An investigation of the use of technology as a teaching tool in the collegiate business communication course: Does the use of technology decrease writing apprehension and increase writing ability

conducted at The University of Southern Mississippi utilizing two intact classes of collegiate business communication students—one class taught with traditional instructional methods and the other class taught with a combination of technologies—to determine if there was a difference in scores of the two groups on writing apprehension scales, writing assignments, unit tests, and perceptions questionnaires. Primary and secondary research data were utilized to complete this study. The major statistical procedures used in the study were analysis of covariance (ANCOVA) and descriptive statistics. The literature review suggested that teaching subjects with technology could decrease a phenomenon known as writing apprehension and increase students' writing ability. The present study found no significant differences between the scores of business communication students taught with traditional methods vs. the students taught with technology.