The impact of gender and introductory communication course type on public speaking performance

Abstract

ABSTRACTThe purpose of this study was to find out whether the previously identified gender gap in public speaking anxiety and self-perceived communication competence was also evident in student speaking performances. This study also examined whether students developed equally strong presentations in public speaking versus hybrid introductory communication courses. Recordings of 164 explanatory speech performances were graded, and results were analyzed using a 2 × 2 factorial multivariate analysis of variance. Results showed no difference between males and females in performance. Both course formats resulted in speech performances that were proficient to mastery level, with marginally stronger performances in the public speaking course.