
fore, the subsequent data were obtained by the group-match
ing and individual-matching techniques, which w ill be d is
cussed l a t e r . 1
It had been an ticip ate d th at the enrollment during
the spring semester in the basic speech course concerned
with the experiment would be about eight hundred students.
The enrollment was seven hundred and eighty. With fo rty -
one sections, the average enrollment would have been
s lig h tly less than twenty from the standpoint of the raw
figures. The composition of classes a t the outset of the
study is shown in Table 1.
I t was necessary to exclude ce rtain subjects from
the experiment at the outset. These included foreign stu
dents who were questionable in th e ir use of oral English.
Graduating seniors, who would not be present for the f in a l
examination se rie s as they would have been examined a week
previous to the end of the semester, had to be examined
separately in order not to disclose the p o s t-te s t to the
students involved in the experiment. The th ird group of
students to be excluded were those who were absent on key
days, e ith e r for the p re -te s t series or the p o s t-te s t ser
ies; while make-up examinations were given to these stu-
l j . P. Guilford, Fundamental S t a t i s t i c s in Psy
chology an d Education (New York: McGraw-Hill Book Company,
Tnc., 1956 ).
25
TABLE 1
COMPOSITION OF GROUPS AND CLASSES
BY ORIGINAL ASSIGNMENT
Group Type
No. of
Classes
No. of
Students
Average
Size
Intended
Size
A Large Lecture
with one
le c tu re r
8 152 19 20
B Large Lecture
with various
le c tu r e r s
8 154 19.25 20
C Small Section
with le c tu re by
in s tru c to r
6 111 18.5 20
D Small Section,
no le c tu re
7 133
19 20
E Double-size
Class
2 78 39 40
F Control Group 8 152 19 20
T o ta l 39 780
26
dents, i t was f e l t th a t th ese, i f included in the experi
ment, could have skewed the curve toward the high side of
the scoring groups as students seem to have ways of learn
ing the content of make-up examinations. The l a s t groups
to be excluded were the l a t e - e n r o l l e e s , who would have had
too much to make up. The f i n a l group of students involved
in the experiment can be seen in Table 2.
In order to obtain matched groups, or sim ilar
groups, for experimental purposes, from the groups men
tioned above, a d d itio n a l matching techniques were employed.
The d is p a r i ty of the means of the p r e - te s t data for a l l
groups can be seen in Table 3. I t was possible to match
the groups by group means on the p r e - te s t data without a
great reduction in the number of experimental su b je c ts, and
to bring the group means well w ithin reasonable lim its .
The groups matched by t h i s technique are shown in Table 4.
An a d d itio n a l group-matching technique was employed
in order to analyze fu rth e r a problem in comparison of
Groups D and F, th a t i s , the no-lecture group and the con
t r o l group. A s ig n ific a n t difference seemed to appear in
the an a ly sis of the p o s t- te s t data, as w ill be discussed in
the next chapter; th e re fo re , i t was f e l t th a t fu rth e r anal
y sis by a more re fin e d t e s t of Groups D and F would be in
order. Groups D and F were then matched by in d iv id u als by
p a irs u n t i l t h i r t y - e i g h t pairs were obtained, with d i f f e r
ences ranging from zero to three points. However, the
27
TABLE 2
COMPOSITION OF GROUPS DURING COURSE
OF THE EXPERIMENT
Group Sections
T o tal
students
in class
Experimental
subjects at
beginning
Experimental
subjects in
f i n a l data
A 8 152 108 87
B 8 154 118 95
C 6 111 89 72
D 7 133 83 77
E 2 78 62 57
F 152 118 90
T o ta l 39 780 578 478
28
TABLE 3
MEANS FOR ALL GROUPS
PRE-TEST
Group No.
V /r i t -
ten
Mean Oral Mean
Out
lin e
Mean
A 87 3456 39.72 1356 15.58 1763 20.26
B 95 3792 39.91 1669 17.56 2318 24.40
C 72 2936 40.77 1410 19.58 2194 30.47
D 77 3202 41.58 1470 19.09 2104 27.32
E 57 23 22 40.73 1078 18.91 1487 26.08
F 90 3654 40.60 1426 15.84 1988 22.08
T o ta l 478 19362 40.50 8409 17.59 11854 24.79
29
TABLE 4
COMPOSITION OF GROUPS BY GROUP-MATCHING
THE PRE-TEST DATA
Group No. W ritten Mean Oral Mean Outline Mean
A 57 41.4 18.2 25.8
B 78 41.0 18.7 26.4
C 61 41.3 18.7 26.3
D 69 41.2 18.4 25.9
E 55 40.7 18.5 26.0
F 66 40.9 18.3 26.2
30
group means for the oral t e s t were somewhat d isp arate, so
r \
two more pairs were added to level th a t d isp a rity . The
groups obtained by the individual matching of both t h i r t y -
eight and forty pairs are shown in Table 5.
Students. —Most of the students normally enrolled
in Oral Communications I, the basic college speech course
required of a l l students for graduation from Kansas State
U niversity, were the subjects for th is experiment which was
conducted during the spring semester of 1958. These stu
dents came from a region which may be described as more
ru ra l than urban, drawing from Kansas and the surrounding
sta te s for the most part. Most of the students were fresh
men; a few were sophomores, ju n io rs, and seniors.
A survey of the f i r s t one hundred students in the
f i l e of beginning students who entered as freshmen in the
f a l l of 1957 indicated the following preparation for col
lege. All of these students had three or more units of
English, with th ir ty - fo u r having four u n its.^ T hirty-four
had from one-half to two units of speech. Ninety-six had
one year of algebra; twenty-four of these had two years.
Eighty-four had one year of plane geometry. Seven had one
^ Ib id . , p. 189.
O
Ellsworth M . G erritz, An Analysis of High School
Preparation for College Entrance by Freshmen"Students £rom
Kansas Schools. Published as a Kansas^ State "University
S taff Memorandum, October, 1957.
31
TABLE 5
GROUP MATCHING BY INDIVIDUAL PAIRS
ON PRE-TEST DATA
TO ANALYZE A PROBLEM
IN THE COMPARISON OF GROUPS D AND F
Group No. Written Means Oral Means Outline Means
D 40 41.25 17.65 23.50
F 40 41.45 17.62 23.56
D 38 40.7 17.4 21.9
F 38 41.0 16.9 21.9
32
semester of so lid geometry and ten had one semester of
trigonometry. F orty-four had completed a year or more of
language, averaging two years. Spanish and Latin were the
two most common languages. A ll of the students had a t le a s t
a year of science; many had two years, and some had three.
Sciences most frequently reported were general science,
biology, chemistry, and physics. One year of h isto ry and
one year of c iv ics, government, American Problems, or con
s t i t u t i o n were reported by p r a c t ic a lly a l l of the students.
Seventy-eight had completed a course in typing, twenty-two
had shorthand, and th ir ty - f o u r had taken bookkeeping.
Twenty-eight had taken one or more u n its of home economics.
T hirty-seven had c re d it in music. Twenty-five reported a
semester of driver tra in in g . Twenty-six had completed one
semester of psychology. Thirteen had completed one or more
u n its in a g ric u ltu re .
I t appeared, then, th a t a ty p ic a l high school grad
uate from Kansas who entered Kansas State U niversity would
have three or four u n its of English; two or more u n its of
mathematics, including algebra and plane geometry; two
years of science, which includes general science and biolo
gy, plus a year of chemistry or physics; two and one half
un its in h is to ry , c iv ic s , or government, and a course in
typing.
The d is t r ib u t io n of subjects by sex and college
class is presented in Table 6. This tab le shows th a t the
33
TABLE 6
DISTRIBUTION OF SUBJECT BY SEX
AND COLLEGE CLASS
Freshmen
No. %
Sophomores
No. %
Juniors
* T C '
No. %
Seniors
Mo. %
T o ta l
No. %
Men 221 44.8 95 19.9 41 8.8 4 .9 361 74.4
Women 82 17.9 26 5.7 8 1.8 1 .2 117 25.6
T otals 303 62.8 121 25.6 49 10.7 5 1.1 478 100.0
34
subjects were predominantly males and freshmen. The col
lege r a t i o over a period of years has been approximately
three men to one woman student.
The d is t r ib u t io n by curriculum and school is pre
sented in Table 7. This is a f a i r approximation of the
normal u n iv e rsity percentage of enrollment in the basic
speech course. The fa c t th a t the number of students from
the School of A griculture was low was due to the fa c t th a t
i t is the practice of the School of A griculture to advise
students in to .th e course during the f a l l semester.
The d is t r ib u t io n by age is shown in Table 3. It
was in te re s tin g to note th a t the age of the students ex
tended over a considerable range, which probably in d ic a tes,
in addition to the normal four-year spread of undergraduate
age groups, th a t a number of students at the time of th i s
study were returning servicemen. No sp e c ific information
on th is point was av a ila b le .
F a c u lty .—The p a rtic ip a tin g in s tru c to rs were the
members of the speech facu lty of Kansas State U niversity.
They ranged in experience from more than t h i r t y years and
the academic rank of f u l l professor to teaching a s s is ta n ts
with one semester of teaching experience to t h e i r c re d it.
F ifte en in s tru c to rs taught classes involved in the experi
ment. (The d is t r ib u t io n of teachers and experimental sec
tio n s can be seen in Table 9.)
TABLE 7
DISTRIBUTION OF EXPERIMENTAL SUBJECTS BY SCHOOL AND CURRICULUM
A griculture Arts and Sciences
Engineering
A rchitecture
Home Economics
Ag. Econ. 3 Biol. Science 31 Agric. Engr. 9 Food-Nutrition 6
Animal Husb. 3 Humanities 30 Arch. Engr. 9 Home Ec. Educ. 6
Agr. Educ. 1 Phys. Science 47 A rchitecture 21 Clothing 3
Feed Tech. 6 Social Science 41 Chem. Engr. 30 Family Child Dev. 1
Milling 9 Education 60 C ivil Engr. 24
Dairy Mfg. 6 Business Admin 4 I n d u s tr ia l Engr. 18
H o rticu ltu re 3 General 2 Mechanical Engr. 21
Nuclear Engr. 21
T o tals 31
209 222 16
Grand Total 478
C O
u1
36
TABLE 8
DISTRIBUTION OF EXPERIMENTAL SUBJECTS
BY AGE
Age Number Percent
16 5
1.1
17 19 4.5
18 66 14.3
19 71 15.3
20 61 13.3
21 56 12.1
22 52 11.2
23 24 5.1
24 42 9.3
25 19 4.5
26 24 5.1
27 14 3.1
28 5 1.1
37
TABLE 9
METHODS TAUGHT BY VARIOUS INSTRUCTORS
In s tru c to r Rank Exp.
Method
A B C D E F
GC I n s t . 5 B C F
DH Asst. Prof. 13 D F
EH Pr o f . 18 D F
NB Asst. Prof. 6 A B F
m Grad. Asst. 1 B F
HH Prof. 30 B E F
M K I n s t . 4 A B F
HZ Grad. Asst. 1 B D
CD I n s t . 3 A B C D
FW Prof. 25 A
03 A sst. Prof. 5 A E
FR ■Inst. 6 A C D
JR Assoc. Prof. 8 A B
AS
Grad. Asst. 6 mos. C D
RS I n s t . 5 B
38
M aterials
Student syllabus
The student sy llab u s was a four-page, mimeographed
calendar of the class by days, l i s t i n g the t e x t a s s ig n
ments, speaking d a te s , and quizzes or exam inations. I t
contained a w r i tte n statem ent concerning the type of as
signments and what was expected of the stu d en t. In the
planning of the experiment, considerable emphasis was
placed on o rg a n iz a tio n of the course, not only to a t t a i n
co n sisten cy from i n s t r u c t o r to i n s t r u c t o r , but a ls o to en
able the student to understand the o rg a n iz a tio n , purpose,
and requirem ents of the course. I t was f e l t t h a t much v a l
uable time could be saved by using a c a r e f u l ly prepared
student sy llab u s and calendar which explained in d e t a i l the
assignments for the e n t i r e t y of the course. S p e c ific cal
endar dates were e s ta b li s h e d , with study assignments in the
textbook c a r e f u l ly planned to develop the a b i l i t y of the
student to organize and prepare speeches as well as to de
l i v e r them.4
R ating scale fo r speeches
The speech r a t i n g sheet was a simple, one-page,
mimeographed check-sheet on which were itemized those as
pects of speech c r i t i c i s m common to most beginning speakers.
4 See Appendix A.
39
At the top was a grade equivalent to the n in e-p o in t ra tin g
scale used on each of the se v eral areas of c r iti c is m . At
the bottom was space for more personalized c r i t i c i s m in the
form of notes i f the in s t r u c to r wished to use i t . ^
O utline ra tin g scale
I t must be noted b r i e f l y here th a t nowhere in the
l i t e r a t u r e , or in any previous study, has the experimenter
found th a t an o u tlin e ra tin g scale has been used. The out
lin e r a tin g sc a le , sim ila r to the r a tin g scale for speeches,
was a one-page, mimeographed check sheet using the nine-
point ra tin g scale to measure the e f fe c tiv e n e s s of the out
lin e as an instrument of the s t u d e n t's o rg a n iz a tio n and
p re p aratio n of h is speeches. The o u tlin e r a tin g scale was
based upon m aterial presented in Chapters 13 and 14 of the
textbook and used the terms presented in the textbook for
each of the areas of c r iti c is m .^
W ritten p r e - t e s t and p o s t - t e s t
During the year preceding the experiment, a commit
tee was e s ta b lis h e d to develop the measuring instrum ents.
I t was decided to develop a p air of equated t e s t s so th a t
gain could be determined. A completely new t e s t was w r i t
te n , not using questions p reviously used a t t h i s i n s t i t u -
See Appendix B.
^See Appendix C.
40
t i o n as i t was assumed th a t these had become the common
property of the student body by th i s time, since the t e x t
book had been in use here for two and a h alf years. The
t e s t s were o b je ctiv e, t r u e - f a l s e and m ultiple-choice for
ti .2 most p art. By the time the experiment was to begin,
the committee had developed a set of t e s t s with a c o rre la
t i o n c o e ff ic ie n t s u f f i c i e n t l y high to j u s t i f y t h e i r use.^
Oral p r e - t e s t and p o s t- te s t
The f i r s t speech, given by the student before he
had received any class in s tru c tio n , and graded on the
speech ra tin g sheet by the c r i t i c - g r a d e r , c o n s titu te d the
oral p r e - t e s t . The f in a l speech at the end of the semes
t e r , graded in the same manner, was the oral p o s t - t e s t .
Quizzes
Ten-minute quizzes were provided for the use of the
s t a f f . Each of these consisted of tw enty-five objective
questions covering the content m aterial current to th a t
po rtion of the course. These quizzes were widely used,
although not intended to be part of the experiment, but
they did serve to enable the in s tru c to r to evaluate the
academic progress of his students on a week-to-week basis
i f he so desired. A ll of the t e s t s and quizzes were ob
je c tiv e in design to f a c i l i t a t e the use of machine scoring
^See Appendix D.
41
techniques and the quick and accurate handling of the
ra th e r large volume of data. After the scores were ob
ta in ed , the t e s t papers were returned to the in s tru c to rs in
order not to in te rfe re with his adm inistration of the
c l a s s .
Procedure s
Course of In s tru c tio n
The basic course of in s tru c tio n for the purpose of
the experiment was developed by a committee of experienced
professors of speech. The course consisted of six speaking
assignments which included a free-choice topic for a ta lk
of two to three minutes duration; a three-minute speech to
inform; a five-minute speech to inform, with emphasis on
the introduction and conclusion; a three-to-four-m inute
speech using a quotation as the cen tral idea; a f iv e - to -
seven-minute speech to convince on a current controversial
question; and a five-to-seven-m inute speech, e ith e r a prob-
lem-solution speech to inform or a problem-solution speech
to convince. The student was required to prepare a w ritten
outline for every speech following the outline organization
plan set forth in Chapters 13 and 14 in the textbook. The
student had to p a rtic ip a te in class a c t i v i t i e s and c r i t i
cism connected with the train in g system. Regular attend
ance was required. The students were examined by w ritten
and oral t e s t s at the end of the semester and by quizzes
42
which might come a t any time during the semester. The stu
dent was required to attend and rep o rt c r i t i c a l evalua
tio n s of several types of speech a c t i v i t i e s which occur on
the campus.
Experimental organization
There were five experimental groups and a control
group. The types of experimental in s tru c tio n based upon
the experimental organization of the course were as follows:
Type A was a large le c tu re section in which eight
normal size classe s were assembled every fourth meeting to
hear one professor d e liv e r a le c tu re . The other three
meetings were conducted by the re g u la rly assigned in s tru c
to rs in small r e c i t a t i o n groups. By t h i s method, the in
s tru c to r lis te n e d to the speeches and offered c r iti c is m to
his own students and adm inistered h is examinations, but he
was not req u ired to prepare le c tu re s on the course content
m aterial. The in s tru c to r had th ree contact hours with his
class every two weeks instead of the usual four hours. I f
t h i s method were su ccessfu l, i t would mean th a t an in s tru c
to r would be able to teach about twenty per cent more stu
dents without increasing his contact hour load. One pro
fe s s o r, designated to d e liv e r the le c tu re , would have an
increase in his le ctu re r e s p o n s i b ilit y , but i t would be pos
sib le to make some adjustments in the load of one person to
compensate for the a d d itio n a l burden. The time scheduling
43
for t h i s class grouping was a very simple one. Four
c lasse s met Monday and Wednesday mornings at nine a.m. and
four met on Wednesday and Friday mornings at nine a.m .,
giving both groups a common hour at nine on Wednesday
morning. Every other week the student calendar sp e cified
the class meeting for le ctu re in a large le ctu re room
ra th e r than the usual classroom.
IX Re. J3 was a large le ctu re section comprising eight
classe s, which followed the same org an izatio n al p a tte rn as
type A in every resp ect except th a t the lectu re resp o n si
b i l i t y was ro ta te d among the fa cu lty . In th i s group, the
e f f o r t was made to face the r e a l i t y th a t frequent demands
are made upon senior professors in any i n s t i t u t i o n of
higher education. The q u a l itie s which make them d esira b le
as teachers also make them prime choices as speakers and
le c tu re rs in civ ic clubs and p ro fessio n a l organizations.
Therefore i t was decided to t e s t whether any of several
s t a f f members could be used to d eliv er the le c tu re s as ef
f e c t iv e ly as the one le c tu re r used in method A without in
t e r f e r i n g with the q u ality of in s tru c tio n and without caus
ing an unwarranted r e s t r i c t i o n upon the a c t i v i t i e s of a
busy s t a f f .
Type C was a small r e c i t a t i o n group in which a
le ctu re from the same o rg an izatio n al outline and syllabus
used in the other experimental groups was given to the
44
class by the assigned i n s t r u c t o r . There was no time con
se rv a tio n f a c to r in t h i s method other than th a t rep rese n ted
by the student calendar and sy llab u s. Method C was i n t r o
duced to provide the basic experim ental method and to see
whether the org an izatio n of the course in the experim ental
e f f o r t was as e f f e c t iv e a teaching method as the less
s tru c tu re d c o n tro l group rep rese n ted by method F, which
w ill be described below. Method C was s p e c i f i c a l l y a
c lo se ly organized course with s p e c if ic assignm ents, a pre
cise time schedule, o utlined le c tu r e s , departm ental
quizzes and examinations, and standardized c r i t i c i s m and
speech ev a lu atio n sheets which allowed personalized c r i t i
cism but emphasized the bases of su ccessfu l speaking as
epitomized in the textbook and as understood by the fa c u lty
and presented in the course of study.
Type D was a small r e c i t a t i o n group organized in
the same manner as Type C, and following the same syllabus
and calendar except t h a t no le c tu re was presented as in a l l
of the previously mentioned experim ental groups. I t was
decided to t e s t whether the su b ject matter included in the
formal le c tu re s in the other experim ental groups could be
as e f f e c t i v e l y embodied in the informal c r iti c is m . The num
ber of speeches given by each student during the semester
was held to the same number as in the other experim ental
groups.
45
Type E was a large r e c i ta ti o n group. This group
was formed by grouping two classes together under one in
s tru c to r. The number of speeches was held constant but the
length of the speeches had to be reduced and then very
accurately controlled in the classroom. The same experi
mental organization mentioned in Group C was used for th is
method. This experimental group represented a major e ffo rt
in in structor-tim e conservation.
Type F was a normal sized r e c i ta ti o n group. This
was the control group. The in stru c to r followed the depart
mental syllabus for the course however he f e l t th at i t
should be followed and according to his own judgment. More
s p e c ific a lly , he made every e f f o r t to teach the course as
he had been teaching i t in the past.
Administration of the experiment
The subjects were enrolled i n the forty-one sec
tions in the normal r e g is t r a tio n process. There had orig
in a lly been forty sections planned, but because of heavy
tendencies toward the most popular hour, an ad d itio n al sec
tio n was formed to maintain a balance. The sections were
then established for the two large lecture groups, and the
r e s t were selected at random for the other experimental
types and the controls, and i t became the duty of each
in stru c to r to teach the type of class which his previously
assigned section became when i t s experimental assignment
46
was drawn from the hat. One exception was made for a class
in which the i n s t r u c t o r s p e c i f i c a l l y requested a control
se c tio n because of her rec e n t re tu rn to the u n iv e rs ity from
a y e a r 's leave of absence and her r e s u l t a n t u n fa m ilia rity
with the experim ental procedure. The sectio n s were then
grouped in to the six d iv is io n s of the experiment as in d i
cated in Table 1.
Tests
The su b je cts were given w ritte n , o ra l, and o u tlin e
p r e - t e s t s during the f i r s t week of class. They were given
the w ritte n p r e - t e s t on the f i r s t day of class and were, at
the same time given the student syllabus and calendar and
the assignment for the f i r s t speech, which was the oral
p r e - t e s t and which was to be presented to the c la ss and the
c r i t i c - g r a d e r who was a fa c u lty member in the department
other than the assigned i n s t r u c t o r , during the following
two meetings. The data were c o lle c te d and posted as soon
as they were obtained, which was u su a lly the same day.
Each se ctio n or c la s s was posted and checked se p arate ly by
both the fa c u lty and the research clerks to reduce the pos
s i b i l i t y of e r r o r.
The same procedure was followed at the end of the
semester with the o ral p o s t - t e s t and o u tlin e p o s t - t e s t
which was the o u tlin e prepared for the f i n a l speech and
handed in to the c r i t i c - g r a d e r a t t h a t time. The w ritte n
47
p o s t - t e s t was adm inistered to the e n t i r e experim ental popu
l a t i o n a t the same time in the college auditorium . Each
se c tio n sa t in a separated area of the auditorium and was
under the p ro c to rsh ip of the i n s t r u c t o r and the r e s t of the
speech department fa c u lty . Three q u a n t ita tiv e scores were
obtained: a p r e - t e s t score for each of the w r i tte n , o ra l,
and o u tlin e a re a s ; a p o s t - t e s t score for each of th e se ;
and a gain score, which re p re se n te d the p o s t - t e s t minus the
p r e - t e s t . A il w r i tte n t e s t scores were determined by the
I n t e r n a t i o n a l Business Machines t e s t scoring machine. The
t e s t papers were retu rn ed to the i n s t r u c t o r the same day
for use in determining the s tu d e n ts ' grades.
In the i n t e r e s t of c o n tin u ity , the d isc u s s io n of
the s t a t i s t i c a l techniques employed in t h i s study w i l l be
presented in the follow ing chapter.
CHAPTER I I I
PRESENTATION AMD INTERPRETATION
OF THE DATA
As stated in previous chapters, the main problem
of these experiments was to find the differences in re
su lts obtained by teaching a basic speech course, 'which
could be any two or three semester hour course, using six
d iffe re n t methods of in stru c t ion. Five of these methods
were experimental and the sixth was a control. The experi
mental methods were b asic a lly designed to conserve teacher
time or to make it possible to teach more students in the
same amount of time without overburdening the in stru cto r
and without sa crificin g the quality of in stru c tio n . Meas
uring instruments were designed to obtain the following in
formation.
1. Competence in subject matter, as measured by
graded w ritten examinations which had been administered
under controlled conditions and which covered material
equally available to a l l from the textbook.
2. Proficiency in speaking, as measured by graded
r e s u lts on a detailed rating scale used by a c ritic -g ra d e r
other than the stu d e n t’s in stru c to r.
3. Proficiency in preparation and organization of
48
49
speeches, as in d icated by prepared o u tlin es given to the
c r i t i c - i n s t r u c t o r before each speech. These o u tlin es were
rated on ra tin g sheets to obtain as great a consistency as
possible- from in s tru c to r to in s tru c to r.
The problem was divided into the following con
s t i t u e n t questions:
1. What are the e f f e c ts of combining several sec
tio n s of basic speech students into a large
le c tu re group for every fourth meeting, and of
having a l l the le c tu re s given by one sp ecial
le c tu re r?
2. What are the e f f e c ts of combining several sec
tio n s of basic speech students in to a large lec
tu re group for every fourth meeting, and having
each lectu re given by a d if fe re n t le c tu re r?
3. What are the e f f e c ts of maintaining the normal
o i Z G Ciaoo a n u uxbba l u i l i y u i c itC u u l a o a lULiii
of in s tru c tio n , using only the i n s t r u c t o r 's
co n stru c tiv e c r iti c is m when appropriate?
4. What are the e f f e c ts of doubling the size of
the class?
The problem was stated as a null hypothesis in the
following manner: When the r e s u l t s of teaching a basic
college speech course by means of the ex istin g "convention
al" methods (the control group) are compared with the re
s u lts obtained through using the la.rge-g.roup lectu re
50
methods, the small group le c tu re methods, the normal sized
cla ss without l e c tu r e s , or the double sized c la s s (experi
mental groups), the d iffe re n c e s can be a t t r i b u t e d to chance
f a c t o r s alone.
S t a t i s t i c a l Procedures
The previous chapter, in the se c tio n on su b je c ts ,
d e a lt a t some length w ith the method of obtaining the ex
perim ental su b je cts from the complete experim ental popula
tio n in order to provide matched groups based on the pre
t e s t data. I t was f e l t t h a t by using these group-matching
and individual-m atching techniques, any scores obtained on
the p o s t - t e s t s , a f t e r the in tro d u c tio n of the experim ental
v a r ia b le , would be fre e of the bias of non-matched groups;
t h e r e f o r e , any s i g n i f i c a n t d iffe re n c e s which may occur
would then be more l i k e l y to be due to d iffe re n c e s in the
method r a th e r than by chance f a c t o r s or sampling e r r o r s .
The raw data obtained from the p r e - t e s t were f i r s t
processed to obtain the group means. I t was observed at
t h i s point t h a t the o ral and o u tlin e means were s i g n i f i
c a n tly d i f f e r e n t fo r some groups. These data have been
presented in Table 1 in the previous chapter. In order to
ob tain an experim ental population fo r each re p r e s e n ta tiv e
group, the group-match technique was used.^ The extreme
■kj. P. G u ilfo rd , Fundamental S t a t i s t i c s in Psy
chology and Education (New York: McGraw-Hill Book Company,
l 9 $ 6 J , p . l 6 6 .
51
cases were s u b tr a c te d u n t i l th e means were w ith in th e lim
i t s of chance v a r i a t i o n . The number of cases, or "N's"
fo r each group were s t i l l q u ite l a r g e , ranging from 55 to
95 s u b je c ts as in d ic a t e d in Table 2. The group matching
was done by a s t a t i s t i c i a n who had no connection w ith the
study so t h a t i t was accom plished w ithout b ia s .
The method of p a i r in g , which was mentioned in the
previous c h a p te r, was c a r r i e d out to analyze f u r t h e r a d i f
feren ce which seemed to appear in the a n a ly s is of the data
comparing group D and group F. From the p r e - t e s t scores of
both groups, p a i r s were chosen w ith e i t h e r equal sco res in
the o r a l and o u tli n e p r e - t e s t , or w ith d if f e r e n c e s of up to
th r e e p o in ts d iv id e d between the two scores being allowed
in order t o o b ta in a s u f f i c i e n t l y larg e number of cases.
"Small d is c re p a n c ie s may be p erm itted a t tim es between the
p a i r s , " as G u ilfo rd s a y s . 2
The s t a t i s t i c a l method employed was the s i g n i f i
cance of a d if f e r e n c e between th e means of two la rg e sam
p le s . This method depends upon the siz e of the d if f e r e n c e
and the s t a b i l i t y of the samples. Freedom from b ia s in the
s e l e c t i o n of the samples was c a r e f u l l y p r o te c te d as was
mentioned in th e p revious p a rag rap h s. A small d if fe re n c e
might be s i g n i f i c a n t i f the sco res were c l u s t e r e d around
th e mean very c l o s e ly in each group, so t h a t i f the d i s
2I b i d . . p . 189.
52
trib u tio n curves were plotted on the same graph there would
be very l i t t l e overlap of the area of the curves. On the
other hand, if the difference was a large one, i t might not
be sig n ifican t if the v a ria b ility of the groups were such
th a t the curves overlapped extensively. F ish e r's t r a tio
takes into consideration both the extent of the difference
and the v a r ia b ility of the samples.^ In th is method, i., or
the c r i t i c a l r a tio , is the r a tio of the difference between
the means to the standard error of th e ir difference.
This experiment involved a comparison between ex
perimental groups and a control group using both person-to-
person and group-to-group matching techniques with respect
to the su b je ct's q u a litie s in the f ie ld of speech at the
outset of the experiment. The experimental groups were
then given an educational treatment which was d ifferen t
from the one which was given to the control group. A set
of fin a l te s ts were then given by which both groups--exper-
imental and control—were measured. These fin a l te s ts pro
vided the data for comparisons.
The basic formula for the significance of a d if
ference between the means of two large uncorrelated samples
requires the determination of the standard error of the
means. This was done by using the formula:
3G. Milton Smith, A Simplified 9u^ e. S ta ti s tic s
(New York: Rinehart and Company, Inc., 1946J, p. 59.
53
8n - V S2., + a 2.,
°M M X m2
This formula is re fin ed , i f matching has been done in terms
of means:
^ ) (1 - r 2 )
« 1 H2 Mx
Where r ,T is the c o rre la tio n between the matching variab le
and the experimental v aria b le. In the second case, where
the observations were paired, the standard erro r of a d if
ference is determined by:
% = - 2* 1 2 W
Guilford points out th a t the addition of the c o r r e la tio n
facto r increases the power of the t e s t That is to say,
the s e n s i t i v i t y of the t e s t is g reater 'when a difference is
genuine.
The c r i t i c a l r a t i o , or jt, th a t i s , the r a t i o of the
difference between the means to the standard erro r of the
d iffe re n ce , was calculated using the formula:
D IF r . f.h -IU
t a ------------------- as -Js 2 ___
d i f f . J.i2
The _t r a t i o -was then evaluated in the terms of the
null hypothesis th a t there is no difference between the
^Guilford, op. c i t .
54
means of the population being studied. On the basis of
th is hypothesis, the probability can be determined whether
values of t as large as the obtained values could occur on
the basis of chance variations in the selection of samples.
This is done by reference of the obtained value of t_ to the
table of areas under the normal probability curve corres
ponding to distances on the base line between the means and
successive Jt deviations from the mean.^
Levels of confidence for evaluating significance of
a difference between means followed the usual procedures
for evaluating sampling s ta tis t ic s . A null hypothesis was
postulated based upon the assumption that the differences
that were found between the samples could be explained by
reasonable variations in sampling errors. When the t. ra tio
is small, then chance variations alone may account for the
differences or variances which occur. When the value of i:
is large, then other explanations must be sought. The
necessary size for different interpretations depends upon
several factors which include the method of presenting the
data and the v ita l nature of the data. For example, if the
information were used in life-death decisions, such as a
study of factors of immunization to deadly diseases, the
number of times occurrences by chance would be tolerated
should be very small indeed; on the other hand, if the
E
Smith, loc. cit.
55
n a tu re of th e in fo rm a tio n i s t r i v i a l , th e number of tim es
chance f a c t o r s could e x p l a in th e d i f f e r e n c e s could be much
g r e a t e r . The u s u a l l e v e l s of confidence fo r d e c id in g i f
chance i s an adequate e x p l a n a t io n of the observed d i f f e r
ences were used in t h i s stu d y . I f th e d i f f e r e n c e s could
have occurc-d by chance not more th a n one time in a hundred,
the d i f f e r e n c e was c o n s id e re d t o be "very s i g n i f i c a n t . " I f
the d i f f e r e n c e s could have occured in not more th a n f iv e
chances out of one hundred, the d i f f e r e n c e was c o n s id e re d
t o be " s i g n i f i c a n t . " I f the d i f f e r e n c e could have occured
in more th a n f iv e chances in one hundred, the d i f f e r e n c e
was c a l l e d "not s i g n i f i c a n t . " In th e s e c a s e s , th e assump
t i o n of no d i f f e r e n c e s was a c c e p te d . The two a c c e p ta b le
l e v e l s mentioned above are u s u a l l y d e s ig n a te d as th e one
per cen t l e v e l of confidence and th e f iv e per cent l e v e l of
confidence r e s p e c t i v e l y . As the number of tim es t h a t chance
f a c t o r s alone account fo r th e d i f f e r e n c e , or a t l e a s t o f f e r
an e x p la n a tio n fo r th e d i f f e r e n c e , d e c r e a s e s , t h a t i s , ap
proaches th e one per cent l e v e l of c o n fid e n ce , the hypoth
e s i s of no d i f f e r e n c e becomes i n c r e a s i n g l y d i f f i c u l t t o
m a in ta in and i t i s th e n n e c e ss a ry to ac c e p t th e evidence
t h a t r e a l d i f f e r e n c e s e x i s t and t o se arch f o r th e causes of
th e s e d i f f e r e n c e s .
P r e s e n t a t i o n and A n a ly sis of th e Data
The d a ta from th e p o s t - t e s t s were t r e a t e d by th e
56
s t a t i s t i c a l techniques mentioned above and are presented in
the ta b l e s on the following pages, along with the means
which arc shown in Table 10, the t. r a t i o s , and the a p p lic a
t i o n of the n u ll hypotheses, which appear on Table 11.
1. Comparison of Group A with Group F . Group A,
the large le c tu r e group, was not found to be s i g n i f i c a n t l y
d i f f e r e n t from the co n tro l group. In w ritte n and o u tlin e
performance, the scores of the comparison of these two
groups in d ic a te d t h a t chance f a c t o r s could have caused the
d iffe re n c e as many as f i f t y times out of one hundred. In
o ra l performance, the accomplishment of the students in the
experim ental group was i n f e r i o r to t h a t of the co n tro l
group at the fiv e per cent le v e l as in d icated in Table 11.
Since o ra l performance is one of the prime goals of the
course, i t was f e l t t h a t , although the method is probably
workable, i t would be 'wiser to seek a b e t te r one.
2. Comparison of Group 3 with Group F . Group B,
the other large le c tu re se c tio n , when compared to the con
t r o l group as shown in Table 11, in d ic a ted no s i g n i f i c a n t
d if fe re n c e s . There seemed to be no question t h a t t h i s
method is workable and p resen ts one possible s o lu tio n to
the problem undertaken in t h i s study. If th e re is no s t a t
i s t i c a l d iffe re n c e in the r e s u l t s obtained by e i t h e r the
experim ental group or the co n tro l group, then i t stands to
reason t h a t the experim ental group is capable of y ie ld in g
57
. TABLE 10
MEANS ON POST-TEST SCORES
FROM GROUP-MATCHED GROUPS
Group No. W ritten Means Oral Means O utline Means
• K
57 63.35 23.35 45.93
B 78 62.60 25.44 42.65
C 61 61.44 23.92 46.51
D 69 61.41 27.62 53.64
E 55 61.42 22.15 28.11
t:
X 66 62.23 26. 14 47.45
53
TABLE I I
STAIJDARD ERROR OF THE DIFFERENCE
BETW EEN THE M EANS Or EXPERIMENTAL
GROUPS A, B, C, D, AID E,
WITH THE CONTROL GROUP F,
AID THE APPLICATION OF THE NULL HYPOTHESIS
Group Test Diff. t
Level Null
D if f . of SIg. Hypoth.
A v s . F
'Written 1.48 1.12 0.76 Not sig. Accept
Oral 1. 28 - 2.79 -2. IB O / o Reject
Outline 2.51 - 1.52 -0.61 Not sig. Accept
B v s . F Written 1.43 0.37 0.26 Not sig. .A c cept
Ur a i 1 .17 - 0.70 -0.60 Not sig. Accept
Outline 2.36 - 4.80 -1.68 Not sig. Accept
C v s . F 'Written 1.60 - 0.79 -0.49 Not sig. Accept
Oral 1.41 - 2.22 -1.57 Not sig. Accept
Outline 3.29 - 0.94 -0.29 Mot sig. Accept
D v s . F Written 1.56 - 0.82 -0.53 Not sig. Accept
Oral 1.19 1.43 1.24 Not sig. Accept
Outline 2.65 6.19 2.34 5/o Reject
E v s . F ’ Written 1.42 - 0.81 -0.57 Not sic. .Accept
Oral 1.22 - 3.99 -3.27
l ; Re j e ct
Outline 2.99 -19.34 -6.47
1;'! Reject
59
r e s u l t s of the same q u ality as the system in current use.
Group B had some advantages over Group A. V/ith
several members of the fa c u lty sharing the le ctu re respon
s i b i l i t y , i t was possible to r o ta te the assigned le c tu re s
to s u it the convenience of the fa c u lty members involved and
also to s u it t h e i r p a r tic u la r f i e l d of s p e c ia liz a tio n . In
t h i s sense, the method was considered to be more p r a c t ic a l
than method A. There is a d i s t i n c t p o s s i b i l i t y th a t under
the pressure of the demands on h is time an assigned le c tu r
er would ask others to a s s i s t him and Group A would, in
time, become a group f i t t i n g the d e s c rip tio n of Group B.
The g re a te s t problem which was faced in the organi
zatio n of both of the large le ctu re groups was th a t of
scheduling large capacity lectu re h a lls during the most
ac tiv e hours of the academic day, p a r t i c u l a r l y for a course
which had not previously employed the l e c t u r e - r e c i t a t i o n
type of organization as had the sciences.
3. Comparison of Group C with Group F . Group C,
the small le c tu re sectio n which followed the experimental
course organization, and which did not rep rese n t a conserv
atio n of time, was not s ig n i f ic a n t ly d if fe re n t from the
control group in any of the three areas studied. These
comparisons were made to t e s t whether the experim entally
designed course was as good as the control method. I t can
be seen on Table 11 th a t the d iffe re n ce s were not s i g n i f i
cant and th a t chance fa cto rs alone could account for the
d if fe re n c e s .
4. Comparison of Group D with Group F . Group D,
the group with no lectu re other than the inclusion of le c
ture m aterials in a more personalized c r itic is m and guid
ance than was possible in any other of the types of course
organizations attempted, represented the only method which
produced a s ig n i f ic a n t ly b e tte r r e s u l t than the control
group. This was not the goal of the study. .is was stated
e a r l i e r , the purpose of t h i s study was to find whether
methods could be found th a t were as good as the present
method but which allowed c ith e r an increase of the size of
the class or a conservation of teacher time. Since th is
method indicated a p o sitiv e answer, however, i t was decided
to study the r e s u l t s fu rth e r in a more refined t e s t . If
the significance which appeared increased in subsequent
examination, then the difference which appeared was prob
ably a genuine improvement in in s tru c tio n a l method. If i t
decreased, then chances were th a t i t would be at le a s t as
good as the control group. The individual pairing d is
cussed in Chapter II was used in th i s comparison of the
outline scores and the r e s u lt s were found to be s ig n ific a n t
to the one per cent le v e l of confidence. The means for the
individual p a irs appear in Table 12, and the comparative
data are shown in Table 13. The most obvious in te rp r e ta
tio n is th a t the improvement on th is t e s t is a function of
the amount of guided p ractice in organization and prepara-
61
TABLE 12
POST-TEST DATA FOR PAIRED^GROU? OBSERVATIONS
OF GROUPS D AND F
Group No. W ritten Mean O ral Mean O u tlin e Mean
D 40 2430 60.76 1066 26.6 2122 63.06
F 4 0 2644 63.60 1047 26.2 1800 4 5 .0 0
62
TABLE 13
POST-TEST DATA FOR INDIVIDUAL PAIRS
OF GROUPS D AND F
Group Test < 5 Diff Diff
t Level of
Sig.
Null
Hypothe sis
D v s . F Outline 2.83 8.05 2.80 ]fo Reje ct
For t h i s s t a t i s t i c , the formula
crn = V 62r +
u h' i fv‘l ‘:i2
sias used f i r s t to determine whether there was a s ig n ific a n t
difference ra th e r than the refin ed formula
aDn = ^ 6 2 + c2//-2_2r12(5 /.'1(Ji.'2-
Since the level of significance indicated was already a t
Lj there was no point in applying the refined formula to
increase the power of the significance.
63
t i o n . Had the ex tra time which was a l lo c a te d to o ra l c r i t i
cism been in stea d used for a d d i tio n a l speaking assignm ents,
then the o ra l score should r i s e .
5. Comparison of Group E with Group F . Group E,
the double size c la s s , was found to be s i g n i f i c a n t l y in
f e r i o r to the c o n tro l group in the o ra l and the o u tlin e
are a s. In w r i t t e n performance th e re was no s i g n i f i c a n t
d iffe re n c e oetween the methods but t h i s is tru e of a l l the
methods t e s t e d . While i t is im portant in a study of t h i s
kind t h a t the data used in the i n t e r p r e t a t i o n of the r e
s u lt s be r e s t r i c t e d to q u a n tifie d measurements, in t h i s
group i t must be re p o rte d t h a t s t a f f members involved com
p lain ed t h a t the size of the c la s s was too large to handle.
Schedules were not e a s i l y kept and students complained
about the lack of c r i t i c i s m . A d d itio n al s tu d ie s are plan
ned to determine what the la r g e s t cla ss size is in which
the q u a l ity of i n s t r u c t i o n can be maintained and in which
the r e s u l t s are c o n s is te n t with the usual r e s u l t s obtained
by the c o n tro l group. What the optimal size i s , then, is
not known. I t is f e l t t h a t the double size c la s s is too
l a r g e , based upon the r e s u l t s obtained here.
A General E valuation
The idea of te a c h e r d iffe re n c e s from method to
method and the d iffe re n c e obtained by d i f f e r e n t te a c h e rs
w ith in the same method appears to have presented i t s e l f as
64
a most important c o n sid eratio n for study in t h i s area . In
other words, the la r g e s t single source of v a r i a t i o n so fa r
appears to be the teacher him self. I t is u n fo rtu n a te , and
perhaps a flaw in the org an iz atio n of t h i s experiment, th a t
t h i s study did not lend i t s e l f to the y ield in g of more com
p le te data in t h i s area. Further experim entation is
planned with a balanced block design in which each teach er
w ill teach each method in a planned r e p l i c a t i o n . By t h i s
block or L atin Square design, teaching methods alone can be
examined, or te a ch e rs can be examined holding methods con
s ta n t. F urther research in these areas should be encour
aged.
CHAPTER IV
SUWARY, COu'GLUSIOi :5 Ai ;D liiPLICATIGKS
Summary
This experiment was ,;n attempt to examine several
methods of teaching the basic college speech which had been
designed to conserve classroom time, teacher time, or
change stu d e n t-tea c h e r r a t i o , and to compare the r e s u l t s
obtained by using these methods with those obtained from
the control group which rep resen ts the method of teaching
in current use. The problem was divided into the following
c o n s titu e n t questions:
1. What are the e f f e c t s of combining several sec
tio n s of basic speech into a large lecture
group for every fourth mooting, and of having
a l l the le ctu res given by one sp e cia l le c tu re r?
2. What arc the e f f e c ts of combining several sec
tio n s of basic speech into a large le ctu re
group for every fourth mooting, and having each
le c tu re given by a d if f e r e n t le c tu re r?
3. What are the e f f e c ts of maintaining the normal
size class and discarding the le c tu re as a form
of in s tru c tio n , using only the i n s t r u c t o r 's
co n stru ctiv e c r itic is m when appropriate?
65
66
4. What are the e f f e c t s of doubling the size of
the class?
The problem nay be sta te d as a null hypothesis in
the following manner: There are no d iffe re n ces in the re
s u lts obtainable under methods of teaching basic college
speech courses using the large le c tu re methods, the normal
size class without the le c tu re , the normal c la ss, or the
double size c la ss, than there are from the type of basic
speech course now being taught.
The l i t e r a t u r e in the f i e l d of speech education
r e l a t i v e to these topics indicated an awareness of the need
for research because of the impending overwhelming e n r o l l
ment in the colleges and u n iv e r s i tie s of th i s country and
the im plication th a t if something is not done the upper-
d iv is io n and graduate programs would have to be s a c rific e d
in favor of the service courses. Some experimental studies
have been made examining several methods of teaching the
course, but without emphasis on time conservation or class
size. Some research has been exploring the use of closed-
c i r c u i t t e l e v i s i o n to teach la rg e r numbers. Other experi
mentation examined the re la tio n s h ip which was long believed
to e x is t between w ritte n and oral English. Philosophy of
speech education studies point out th a t the e th ic s , in d iv i
d u a lity , and a v a i l a b i l i t y of speech education must not be
s a c r ific e d and th a t p ro fessio n al standards must be main
tain ed so th a t the student may learn his e t h ic a l resp o n si
67
b i l i t y in a l l speech re la tio n s h ip s . Survey stu d ies have
indicated the nature of the f i r s t course in speech, the
c re d it hours offered, the size of the c la s s , the usual as
signments, the goals, and the v a r i a b i l i t y of the course.
The subjects used in th i s study were the undergrad
uate students en ro lled in the basic college speech course
during the spring semester of the academic year, 1967-53.
From an enrollment of 730 in the 41 sections of basic
speech, there were 478 students in the f in a l data.
The courses were taught by the regular college
speech fa c u lty , f i f t e e n of the department fa c u lty members
p a r tic ip a t in g , with experience ranging from one semester
to over t h i r t y years, and from graduate a s s i s t a n t s to f u l l
p rofessor.
In order to accomplish the objectives mentioned in
the foregoing paragraph, an experiment v;as designed based
upon the course of study and the following teaching meth
ods :
1. A large le c tu re group, which involved five or
more normal size classes which met co n jo in tly every fourth
meeting for the lecture concerning the content m aterial of
the course. In th i s group, the le ctu re was given by one
experienced professor of speech. This group was designated
by the l e t t e r A in the experiment.
2. A large le c tu re group, in which the le ctu re
r e s p o n s i b ilit y was shared or ro ta te d among the s t a f f mem-
68
bers whose s e c tio n s comprised the large le c tu re group. In
every other r e s p e c t, i t s o rg a n iz a tio n was th a t of group A.
This group was designated by the l e t t e r B.
3. A small group, In which the b asic experim ental
method was employed. The course of study was as described
in the experim ental sy llab u s with a normal size c la s s of
twenty s tu d e n ts , providing a b a s ic u n it system. This group
was c a lle d Group C.
4. A small le c tu r e s e c tio n , s im ila r to Group C,
mentioned above, but 'which did not employ any le c tu r e a t
a l l . Extra emphasis was placed on in d iv id u a l and group
c r i t i c i s m , and the m a te ria l which might normally have been
included in a le c tu r e was embodied in c r iti c is m .
5. A large c la s s , which followed the same o rg an i
z a tio n as Group C, but which had twice as many stu d en ts.
The b a s ic c la s s size for the purpose of the study was about
twenty stu d e n ts; the large c la s s s t a r t e d with f o r ty stu
dents .
6. The attem pt of the experiment included the
equating of the experim ental method with a co n tro l group.
In Group F, the c o n tro l group, each i n s t r u c t o r tau g h t the
c la ss as he had been teaching i t in the p ast. The students
were given the same p r e - t e s t and p o s t - t e s t as stu d en ts in
the experim ental groups, but otherwise th e re were no v a r ia
tio n s from the normal se m e ste r’s work.
The experiment was conducted during the spring
69
semester of the 1957-58 academic year a t Kansas S tate Uni
v e r s i t y a f t e r a year of p re p a ra to ry committee work to pre
pare measuring instrum ents and t e s t t h e i r e f f ic ie n c y .
The data were accummulated for o r a l, w r i tte n , and
o u tlin e performance designed to measure the s t u d e n t 's know
ledge of course content m a te ria l, speaking a b i l i t y , and
speech p re p a ra tio n and o rg a n iz a tio n . S t a t i s t i c a l evalua
ti o n was made by using the s ig n ific a n c e of a d iffe re n c e
between the means of two large u n c o rre la te d samples.
Conclusions
Within the l i m i t s of the experim ental design of
t h i s study, the follow ing conclusions seemed j u s t i f i e d :
1. Group A, the large le c tu re group using one- le c
t u r e r for the e ig h t cla sse s was not found to be s i g n i f i
can tly d i f f e r e n t from the co n tro l group in the w ritte n and
o u tlin e a re a s , but was found to be i n f e r i o r to the co n tro l
group at the fiv e per cent le v e l of confidence in the area
of o ra l performance.
2. Group B, the large le c tu r e group using se v eral
le c t u r e r s was not found to be s i g n i f i c a n t l y d i f f e r e n t from
the c o n tro l group in any of the th ree areas stu d ied . There
fo re , i t is assumed th a t Group B p re se n ts a p r a c t i c a l method
of teach in g the course with a co nservation of te ac h e r time.
3. Group C, the small le c tu r e group, was not found
to be s i g n i f i c a n t l y d i f f e r e n t from the c o n tro l group.
70
4. Group D, the no-lecture group, was found to be
very s ig n ific a n tly b e tte r than the control group in the
outline area and not s ig n ific a n tly d iffe re n t in the area of
w ritten and oral achievement. This area of study provides
a considerable saving of the te a c h e r ’ s time in Dreoaration
without lowering the quality of in stru c tio n .
5. Group E, the double-size class, was found to be
s ig n ific a n tly in fe rio r to the control group in both the
oral and the outline area. The lack of guided practice and
individual c r itic is m are believed to be responsible for the
differe n ce. I t is believed th a t the size of classes could
be increased somewhat without s a c rific in g q u ality , but the
double-size class went beyond th a t point.
In summary, i t appears th a t the large lectu re meth
od is p ra c tic a l and the no-lecture method is perhaps bet
t e r than any method yet te s te d . The large classes are un
wieldy and in e f f ic i e n t at the le v els at which they were
studied in th i s experiment.
Implications for P ra ctic a l Application
The most s ig n ific a n t finding, w ithin the lim its of
t h i s design, appears to be th a t of the no-lecture method.
By increasing the s tu d e n t’s r e s p o n s ib ility to use his t e x t
book, and by devoting the ad d itio n a l time involved to oral
c ritic is m , the score r e f le c tin g the organization and prepar
a tio n increased to a very s ig n ific a n t degree. Had th is time
71
been in stead devoted to a d d itio n a l speaking assignments,
the oral score should r is e ra th e r than the o u tlin e . This
opens the p o s s i b i l i t y ox a balance which should r e f l e c t an
increase in both areas.
Since methods A. B. and C are also e f f e c t iv e , i t is
not so much th a t le ctu rin g is wasting time, but ra th e r th a t
c r itic is m of student performances given at the time of the
performance or pertain in g to some aspect of the s tu d e n t's
work, and which may be applicable to a large number of stu
dents in the c la s s , appears to be a remarkably e ffe c tiv e
technique of in s tru c tio n .
Im plications for Future Research
The f a ilu r e of method E, the double-size c lass,
could possibly be from the lack of personal c r iti c is m
ra th e r than from the size of the class. Future studies
should c e rta in ly be made with large classes varying both
the size of the class and the methods of c r itic is m . Per
haps by the use of more w ritte n c r itic is m , as well as oral
c r itic is m , and by using o u t-o f-c la s s conferences as well as
in - c la s s c r itic is m , the la rg e r class could be as e ffe c tiv e
as other methods.
Modern tape recording techniques have put a new
f i e l d for study of methods of c r itic is m w ithin the reach of
most colleges. Studies made in t h i s area may provide addi
ti o n a l answers to the problem of time-consuming c ritic is m .
72
When the class use of time is examined c r i t i c a l l y , the f o l
lowing points become s ig n ific a n t in the pointing out of
channels of future research: (l) there is very l i t t l e
chance of cutting down the number of speeches or the time
necessary for them; (2) the idea of using mimeographed ex
p la n a tio n s, assignments, and s y ll a b i provides a small time
saving from needless or w asteful r e p e t i t i o n in c la ss, but
th a t 'was explored in t h i s study; (3) the time used for
quizzes and examinations does not provide an area for re
search since the former are necessary, for the most p a rt,
for the successful a d m in istra tio n of the c lass. Therefore,
the only other area l e f t for study is th a t of c ritic is m .
I t is f e l t th a t t h i s study in d ic ate s th a t c r itic is m is one
of the most important techniques of in s tru c tio n in the
college speech course and th a t f u rth e r study of methods of
c r itic is m and t h e i r a p p lic a tio n would be a most important
c o n trib u tio n to the f i e l d of speech education.
A M d V H D 0 I 1 e T a
BIBLIOGRAPHY
Books
Dickens, M ilton C. Speech: Dynamic Communication. New
York: H arcourt, Brace and Company, I n c . , 1954, 440
pp.
G u ilfo rd , J . P. Fundamental S t a t i s t i c s in Psychology and
E ducation. New York: McGr aw-Hi 11 Boo'k 'Company', Inc". ,
19b6~ ioHh pp.
Smith, G. Milton. A S im p lified Guide to S t a t i s t i c s . New
York: R inehart and Company", I n c .-, 19'46~, 1~25 pp.
Wallace, Karl A. ( e d .) . A H istory of Speech Education in
America . New York: A pp 1eton-Ce n tu r y , Inc . , I 954", £57
pp.
A r t i c l e s and P e rio d ic a ls
Fea, Henry R. " I n t e r r e l a t i o n s h i p s among M a terials Read,
W ritten and Spoken by P u p ils of the F i f t h and Sixth
G rades," The Journa l of Educational Psychology, Vol.
44, No. 3 (.Nia^c'h, T953j, lo ^ . ~
Gray, G iles Wilkinson. "A Bibliography of S tudies in the
H isto ry of Speech Education from 1925," The Speech
T each er, V (January, 1956), 8-20.
Hargis, Donald F. "The F i r s t Course in Speech," The Speech
T each er, V (January, 1956), 26-33.
H o s t e t t l e r , Gordon F. "Rising College Enrollments and
Teaching Methods: A Survey," The Speech T eacher, VII
(March, 1958), 99.
McCrery, Lester L. "An Experimental Study of the R e la tio n
ships Between 'Writing and Speaking Performance as
Measured by College Grades and Student Rating S c a le s ,"
The Jo u rn a l of Communication, I , No. 1 (May, 1951), 43.
Robinson, Karl F. "The Time for Action Is Now," The Speech
T e a ch e r, IV (September, 1955), 115-58.
74
75
Schmidt, Ralph N. "A Philosophy to Guide Us in Teaching
Public Speaking," The Speech Teacher, V (January,
1956), 1-7.
U lrich, John. M hn Experimental Study of the A cquisition
of Information from Three Types of Recorded Television
P re sen tatio n s," Speech Monographs, XXIV (March, 1957),
3 9-45.
Publications of Learned Organizations
Freyman, Leonard. "A Survey to Discover I n s tru c tio n a l
Procedures in Use Following Student Speech Perform
ance, and a Report on a Study of Two Contrasting Pro
cedures." Unpublished Ph.D. d is s e r ta tio n , Uestern
Reserve U niversity, 1955, 230 pp.
holtzman, Paul D. "Graduate In ternships-on-the-Job Train
ing." Unpublished research report of the Department
of Speech, Pennsylvania State U niversity, presented to
the Undergraduate Speech In stru c tio n In te re s t Group at
the Convention of the Speech A ssociation of America,
De c e mbe r , 195 8,
Nelson, Roy Conrad. "An Experimental Study of Four Methods
of Teaching Beginning Speech in College." Unpublished
Ph.D. d is s e r ta ti o n , U niversity of Minnesota, 1954, 216
pp.
Other Sources
G e rritz , Ellsworth M . An Analysis of High School Prepara
tio n for College- Entrance by Freshmen" Students Prom
TCansas Schools. Published as a KaTisas State Univer
s ity Staf? Memorandum, October, 1957.
The B u lletin of the National A ssociation of Secondary
School Pri'ncTp~a!Ts~ Vol. 36 (May, 1952), "A Program of
Speech Education," from the In troduction, 7-21.
A P P E N D I X E S
APPENDIX A
STUDENT SYLLABUS
78
/>
S tu d e n t S y lla b u s
ORAL COMMUNICATIONS I . Second S em e ster, 195'6~£7
To th e S tu d e n ts of O ral Communications I :
The purpose of t h i s course i s to h elp you to develop your s k i l l in u sin g
language i n the p ro c e s s of o r a l com munication* W e sh o u ld l i k e f o r you to
re a c h the h ig h e s t p o s s ib le l e v e l of e f f i c i e n c y and e x c e lle n c e i n fo rm al and
in fo rm a l sp eak in g t h a t you can achieve in th e course of t h i s program© This
in c lu d e s a number nf f a c t o r s , among which are y cur s k i l l in th e use of the
E n g lish la n g u ag e, your v o ic e , your b o d ily a c t i o n , your a b i l i t y to th in k on
your f e e t , and your a b i l i t y to o rg an ize and su p p o rt id e a s and p r e s e n t them
to o th e rs i n such a way t h a t th e y may be u n d ersto o d and a c c e p te d .
In o rd er to accom plish th e se purposes we have o rg a n iz e d t h i s program cf
i n s t r u c t i o n .
There are many ways in which t h i s type of i n s t r u c t i o n a l program may be
a d m in is te re d . The c o lle g e as a whole and th e D epartm ent of Speech in
p a r t i c u l a r are v i t a l l y i n t e r e s t e d in the v a rio u s ways in which th e b a s ic
i n s t r u c t i o n may be d ev elo p ed . We a re th e r e f o r e ex p erim en tin g w T i t h s e v e r a l
d i f f e r e n t ways of a d m in is te rin g t h i s i n s t r u c t i o n * A ll of the methods have
been used a t one time or a n o th e r w ith some s u c c e s s , so t h a t th e re i s no
q u e s tio n as to t h e i r v alu e to you0 The s e c ti o n in v .T h ic h you a re e n r o ll e d
may be a d m in is te re d in a somewhat d i f f e r e n t manner from some a th e r s e c tio n s
b u t th e same b a s ic in fo rm a tio n , e x p e rie n c e , and o p p o rtu n ity f o r developm ent
w i l l be a v a i la b l e to y o u . A ll s e c tio n s a re fo llo w in g a s ta n d a rd s y lla b u s
and co u rse o u t l i n e , R eading assignm ents i n th e t e x t bcclc are s ta n d a rd
th ro u g h o u t* Speaking assignm ents a re p r a c t i c a l l y th e same th ro u g h o u t#
Your i n s t r u c t o r w i l l a s s i s t you in keeping t r a c k of th e assig n m en ts as th e y
c ome due 0
In o rd e r t o help ycu g e t under way we are p ro v id in g ycu w ith a g e n e ra l
o u tlin e of th e course and l a t e r , a sch ed u le of th e e x a c t assignm ents and
th e days on which th e y a re due© P le a se c o n s u lt th e s e m a te r ia ls c a r e f u l l y .
Your Speech Pre-»test *
Almost im m ed iately you w i l l be asked to p r e s e n t a s i i r r t sp eech to th e
c la s s * T his speech sh o u ld be th e b e s t k in d c f speech you can p re s e n t#
Speak on any to p ic t h a t you f e e l q u a l i f i e d to speak upon: a p e rs o n a l
e x p e rie n c e , a n -id e a you want to s h a r e , an argum ent ycu would l i k e tc pi’e s e n t,
e tc * IT IS OF EXTREME IMPORTANCE THAT YOU DO THE VERY BEST YOU CAN IN THIS
FIRST SPEECH' A M D IN EVERY SUBSEQUENT SPEECH© In th e f i r s t speech p a r t i c u l a r l y
we w i l l n o t be ju d g in g ycu on th e b a s is of a com parison w ith o th e r students©
We w i l l be ju d g in g you on th e b a s is of a c c e p te d s ta n d a rd s of performance©
We want t o know what you can accom plish as a b a s i s f o r cu r f u r t h e r work
w ith you© I f you do n o t do your b e s t on t h i s speech we w i l l be l e s s a b le
to h elp you re a c h th e h ig h e s t s ta n d a rd of w hich you a re capable© So0©*av
have a t i t w ith a l l your m ig h tI
78
l
•• 2 * •
Your Grade i n th e Course
Y*ur grade i n the course w i l l be based en th e fo llo w in g :
a* W ritte n o u tlin e s which w i l l be re q u ire d f o r ev ery speech you
p re s e n t* These o u tlin e s should be p re s e n te d t c th e i n s t r u c t o r
a t th e tim e you speak or before*
b# Speech p crform aneos0 Each of your speeches w i l l be of somewhat
d i f f e r e n t n a t u r e . Thus you w i l l need to do th e b e s t c-n each one.
c ® C la ss P a r t i c i p a t i o n . You w i l l be expected to take p a r t i n c l a s s
c r i t i c i s m , c l a s s a c t i v i t i e s , and e th e r in — c l a s s and o u t- o f - c la s s
a c t i v i t i e s connected w ith th e t r a i n i n g system*
R egular a tte n d a n c e * Because t h i s c l a s s meets cn ly tw ice a week
i t i s of supreme im portance t h a t you be on hand f*ar each m e etin g .
DONtT MISS THE CLASS MEETING. Whether or n o t you a re scheduled
to speak makes no d if f e r e n c e c What you le a r n from w atching e th e rs
speak and a n a ly z in g t h e i r perform ances i s in many in s ta n c e s as
v a lu a b le as your a c t u a l speaking e x p e rie n c e ,
e* S h o rt Qui z z e s , From tim e to ti n e ycu w i l l be given s h o r t q u izzes
ever the re a d in g m a te r ia l and th e o ry m a te r ia l t h a t should form the
sta n d a rd s and th e b a s is of your own perform ances and of your
a b i l i t y to analyze c r i t i c a l l y th e work of o thers*
f« W ri.tten and O ral exa m in a tions * Beth w r itt e n and r r a l t e s t s w i l l
be c o n sid e re d in y-.ur g ra d e s These may come a t any time in the
course
6® C utside s p e a k in g r e p o r t s * You w i l l be re q u ire d to a tte n d and to
r e p o r t your c r i t i c a l e v a lu a tio n of s e v e ra l typos of speech a c t i v i t i e s
t h a t occur on the campus. Your i n s t r u c t o r w i l l in d ic a te which cf
th e se are a v a ila b le to you f o r t h i s p e r t of your w ork.
Make-up work w i l l be p e rm itte d f o r excused absences only* Arrange w ith
your i n s t r u c t o r f o r t h i s . Be s u r e , however, t h a t i n cases where you m iss
days on which you are to speak t h a t th e re i s someone to take your p la c e .
I f no one i s a v a ila b le to tak e your p la ce your make-up w i l l be in jeopardy*
Your Speaking Assignm ents
1 . Speech p r e - t e s t - A two to th re e minute speech on a to p ic cf your own
c h o ic e c Give th e b e s t speech you can* You may use
n o te s b u t you may n o t re a d from a m a n u sc rip t.
2* Speech I — A th re e minute speech tc Inform , usin g p r im a r ily e x p o s itio n ,
d e s c r ip t io n or n arratio n * .
3 . Speech I I - A th re e minute speech to Inform 0
C ption 1 - usin g v i s u a l e ld s and d e f in i ti o n s
O ption 2 — u sin g a t I l o a s t two cf th e fo llo w in g :
exam ples, s t a t i s t i c s , a n a lo g ie s , q u o ta tio n s*
Up Speech I I I A f i v e m inute speech to Inform , concent an tin g on c a r e f u l
development .af In tro d u c tio n and C onclusion^
Speech IV -
6* Speech V —
7 ® Speech VI
78
- 3 -
'th ree to f o u r m inute sp eech u s in g a q u o t a t i o n a s y « u r t h e s i s s
O p tio n 1 - to in fo rm
C p tir n 2 — t o s t i m u l a t e
^ f i v e to sev en m in u te sp e e c h t o co n v in c e on a c u r r e n t
c o n t r o v e r s i a l q u e s ti o n *
A f i v e t o seven m inute p r o b le m - s o lu tio n sp eech
O ption 1 - To In fo rm : p r e s e n t a p ro b lem and o f f e r
p o s s i b l e s o l u t i o n s t o it©
O p tio n 2 — To C o n v in ce: p r e s e n t a p ro b lem and
o f f e r w hat s tu d e n t c o n s id e r s th e b e a t
s o l u t i o n t o i t o
R ead in g a s s ig n m e n ts and s c h e d u le d q u iz z e s a r e i n d i c a t e d on y o u r tim e s c h e d u le *
T u es-T h u rs - 1 6 6 9 , 1670, 1671
1 6 7 2 , 1 6 7 3 * 1 6 6 6 , 1663, 1 6 6 6
Mon-Wed - 1662, 1663,
l6itit, 1 6 6 3 , 1 6 6 6 , 1 6 I 7 ,
1631, 1632, 1633
W ed-F ri - I 6 8 I 4, 1683,
1 6 8 6 , 1687, 1 6 9 0 , 1691
J a n . 31 - I n t r o d u c t o r y m e etin g
F e b . 3 - O r ie n t a t i o n F e b . 6 - O r i e n t a t i o n F e b , 1 I n t r o d u c t o r y meet
in g (A ssem bly)
F e b . 7 O ra l p r e - t e s t F e b . 6 — O ral p r e - t e s t F e b . 6 C ra l p r e - t e s t
F e b . 12 O ra l p r e - t e s t
(C h. 1 - 6 , 3 , 6 , 1 3 , 17)
(A ssem bly - S t u a r t C h ase),
F e b . 11 C ra l p r e - t e s t
(C h. 1 - 6 , 5 , 6 , 1 3 , 17)
F e b . 8 C ral o r e - t e s t
(Ch. 1- 6 , 3, 6 , 1 3 , 1 7 )
F e b . 16 L e c tu re I F e b . 13 L e c tu re I F e b . 13 L e c tu re I
F e b 0 19 S peech I
(10 m in. q u iz )
F e b . 18 S peech I
(A ssem bly)
F e b . 13 Speech I
Febn 21 Speech I
(Ch.. 7 , 8*, 1 1 , lii)
F e b . 20 S peech I
(10 m in . q u iz )
F e b . 20 Speech I
(10 m in . q u iz )
F e b . 26 Speech I F e b . 23 Speech I
(C h. 7 , 0 , 1 1 , lit)
F e b . 22 Speech I
(Ch. 7, 8 \ 1 1 , 16)
F e b . 28 L e c tu r e I I F e b . 2? L e c tu re I I F e b . 27 L e c tu re I I
Mar- 3 Speech I I
(10 m in. q u iz )
M ar. 6 Speech I I
(10 m in . q u iz )
M ar. 1 Speech I I
(10 m in . q u iz )
Mara 7 Speech H
(Ch, 9 , 13)
M ar. 6 Speech I I
(A ssem bly)
Mar. 6 Speech I I
Mar„ 12 Speech I I (A ssem bly-
C h a rle s Luckrr.an)
M ar. 11 Speech I I
(C h. 9 , 13)
M ar. 8 Speech I I
(C h. 9 , 13)
M ar, lit L e c tu re I I I M ar. 13 L e c tu re I I I M ar. 13 L e c tu r e I I I
Mar* 19 S peech I I I
(10 min* q u iz )
Mar* 18 Speech I I I
(10 m in . q u iz )
M ar. 13 Speech I I I
(10 m in . q u iz )
M ar. 2 1 'Speech I I I
(C h. 1 2 , 1 6 , 1 8 , 1 9 )'
M ar. 20 Speech I I I
(C h. 1 2 , 1 6 , 1 0 , 19)
Mar. 20 Speech I I I
(Ch. 1 2 , 1 6 , 1 8 , 19)
M ar, 26 Speech I I I M ar. 23 Speech I I I M ar. 22 S peech I I I
Mar a 28 L e c tu r e IV M ar, 27 L e c tu re IV Mai’. 27 L e c tu re IV
Apr.. 2 S peech IV
(10 min* q u iz )
A p r. 1 S peech IV
(10 m in . q u iz )
M ar. 29 Speech IV
(1C’ min • q u iz )
Ap''-... j; Speech IV
. (Ch ■ _ 1 0 , 20)
A p r. 3 S peech IV
(C h. 1 0 , 20)
A p r. 3 Speech IV-
(C h. 1 0 , 20)
78
A pr, 9 Speech IV 1 A pr, 8 Speech IV A pr, 5 Speech IV
A pr, 11 L e c tu re V (Assem bly-
M ortim er A dler)
A pr. 10 L e c tu re V A p r, 10 L e c tu re V
A pr, 16 Speech V A pr, 15 Speech V
(1 0 m in, q u iz )
A pr, 12 Speech V
(1 0 m in 0 q u iz )
Apr* 18 Speech V
(1 0 m in, q u iz )
Apr* 17 Speech V
(Assembly "Everym an")
A pr, 17 Speech V
Apr* 2 3 'S peech V
(Review Ch, 7, 6 , 9)
A p r, 2it Speech V
(Review Ch* 7 3 8 , 9)
A pr, 2I 4 Speech V
(Review 7. 8 , 9)
Apr* 25 Speech V A pr, 29 Speech V A pr, 26 Speech V
Apr* 30 L ectu re VI May 1 L e c tu re VI May 1 L e c tu re VI
Nay 2 Speech VI (10 rein* q u iz ) May 6 Speech VI
(1 0 m in, q u iz )
May 3 Speech VI
(1 0 m in, c u iz )
May 7 Speech VI (Assembly) May 8 Spe- ch VI May 8 Speech VI
May 9 Speech VI May 13 Speech VI May 10 Speech VI
May 1U Speech VI May 15 Speech VI May 15 Speech VI
May 16 Special."A ssignm ent May 17 S p e c ia l A ssignm ent
* L ine numbers 1 6 6 7 , 1668, 1657, 16-56, 1662, 1 6 6 3 w i l l fo llo w th e r.bovc
sch ed u le e x c e p t t h a t Speeches I and I I w i l l be 2 _ m inutes i n le n g th ; Speech
117 w ill be 2 m in u tes i n le n g th ; Speech IV, 2-3 m in u te s; Speech V and V I,
5-.: m inutes*
These c l a s s e s w i l l re c e iv e
n : fo rm al l e c t u r e s * They
w 'i l have 2 a d d itio n a l.
echos *
Sp _-.ee h I - Same as I
page 2
Speech I I - G-am e as I I ,
page 2
Speech I I I — Same a s I I ,
O ption 2,
page 2
Speech IV — Same as I I I ,
page 2
Speech V - Same as 17,
page 3
Speech VI — Same as V,
page 3
T ues-T hurs* l6 5 h , 1655,
1 6 5 6 , I 6 7 );, 1675, 1 6 7 6 ,
1677, 1 6 7 8 H a rc 28 - Speech V
J a n . 31 - I n tr o d u c to r y
M o v .. tin g
A pr, 2 - Speech V
F e b , ,8 - O r ie n ta tio n
1
A pr, U - Speech V
(10 min* o u iz )
(Feb* 7 - O ral p r o - t o s t | A pr, 9 - Speech VI
i (Ch-* 1 0 , 20)
F o b , 12 - O ral p r o - t o s t l A pr, 11 - Speech VI
(Ch, 1-Li, 5, 6 , 1 3 , 17)!
78
Speech V II - L>-5 min*
Speech, e i t h e r to
convince or tc
s tim u la te ( o p tio n a l)
Speech V III - same as V I,
page 3
Fage numbers r e f e r to
S tu d en t S y lla b u s
Feb* Hi — Speech I A pr. 16 - Speech VI
F ob, 19 — Speech I A pr, 18 — Speech VI
(1 0 m in, q u iz )
F ob, 21 - Speech I
(1 0 m in, q u ia)
A pr. 23 - Speech V III
F e b , 26 - Speech I I
(Ch. 7, 83 1 1 , lli)
Apr * 25 - Speech V II
(p.cvice: Ch. 7, 0 , 9)
F eb , 28 - Speech H A pr, 30 — Speech 711
Mar, 5 - Speech I I Kay 2 — Speech V III
Mar0 7 - Speech I I I
(1 0 min0 quiz,)
Kay 7 - Speech V III
(1 0 r a n , q u iz )
Iia r 0 12 - Speech I I I
(Ch. 9 , 15)
Kay 9 - Speech V III
Mar. 11; - Speech I I I Kay llj - Speech V III
Mar, 1? - Speech IV
(1 0 m in, q u iz)
Kay 16 - S p e c ia l
jiScignmont
Mar, 21 — Speech IV
(Ch„ 12, 16, 1 8 , 19)
Mar* 26 — Speech IV
A PPE N D IX 3
SPEECH PEaECRiViAKCE TE
80
SPEECH FERFORI1ANCE TEST
F r e - t e s t
( )
Speech 1 2 3 1 : 5 6 7 8 9 T o s t - t e s t
( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
S tu d e n t
C la ss Line Cede
R a te r
T o ta l
I n s t r u c t i o n s : R ate each sp eak er by p la c in g a check mark i n th e hex most
a c c u r a te l y i d e n t i f y i n g h is s k i l l f o r the g iv e n c r i t e r i a ite m . Trie t c t a l of a l l
checked item s should be p o ste d a t th e sp a c o --in d ic a te d a t the top* The box v a lu e s
a re s c a le d from 0 to 8 , The fo llo w in g v a lu e s arc to be used f o r each of the
s c a le d boxes:
0 - U n s a tis f a c to r y , equx\
1- Very poor
2- Poor
3- Below Average
Average
5 - Above Average
6 - Good
7- E x c e lle n t
8- S u p e rio r
a l e n t to. l e t t e r grade F
ii
D
C+ +
r\
U
C+
B-
B+
A
I , CONTENT: Did the sp eak er i n d i c a t e knowledge of th e s u b j e c t ; s i n c e r i t y ;
calm n ess; e n th u siasm ; Use of v a rio u s a p p r o p r ia te su p p o rts to e s t a b l i s h
id e a s ; was i t easy tc t e l l vrhat the sp e a k e r a tte m p te d to acc o m p lish ; did th e
id e a s e x p re ss e d a id th e audience in u n d e rsta n d in g th e s u b je c t?
0 1 2 3 U 5 6 ? 8
( )( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
I I , ARRANGEMKNT: Did th e in t r o d u c ti o n arouse i n t e r e s t in the s u b je c t? Did
th e speech p ro g re s s l o g i c a l l y and c l e a r l y ? Did th e c o n c lu sio n le av e you
w ith a c l e a r im p ressio n of th e im p o rta n t id e a s e x p ressed ? Was the com plete
speech o rg a n iz e d and u n ite d around a s in g le dom inant or c e n t r a l id e a or
im p ressio n ?
0 1 2 3 U 5 6 7 B
( ) ( ) ( ) ( ' ) ( ) ( ) ( ) ( ) ( )
I I I , LANGUAGE: Were th e term s e a s i l y re c o g n iz a b le and a c c u ra te ? Was th e s t y l e
a p p r o p r ia te to th e speech? Was th e language used g ra m m a tic a lly c o r r e c t?
Was th e sen ten c e s t r u c t u r e c l e a r and v a rie d ?
0 1 2 3 a 5 6 7 8
( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
IV„ DELIVERY: Wore you co m p le te ly i n t e r e s t e d i n th e sp eak er and what he was
say in g ? Did he lo o k d i r e c t l y a t th e audience? Was h is p o s tu r e e r e c t b u t
a t ease? Lid h is body movement ( g e s tu r e s , p la tfo rm movement, f a c i a l
e x p re s s io n ) improve e r f a c i l i t a t e your u n d e rs ta n d in g and i n t e r e s t ? Was
th e sp eak er* s v o ice e a s i l y h e a rd , v a r ie d in p i t c h r a t e , lo u d n e ss w ith
r e s p e c t to th e m a te r ia l e x p re s s e d , 'Was p ro n u n c ia tio n c o r r e c t and were the
words e a s i l y und ersto o d ?
0 1 2 3 U 5 6 7 B
( ) ( ) ( ) ( ) ( ) ; ( ) ( ) ( > ( )
Vo GENERAL EFFECT: What was th e g e n e ra l o v e r - a l l e f f e c t :
0 1 2 3 U 5 6 7 8
( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
S ig n a tu re of S tu d en t
APPENDIX C
OUTLINE EVALUATION SHEET
82
P r e - t e s t ( ) P o s t - t e s t ( )
OUTLINE EVALUATION SHEET
S tu d e n t _______________________
Line Nc« _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ T o ta l__
R a te r
1« N e a tn e ss
2 . E n g lis h Usage
3« Form:
A. D id th e h ie r a r c h y o f id e a s c o rre s p o n d
w ith th e l e v e l s of s u b o rd in a n c y ?
B. Were the d i v i s i o n s of o u tl in e -
a p p r o p r ia te ?
C, D id th e symbols c o rre s p o n d w ith
th e h i e r a r c h y of id e a s ?
U. O r g a n iz a tio n :
A» Did th e o u t l i n e r e p r e s e n t a w e ll
th o u g h t o u t c e n t r a l id e a ?
B« Was th e c e n t r a l id e a c l e a r from
th e o u t l i n e ?
C* Did th e o r g a n iz a ti o n a id i n th e
e s ta b l is h m e n t of
1 ) • S u p p o rts
2)* T r a n s it io n s
3> « (G rade on O u tlin e )
0 1 2 3 U 5 6 7 a
^ - r - fn - T T T - n
0 1 2 3 U 5 6 7 0
r r r ~ r r r
0 1 2 3 It 5 6 7 8
m x i z m z i
o i 2 3 iT5 6 7 8
m x i j x m
O 1 23 T T0 T I
0 1 2 3 1, 5 6 7 6
□
X
0 n 3 T 5 6 7 B
m
0 1 2 3 I; 5 6 7 8
0 1 2 3 H
□ n z m n r j i ]
0 1 2 3L1 3 6 7 8
STUDENT
APPENDIX D
FINAL EXAMINATION
ORAL OOMMUNICATIONS
INSTRUCTIONS FOR FINAL EXAMINATION IN ORAL COMMUNICATIONS I
158
1« S e l e c t a l t e r n a t e s e a t s . Eo n o t s i t n e x t to a n y o t h e r p e r s o n .
2a P la c e y o u r naree^ l i n e num ber, i n s t r u c t o r ^ nam e, a n d th e d a y and tim e o f y o u r
c l a s s m eeting: on th e M achine G ra d in g Answer S h e e t . No o t h e r ite m s o f
i n f o r m a t i o n a r e n e c e s s a r y .
3 . Make no m a rk in g s on th e t e s t b o o k l e t ,
L l a Make c e r t a i n th a .t a l l a n sw e rs a r e m arked w ith m a c h in e - s c o r in g p e n c i l on th e
m ach in e g r a d in g an sw er s h e e t .
5 . You h av e two h o u rs to c o m p le te t h i s e x a m in a t io n . You may l e a v e a n y t i r e
a f t e r you f i n i s h and t u r n i n th e an sw er s h e e t , t e s t b o o k l e t , l a p b o a r d and
p e n c i l to th e t e s t p r o c t o r s a t th e d e s k i n f r o n t o f th e a u d ito r iu m *
84
ORAL COMMUNICATIONS I FINAL EXAM
1* P u b lic sp eak in g i s : a* e n la r g e d convei’s a t i o n
b . d e l i v e r y o f a p re p a re d sp eech to an au d ien ce
c . p o l i t i c a l o r a t i c n
a . a one-way c o n v e r s a tio n w ith an a u d ie n c e
2 . The co m b in a tio n of sp eak in g & l i s t e n i n g form th e p r o c e s s o f
a# sp eech c« em otion
b* lan g u ag e d . com m unication
3 . The a b i l i t y to h e ig h te n a l i s t e n e r s aw areness of p a r t i c i p a t i o n i n a s in g le
group may be term ed
a . speech making c . communism
b . eye c o n t a c t do com m unicativeness
L. The g e n e r a l g o a l in sp eak in g as o fte n as the tim e p e rm its i s
a , c o n tr o l o f s ta g e f r i g h t c . to speak f a s t e r
b . p r e p a r a t io n fo r p r o f e s s i o n a l sp eak in g d . to g ain c o n fid e n c e and p o is e
5 . Every speech in c lu d e s a l l th e funds m e n tals of speech m aking. These fu n d a m e n ta ls
a r e :
a» T hought, em o tio n , v o ic e , b o id l y a c t i o n , d i c t i o n , l i s t e n i n g , p r o j e c t i o n
b . Com m unication, th o u g h t and em o tio n , v o ic e , in n g u -g e , b o iu l y a c t i o n ,
s p e a k e r , a u d ie n c e , and o cca sio n *
c * V o ice, b o d il y a c t i o n , s p e a k e r , a u d ie n c e , . o p p re ssio n , c o h e re n c e , c a s e ,
d* Thought and e m o tio n , v o ic e , la n g u a g e , e n e r g y , p r o j e c t i o n , e m p a t h y ,
patom inc., i n te r p r e t a t i o n , a u d ien ce c o n t a c t , d ir e c tn e s s *
o* In g e t t i n g s t a r t e d f o r your f i r s t speech e x p e rie n c e you sh o u ld unde i-ta k e th e
s te p s i n p r e p a r a t io n
a , s im u lta n e o u s ly
b* th e f i r s t th r e e and the r e s t s im u lta n e o u s ly
c* by a d a p tin g th e o rd e r to th e n a tu r e o f the. o c c a sio n
d« i n the o rd e r g iv e n .
7* S u b je c ts of f i r s t sp eech e s sh o u ld be
a* o f i n t e r e s t to you c . s e l e c t e d from! im portr.nl i s s u e s of th e day
b* a s s ig n e d by th e te a c h e r d . on a s p e c i a l is s u e f a c in g th e sc h o o l
8 . In th e fo llo w in g s e t o f item s inch.cat-, th e g e n e r a l p u rp o se of th e sp e e c h
■with th e au d ie n c e re s p o n s e t h a t i s u s u a ll y so u g h t w ith t h a t g iv e n p u rp o se*
To convince
a . F av o rab le a t t e n t i o n ; enjoym ent c * S trc n g th c n i np o f a b e l i e f
b* C le a r u n d e r s ta n d in g ; le a r n in g d . I. change o f b e l i e f
9* In th e fo llo w in g s e t of item s in d i c a t e the g e n e ra l p u rp o se o f th e speech
w ith th e au d ie n c e re s p o n s e t h a t i s u s u a l l y so u g h t w ith t h a t given purpose *
To s t i m u l a t e :
a . F av o rab le a t t e n t i o n ; enjoym ent c . b t r on g th e n in p o f s b e l i e f
b* C le a r u n d e rs ta n d in g ; le a r n i n g d* A change o£ b e l i e f
10* A s tu d e n t was p la n n in g a speech on f o o t b a l l t o h i s sp eech c l a s s . Which o f th e
fo llo w in g s ta te m e n ts o f p u rp o se i s th e b e s t
a . My p u rp o se i s t o in fo rm the. c l a s s
b . My purpose i s to in fo rm th e c l a s s about f o o t b a l l
c* My pu rp o se i s to c l a r i f y to th e au d ien ce th e d if f e r e n c e betw een th o
s p l i t T fo rm a tio n and th e s in g le wing f o r m a tio n ,
d . My pui’p osc i s to h e lp th e a.udiencc understa.nd th e ty p e s o f fo rm a tio n
i n modern f o o t b a l l o f f e n s e s .
84
- 2—
11* When you. d e c id e upon th e main p o in t o f your t a l k you sh o u ld p h ra s e i t
a . as a s h o r t d e c l a r a t i v e s ta te m e n t
b . a s a q u e s tio n
c • a s th e main p o in t in' the; o u tlin e
d . as th e c o n c lu d in g s ta te m e n t of th e sp eech
1 2 . The s im p le s t and q u i c k c s t i n t r o d u c t i o n i s
a . an a n e c d o te r e l a t e d to the main t o p i c
b . t o t e l l th e a u d ie n c e w hat y o u ’r e going to sa y
c . a s t a r t l i n g s ta te m e n t to c atch a t t e n t i o n
d . a s h o r t q u e s tio n t h a t p o in t s up th e main id e a of th e s p e e c h .
1 3 . helow i s a s e r i e s o f s ta te m e n ts t h a t go t o make up a o n e - u n it s p e e c h .
I n d ic a te ’ which s ta te m e n t sh o u ld f i t th e o u tl in e sym bol.
A. A necdote one i s :
a . On my l a s t h u n tin g t r i p I went to N o rth e rn 'i i n n c s e t a . • . e t c •
b . "The good h u n te r en jo y s h is s p o r t b u t cl cos n t u s c lo ss lly harm a n im a ls ."
c . H unting i s fun
cl. ’Jben I re.tu rn ed from, my h u n tin g t r i p ny l i t t l e boy r s k e d no when he
could g ■ w ith me . . e t c .
l h . Bolcw i s a s e r i e s o f s ta tm o u ts tnat. g to mate, up 0. o n e - u n it s p e .c h ,
i n d i e a t e which, s ta te m e n t sh u u ie f a t th e o u tl in e sym bol.
/• ue v. ’S ’ o' „
a . On my l a s t h u n tin g t r i p I wont to n o rth ..on * A nnosota . . e t c .
b . "The. g _x d h u n te r en jo y s h i s sport, b u t ro e s not. u s e l e s s l y harm a n i m a ls .”
c . p u n tin g i s fun
d . When i r c tu r n e d from mv h u n tw y t r i p ny 1 i t tie b e y ask ed me when
he c o u ld go w ith m e . , . e t c .
1 $ . Below i s a s e r i e s of s ta te m e n ts t h a t go to make up a m u ltip le s -u n it s p e e c h .
I n d ic a te w hich s ta te m e n t should f i t th e o u tl in e sym bol.
Main F e in t i s :
a . I t i s a ls o m e n ta lly r e la x in g
b . My r e c e n t f i s h i n g t r i p e n a b le d
me t o t a k e o f f to n e x t r a pounds o f v ic ig h t.
c . F is h in g i s fu n
d . I t i s p h y s i c a l l y h e a l t h f u l
i 6 . S u p p o rtin g p o in t A. i s
a„ I t i s a l s o m e n ta lly r e l a x i n g c . F is h in g i f fu n
b . My r e c e n t f i s h i n g t r i p e n a b le d m o d . I t i s p h y s i c a l l y h e a l t h f u l
to ta k e o f f te n e x t r a pounds o f w eig h t*
17 • S u p p o rtin g p o in t i s :
a . I t i s a l s o m ent& lly r e l a x i n g c . I t i s p h y s i c a l l y h e a l t h f u l
b 0 F is h in g i s fu n d . P re sid e n t. E isenhow er g u ts h i s r e l a x a t i o n
th ro u g h f i s h i n g .
1 8 . Which of th e fo llo w in g s ta te m e n ts c o n ce rn in g p la tf o r m p ro c e d u re i s n o t
p a r t i c u l a r l y ap propos
a . You s h o u ld u s u a l l y sm ile a t th e audience
b 8 Never a p o lo g iz e f o r sh&rteem ing s
c o c o r r e c t y o u r s e lf when you m ispronounce a. x^ord
do Don’ t overdue th e use o f n o t e s .
1-9* P r i n c i p a l s o u rc e s of sp eech m a te r ia ls a re
a . o b s e r v a tio n , d i s c u s s i o n , r e s e a r c h c . p la n n in g , in d e x e s & s t a t i s t i c s
b„ i n t e r e s t , knowledge & e x p e rie n c e d . r e a d i n g , c o n v e r s a tio n , o b s e r v a tio n
84
20 F o r g e n e ra l f a c t u a l m a t e r i a l your b e s t so u rc e would be
a . E n cy c lo p ed ia or World H istory.
b . S t a t i s t i c a l lb s t r i c t c.f th e U nited S t a t e s
c . The Now I n t o r n r t i a n a l E ncy clo p ed ia
D. d i c t i o n a r y of d a t e s .
2 1 . In te rv ic u jin g i s a good vjr.y to g a th e r speech m a te r ia ls b ecau se:
a . i t i s e a s y to f i n d e x p e r ts or a u t h o r i t i e s
b . everyone has an o p in io n he: i s a n i o n s to e x p re ss
C m most people are g la d to h e lp
d . i t r e q u i r e s a c l e v e r or w i t t y p e rso n to use i t
22. Which o f th e fo llo w in g would be a p p r o p r ia te f o r r. speech s u b j e c t :
a . th e F in e F e in ts i n Chess c . The U. S . F o re ig n P o lic y from 182? to
b . How tc S e le c t a Sococh Topic 1917*
d . ley F-. t F e ve
23* The; m ost im p c rtn n t tilin g to remember a b o u t th e s e l e c t i o n of speech t o p i c s i s
a . t h a t i t i s your r o s p e n c i b i l i t y
b . t h a t you a rc being graded on i t
c . you have th e e x p e rie n c e 2t b e l i e f s or c o n v ic tio n s a. 11 you have to do i s
re c o g n iz e th e n .
d . th e re • • r e no re a d y node s p e e c h e s.
2I4. A sub p o in t i s
a . under a n i n t c* i n s i , n i f l e a n t d a ta
b . suet, a r t f r a main p o in t d . i n f o r mat io n
2$. An anecdote i s
a . b r i e f s to r y w ith a p o i n t c . a. joke
b . a dose to c o u n t e r a c t p o is o n in g d . r t a i l t ° 2e w ith a punch l i n e
26. A q u o ta tio n should be used
a . when th e m a te r ia l i s to o c o m p lic a te d to p a ra p h ra s e
b . t o p ro v e, c l a r i f y , or r e in f o r c e a p o i n t
c . w ith o u t r e g a r d to th e source
d . i f you a re w e 1 1 -a c c u a in to d w ith th e B ib le
7 . A t r a n s i t i o n i s
a . a to p ic se n te n c e c . a v e r b a l b rid g e be tw een, p o in ts
b . a sub p o in t d . an e x te n d e d s ta te m e n t
!8 , F lan to employ forms of s u p p o r t:
a . f o r any p o i n t c . a s a t r a n s i t i o n
b . i n an an e c d o te a . a s n \ a u d io - v is u a l a i d
’9 . "The r e l e a s e o f in n e r im p u lses .into b o d ily com rounication” i s c a l l e d :
a . i m i t a t i o n c . d e s c r i p t i v e g e s tu r e
b . m echanical h a b i t d . s p o n ta n e ity
0 . A s p e a k e r 's d re s s sh o u ld always b e :
a . in fo rm a l c . n e a t and w e ll groomed
b 0 fo rm al d . conspicuous
1 . Good p la tf o r m movement w i l l b e :
at, in c o n sp icu o u s c . co n sp icu o u s
b . c o n fin e d d . co n tin u o u s
84
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32* G estures u t i l i z e d by good speakers a re :
a . lim ite d to convention g e stu re s c» continuous and a p p ro p ria te
b . r e s t r i c t e d i n number d . h a b itu a l and a p p ro p ria te
33* A speaker*s hands w hen n o t g e s tu rin g should always be:
a . re la x e d and in v a r ie d p o s itio n s through speech
b» placed behind the back throughout the speech
c . placed in f r o n t throughout the speech
d* re la x e d and hanging a t the sid e th r vughout the speech
3U* Good eye c o n ta c t i s c re a te d by:
a. Looking j u s t over th e heads o f th e audience
swooping the audience w ith continuous movement of the eyes
locking a t in d iv id u a ls i n the audience
looking a t b u t n o t seeing the audience
tru n k of the body and the abdomen arc: se p a ra te d by
the th o rax c« th e stomach
the diaphragm d* a diagram in shape of tr i a n g le
lungs arc a c tiv a te d by:
the r i b s , shoulder b la d e s, and diaphragm
the esophagus, trachea, and vocal cords
the diaphragm , r i b m uscles, and abdominal muscles
the c a r t i l a g e s , muscles, and bones of the t o r s o ,
rn c s s and accuracy of p ro n u n cia tio n depends c h ie f ly upon:
a . the pharynx, mouth and n asal ca.v.ities
b . the vocal c o rd s, la ry n x , e p i g l o t t i s
c» tra c h e a , tongue, th y ro id gland, and th r o a t
d . l i p s , tongue, te e th , hard and s o f t p a la te s
3 8 , In order to have o n e 's b e s t vocal q u a lity w h ile speaking, one should have:
a . a la rg e wide-open mouth c . a re la x e d and open th r o a t
b . a f le x ib le tongue d* p ro p e rly te n sed vocal cords
39* P ronunciation p resu p p o ses:
a , adequate voice a u d i b i l i t y
b . adequate v o c a l q u a lity
c , adequate form ing, jo in in g and se p a ra tin g speech sounds
d . adequate p ro d u ctio n of sounds and s y lla b le a c c e n tu a tio n ,
I4 O, Pauses in speaking are the s p e a k e r's means c f :
a . giving th e audience a chance to ca tc h up w ith him
b . providing the speaker a chance tc th in k what comes next
c • enhancing h is moaning
d . p e rm ittin g th e speaker to change p o s itio n
III* A word i s :
a . a symbol fo r a p a r ti c u la r o b je c t or event
b . i s a s u b s t itu t e f o r a p a r ti c u la r o b je c t or event
c . a grouping of l e t t e r s
d. a grouping o f sounds
u?.* T rite expressions
a , carry v iv id meaning c , are too complicated f o r fre q u e n t use
b* are seldom used i n c o n v ersatio n d* c a rry l i t t l e meaning
c .
d.
35, The
a ,
b.
36 » The
a .
b.
c .
34
-5 -
h3« I t i s c o r r e c t to say
a , i r r e g a r d l e s s o f th e number o f s tu d e n ts p r e s e n t , a t e s t w i l l be g iven*
b* l e t us d iv id e th e d o n u ts betw een you end I*
c , He and I l e f t th e l i b r a r y e a r l y *
d . T h is h e re m a te r ia l i s i n d i c a t i v e of in t e n s e s tu d y ,
/. c o n c re te 4 'icrd i s
a* a b s t r a c t c , s p e c i f i c
b , heavy d . f i g u r a t i v e
1)5. I t i s a p p r o p r ia te to use c o l l o q u i a l e x p re s s io n s
a . iii in fo rm a l sp eak in g s i t u a t i o n s c . i f ycu a p o lo g iz e f o r them
b . i n fo rm a l speaking s i t u a t i o n s d , n ev er
1)6, In g iv in g an impromptu sp eech
a , g e t an idea, w ith one or more s u p p o rts c# make an o u tlin e
b , th i n k c f a joke d , da r e s e a r c h
h i • £ s p e a k e r *5 p e r s o n a l i t y may be d e fin e d as
a . what th e sp e a k e r th in k s he i s
b . what th e s p e a k e r a c t u a l l y i s
c . what th e l i s t e n e r s th in k th e sp eak er i s
d . a l l th r e e — '-,b ,c
4 8, P - r s a n a l i t y e f f e c t i v e n e s s i s alm ost alw ays re d u c e d b y :
a , e c c e n t r i c b o h n v i-r
b . u n u su a l p h y s ic a l c h a r a c t e r i s t i c s
c . h a l t i n g d e l iv e r y and long p au ses
d , com plete convon t i to n a lity in b eh av io r
h9• In e v a lu a tin g a n o t h e r 1 s p e r s o n a l i t y , wc a r c most o fte n i n f l u e n c e d b y :
a . th e p e r s o n 's language and v o c a b u la ry
b , th e p e r s o n 's h a ir c o l o r i n g , eye c o lo rin g and b u il d
c , a g e n e r a l im p re ssio n c o n s is ti n g :f many d e t a i l s about him
d . w hat o th e rs may say about him
50• Wc u s u a l l y b u il d l a s t i n g im p re s sio n s o f a man upon:
a , h i s p h y s ic a l a t t r a c t i v e n e s s c , h is t a s t e in e n te r ta in m e n t and c l o th e s
b , h is s u c c e s s e s in l i f e d . h is t o p i c s o f c.onvcrsr.tions
51. I f you d e c id e a, sp e a k e r i s ''c o l o r l e s s , " th e n you c o u ld n o t be c o n s i s t e n t i f you
a l s o d e s c r ib e d him a s :
a , s in c e r e c* p o is e d
b . f l u e n t d , anim ated
52. G e n e ra lly , w hich i s th e l e a s t im p o rta n t to the. sp eak er a s he s t u d i e s
th e o c c a sio n ?
a . ty p e o f m eeting c . d a te and hour
b , typo o f program • d . s iz e ;f au d ien ce
i3« The most im p o rta n t au d ien ce t r a i t t h a t a sp e a k e r must knew when he a d d re s s e s
s tu d e n ts i s :
a . fa m ily s t a t u s c . econom ic s t a t u a
bo age and se x d , r e l i g i o u s background
84
— 6—
5I|, In s la n tin g a s u b j e c t , th e speaker docs n o t a tte m p t to j
a , speak on a re a s o.f common i n t e r e s t
b . use mannerisms t h a t a p p e a l to tin audience
c , s u b o rd in a te h is purpose to the au d ien ce b e l i e f s
d . p ersu ad e th e au d ien ce tc change t h e i r b e l i e f s
55# In sp eak in g t c a la b o r union m eeting, th e spoake.r w m ld be most l i k e l y to q u o te :
a , the P r e s id e n t o f the lT , S , c • th e See r o ta r y of th e I n t e r i o r
b . the p r e s id e n t of the AF of L d . a s t a t e ;-r-vei*nnr
56, Which one of th e fo llo w in g w i l l change when a sp^nka.r ta lk s t ' f i r s t a sm all
and th e n a la r g e g r up of c o lle g e s tu d e n ts :n the same s u b je c t
a , lenguao c ? ■ lo u d n ess c , nosturc. . - > > g e s tu r e s
b . g e s tu r e s & lo u d n e ss d , g e s tu r e s A language
5 7 , Suppose t h a t you p lan n ed t o speak in fa v o r of r i g i d p ark in g r e g u la tio n s on th e
campus# I f th e a t t i t u d e . f th e audience ’ was in f r v r :£ th e p ark in g
r e g u l a t i o n s which of th e f o i l .wing; g e n e ra l ;ur;. .scs w u l d be most p ra c tic a l®
a , to s tim u la te c , t . c nvince
b , tc in f orm d . to e n t e r t a i n
58# Which of th e fo llo w in g s ta te m e n ts of purp-oc i s on au d ien ce c e n te re d sta te m e n t?
a# t : be in te r e s tin g : which d is c u s s in g s t a t i s t i c s
b# tc p-roscnt i n t e r e s t i n g s t a t i s t i c ' ! in fer.'catio n
c . t e g e t my au dience to ah..w i n t e r a t in the us„s ..f s t a t i s t i c s
d . to p r e s e n t s t a t i s t i c s in an e n t e r t a i n i n g manner
59# Which of th e f- llcoring- sta te m e n ts *-f purpose i s a s u b jc c t- c e n t e r e d s ta te m e n t?
a . t c show hrw I le a rn e d how t f i s h
b . to show th e s te p s in le a rn in g to f i s h
c_. to g e t the au d ien ce to d mere fis h in g ;
d . t c got mere ap p re c is t i a n my f i s n i n g p r rwcss
6 0 , Which of th e f e l l -wing o b serv ab le b e h a v io rs of an audience in d ic a te i n t e r e s t
o r e n te r ta in m e n t w ith w hat you a rc sayinf ?
a . taking; n o te s c# nodding in agreem ent
b# ro.ssking a q u iz d# l i s t e n i n g a t t e n t i v e l y
Si# The g e n e ra l purpose of L in c o ln 's G e tty sb u rg A ddress was to
a . convince c , in fo rm
b* s tim u la te d« e n t e r t a i n
52. P lanning a speech c o n fro n ts you w i t h a th re e p a r t pr -blom, which of th e s e i s n o t
one p a r t of th e planning; problem
a . s u b je c t c# audience
b . r e s u l t d , purpose
6 3 # Most speeches have a b e g in n in g , middle end., th o r e .f /r .. th e th re e major
d iv is io n s of an -outline
a# should n e t s ta n d cut c l e a r l y
b# should be c a p i t a l i z e d , centcro.d and numbered
c# sh o u ld n o t bo c o n fu sin g to th e audience
d-> a re o b v io u sly in t r o d u c ti o n , body, and c o n c lu sio n of th e speech
6lu There are s e v e r a l ty p e s o f u se a b le o u t l i n e s . Which one o f th e fo llo w in g i s n o t
c o r r e c t ,
a# f i r s t d r a f t c , keyword
b# t o p i c a l d , com plete se n te n c e
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-7 -
6 5 . The tr o u b l e w ith key w crd o u t l i n e s i s
r., i t i s n o t c l e a r t o i t s in te n d e d re a d e rs
b . i t i s n o t e a s i l y t r a n s l a t e d by o th e rs
c . i t may n o t be s u f f i c i e n t to rem ind you of a g iv e n id e a
d . i t i s to o condensed
6 6 . Which o f th o s e i s not a r u l e f o r o u tl in e in d e n ta ti o n
a . alw ays r e t u r n tc th e l e f t hand edge .of th e paper
b . on long s ta te m e n ts do n o t r e tu r n t " a p. -in t b e n e a th th e in d e n te d symbol
Cm s h o r t s ta te m e n ts shcuDd f e ll o w a. symbol in d i c a ti n g i t s l e v e l o f su b e rd in n n c y
w ith o u t o b serv in g th e sym bol
d . a 11 ow th e symbol to s ta n d o u t c l e a r l y
67• The c e n t r a l id e a sh o u ld be
a . le n g th y c . worded as s o m as p o s s ib le
b . s h o r t d . worded in term s cf your purp - so &
audience
6 8 . Which o f the f o i l , wing m ain p o in ts i s n o t e q u a l i n w e ig h t r im p o rtan ce w ith th e
r th e r s
a . W atersheds p ro v id e wr t e r c o n s e rv a tio n a t i t s s .ujreo
b . "Watersheds p ro v id e swimming h - l o s f-.r th e fa r m e r ’s c h i ld r e n
c • W atersheds a r e l e s s e x p e n siv e th a n b ig dams
d . W atersheds p r e v e n t wh I c e a le f J c 'd s
59m Which o f the fo llo w in g i s n ' t a s to c k speech d esig n ?
a . c e n t r a l i d e a , main p o in t s c . pr-o b lo m -so lu tio n
b . p a s t , p r e s e n t , f u t u r e d, advr nta.gos, d is a d v a n ta g e s
7 0 . In the f 11 w in g o u t l i n e , how should the subp i n t s be im proved?
I . Labor has a r r i v e d a t a d em o cratic means of d e a lin g w ith management®
1 . I n s te a d of v i:lo n c o wo have n e g o t ia ti o n s
B. I n s te a d of mass m i l l i n g , we have mass s t r i k e s .
a . la b o r i s undem ocratic
b . th e s u b p o in ts a r e n o t p a r a l l e l i n c o n s tr u c tio n
c® th e s u b p o in ts a r c n o t su p p o rte d
d . wo do n o t have mass s t r i k e s
7 1. The c e n t r a l id e a may be d e f in e d as
a« th e g e n e ra l speech to p i c
b . th e speech purpose
c . a. summary of th e s u b j e c t m a tte r of t h e speech
d . none of th e s e
7 2 . The c e n t r a l id e a should be chosen and worded i n te rm s of
a . plea.sing th e a u d ien ce
b . keeping w ith in th e a l l o t t e d tim e
c . the s p e c i f i c p u rp o se and th e au d ien ce
d . th e s u b je c t of t h e sp eech
73» The s p e c i f i c purpose i s s t a t e d i n te rm s of
a . s u b je c t m a tte r c . s tu d e n ts e x p e rie n c e
b i d e s ir e d a u d ien ce re s p o n s e d* au d ien ce a n a l y s i s
7Uo Main p o i n t s a rc s e le c te d
a , to t e s t your c e n t r a l id e a c . to s im p l if y th e o u tlin e
b 8 t o s u p p o rt th e c e n t r a l id e a d . to prove your c e n t r a l id e a i s sound
84
- 8 -
75* T here a r c nr. ny l o g i c a l end p s ye h o i m -i c n l s p e e c h p a t t e r n s t h a t have b e e n u s e d
e v e r an d v e r a g a i n b y s p e a k e r s and. w r i t e r s d .w n t h r uph t h e a p e s . Such d e s i g n s
a s p a s t , p r e s e n t & f u tu r . j c a u s e A e f f e c t . ; a d v a n t a g e s , d i s a d v a n t a g e s , t h e o r y ,
p r a c t i c e j T hese d e s i g n s :
a* sh o u ld bo a v a i d e d a s t, - s t e r e o t y p e s
b . a r c in c v n v e n ic n t
c . have a u n i v e r s a l v a lu e and c e n v o n io n ce
d . a r e b n ’ in;; t • th e a u d ie n c e
7 6 . The i n t r o d u c t i o n t o a s p e e c h w i l l
a . d e te r m in e th e f i n a l a t t i t u d e o f th e a u d ie n c e
b . d e te rm in e w h e th e r t h e l i s t e n e r s w i l l f a l l - w w h ~ t y o u w i l l s a y
c . d e te r m in e w h a t s i s e a s i e s t f a r th e a u d ie n c e t o f .H e w
d . d e te rm in e t h e a t t i t u d e w ith w h ich th e a u d ie n c e w i l l l i s t e n t o th e r e s t ,;f
th e sp e e c h
77* Be law i s a s t a t e m e n t t h a t r e p r e s e n t s t h e c o n c lu d in g s tr.t^ merit _f a sp e e c h * Delcw
t h a t aura s e v e r a l ty p e s o f u n d e s i r a b l e cone l u s i ••us t h a t t h i s s t a t e m e n t r e p r e s e n t s .
I n d i c a t e w hich ty p e o f ern e l u s i :n b e s t d e s c r i b e s th e s ta t e m ent*
’’W e l l, I g u e s s t h a t ’ s a b o u t a l l I have t o s a y , ”
a* A b ru p t c n c l u s i .n c , A p.olvgc.tic c n c l u s i m
b , m u l t i p l e c. n c l u s i . n d* A r i t i c l i m r c t i c c c n c l u s i n
7 8 , T h e re a r e th r e e u s e f u l ways ; f c ..ncludinr: a sp.. c c \ * I n d i c a t e w h ich o f th e
f a l l o w in g d~ os n a t f i t i n t a t h i s c a t g r y ,
a . s u n .a r y c . c a l l f r a c t i n
b . e m o tio n a l a p p e a l d* cnui.m r a t i -n
79* Which c f th e f o llc w in p ty p e o f i n t r o d u c t i n i s a. d e s i r a b l e ty p e ?
a . th e "hem and haw” c , th e ap l e g e t i c
b . th e p o n d a n t ic d . the- r h o t r i c a l q u e s t i o n
i 0 , ” N-w h a v in g d e s c r i b e d my f i r s t r e a s n , T w o u ld l i k e tv d i s c u s s th e s e c o n d , ” i s
w h ich o f t h e f o l l o w in g ty p o s ■£ t r a n s i t i o n ?
a . b e tw e e n c o o r d i n a t e p o i n t s c , b e tw e e n b :-dy and c o n c lu s io n .
b . b etw ee n p - i n t and s u p p o r t c1, b e tw e e n i n t r o - d u c t i n and body
81* Huitir-r w h ich i s u n r e l a t e d t o th e s p e e c h s u b j e c t
a* may be u s e d b y the s p e a k e r ‘ on o c c a s i o n
b 0 s h :u ld b e used, b y t h e s p e a k e r t o i n c r e a s e a t t e n t i o n
c . s h o u ld n e v e r be u s e d
d* s h o u ld be u s e d i f r e l e v a n t humor f a i l s
8 2 , I n u r g in g th e C o n g re s s t o supp- r t th e E is o n h w cr Arms F la n f o r th e M iddle E a s t ,
D u l l e s s a i d , ” t h e d e c i s i v e t e s t i n th e s t r u p : ;le b e tw e e n communism a n d fre e d o m ”
may be p r e s e n t e d i n th e M id d le E a s t , H ere th e S e c r e t a r y - f S t a t e w as u s i n g :
a , a c a t e g o r i c a l s t a t e m e n t -f f a c t
b , th e a t t o n t i - n f a c t r — c one .re to n e s s
c , th e a t t e n t i o n . f a c to r s — a n ta g n ism an d s i g n i f i c a n c e
d , none o f th e s e
\3« The goad s p e a k e r c o n t r u l s t h e f l u e t u a t i e n s o f a u d ie n c e a t t e n t i o n by*
a e d e l i v e r y c , a l a r g e , d i v e r s i f i e d v o c a b u l a r y
b« good jo k e s d . s k i l l f u l i n c l u s i o n o f v a r i e t y i n a l l
a .s p e c ts o f h i s s p e e c h
84
h.v
b . ho
c . h v
d . h r
C D
•
The ba
a . to.
b . t -
8 8 , In i n f
a , r e
b . p r
8 9 , An ox?.
a . a.
b . a ;
8i|* Trit-c m a t e r i a l s can be i n t e r e s t ! n r : i f
a , th e y e re o ld enouph c . th e y e r e i n th e f r r m f humor
b . th e y ?ro u se d i n a new e m t e x t cl, th e y a rc u s e d th ro u p h o u t th e sp e e c h
8 ^ , One cf th e f o ll o w i n g w hich i s n t l i s t e d i n th e t e x t a s a f a c t o r c f a t t e n t i o n i s
a , c o n c r e te n e s s c , u n iq u e n e ss
b , a b s t r a c t n e s s do f a m i l i a r i t y
8 6 , Which r f th e f o llo w in '; would n o t be a c 'n v c n ic n t t e s t f th e s u c c e s s ~f a sp e e c h
j much i n f .rrn a ti n was new to th e a u d ie n c e ?
< r much i n f n r m e t i 'n d id the- y under s ta n d ?
j much in f o r m a tio n was p e r s o n a l ..p in io n ?
; much i n f ••rmatien w i l l th e y r-.n e n b e r?
?ic p r o c e s s ' f al], p u b lic sp eech i s
p e rs u a d e c , to c n v i n c c
s t i m u l a t e cl, t . in fo rm
In i n f o rm stiv e s p e e c h e s th e u s u a l f u n c t i o n . f th e su, p o r t s i s t o
' or cc c , c l a r i f y
; " cl, i n t e r e s t
.e of a sp eech t - i n f orm would be
.es t a l k c , a serm on
. i t i c n l k ey -n o to a ’d ro s s d , r. c h a lk t a l k by an a t h l e t i c coach t o
hols tc am
9 0 , A s e t o f m ain p o i n t s b a s e d u p .n th e w ords " s t a t e , n a t i o n a l and i n t e r n a t i o n a l "
i s an example ~.f sp e e c h co sif-n kn a;n a s :
a , tim e seq u en ce c , t o p i c a l sequence
b , spa.ee seq u en ce d , e x te n d e d ana l o r y
9 1 , I n a sp eech ab *ut p r apor s tu d y h a b i t s , the so n t n.ee " y o u r a b i l i t y to l e a r n may
w e l l be determ ined, by your s tu d y h a b i t s w u lc n o rm a lly be p re se n te d , i n th e
s.. i n t r o d u c t i o n c , cone l u s i ,-n
b , b 'd y d , c e n t r a l id e a
9 2 , The c e n t r a l i d e a o f a sp eech t ' r e i n f o r c e a t t i t u d e
a , i s a stro.nrj s ta t e m e n t of p r a i s e r cond em n atio n
b . i s a c l e a r c u t s ta te m e n t o f th e o r. blem in v o lv e d
c , i s an im p lie d i d e a , s u b t l y p resen tin g - y u r p. i n t o f view
d . condoms t h e l a x i t y of th e au d ien ce
9 3 , A s u c c e s s f u l m ethod c f s p c a k in r f r c i n f - r c e wo.uld be
a , to r e p h r a s e I d b e l i e f s i n now and: s t i m u l a t i n g w ords
b , to p r e s e n t now r e a s o n s f r b e l i e f i n t r i e d an^ t r u ^ f a m i l i a r p h ra s e
c , t e l ] i n q c l o v e r jo k e s a b 'u t i t
d , t-v q iv e e l d r e a s o n s i n v iv id tb ouqh f a m i l i a r w ords
9U, S u p p o rts i n t a l k s to r e i n f o r c e m ust
a . c l a r i f y th e p o i n t c , e x p l a i n th e p o i n t
b , p ro v e th e p o i n t d , s t r e n g t h e n t h e p o i n t
9i?" The m ost f r u i t f u l s o u rc e o f s u p p o r t to r e i n f o r c e a t t i t u d e i s
a , cxam plea' c , a n e c d o te s
b , s t a t i s t i c s d , s c i e n t i f i c e x p o s i t i o n
84
-1 0 -
96* In o th e r ty p o s o f s p e e c h e s , such a s t o e n t e r t a i n , in fo rm , or co n v in c e the
r e in f o r c e m e n t o f cools tin ;; a t t i t u d e s i s v a lu a b le as
a , a moans of re v ie w
b , an end i n i t s e l f
c , i t p o i n t s u t e r r o r s i n th e th in k in g of th e a u d ie n c e
c 1* as a means of g e t t i n g o r h o ld in g a t t e n t i o n
97» A speech to b u il d a u d ie n c e a t t i t u d e s
a* sh o u ld be l o g i c a l l y sound
b . s h o u ld be p s y c h - l o g i c a l l y sound
c . sh o u ld n o t be e m o tio n a l
do sh o u ld be l o g i c a l l y & p s y c h o l - g i c a l l y sound
9 8 , I n d u c tiv e r e a s o n in g i s
a , ro a s -:n in g from cau se to e f f e c t
b« r e a s o n in g from g e n e r a l to s p e c i f i c
Co r e a s o n in g from s p e c i f i c t o g e n e r a l
d . alw ays u n r e l i a b l e
99# R easoning by a n a lo g y i s
a , r e a s o n in g by com paring th e known w ith th e unknown
b . . r e a s o n in g l i t e r a l l y
c . r e a s o n in g f r om c a u se t ~ e f f e c t
d , d e d u c tiv e
100* P s y c h o lo g ic a l v a l i d i t y i s
a . a v e r y com plex c o n c e p t
b , d r i v e s and em otions
Co th e r e l a t i n g o f e v id e n c e & reaso n in g : to l i s t e n e r s ’ d r i v e s , m o tiv e s 9
o r e x i s t i n g a t t i t u d e s
d , c l e a r th in k in g on an e m o tio n a l l e v e l

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Asset Metadata

Creator Knox, Albert Whitney (author)

Core Title An Experimental Study Of Several Methods Of Teaching Basic College Speechcourses With Emphasis On Conservation Of Teachers' Time And Varying Class Size

Degree Doctor of Philosophy

Degree Program Speech

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,Theater

Format dissertations (aat)

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Dickens, Milton (committee chair), Garwood, Victor P. (committee member), Olson, Myron S. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-55469

Unique identifier UC11356771

Identifier 6000560.pdf (filename),usctheses-c18-55469 (legacy record id)

Legacy Identifier 6000560.pdf

Dmrecord 55469

Document Type Dissertation

Format dissertations (aat)

Rights Knox, Albert Whitney

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA