The relationship of three types of communication apprehension to classroom achievement

Abstract

This study was designed to assess the impact of oral, receiver, and writing communication apprehension on classroom achievement in an interpersonal communication course, and to determine the relationships among these variables. Three hypotheses and one research question were posited. Results indicated that oral and receiver communication apprehension have a significant and deleterious effect on student achievement. The results also suggested that questions regarding the additive effects of oral, receiver, and writing communication apprehension may be of little consequence.