| The purpose of this study is to assess the effectiveness of public speaking instruction on students' cognitive learning, skill development, and communication apprehension. Participants in this study included 140 undergraduate students at a university in the Southwestern United States. Hypotheses and research questions focused on determining whether public speaking instruction makes a difference for students who receive instruction as opposed to students who do not on three learning outcomes: cognitive, behavioral, and affective. Results of the study are discussed. Conclusions, limitations, and topics for further research are addressed. |
