A comparison between PSI‐based and lecture‐recitation formats of instruction in the introductory speech communication course

Abstract

The two studies reported here compare two formats for teaching the introductory speech communication course: Personalized System of Instruction (PSI) and lecture‐recitation. Both studies examine the two teaching formats in four areas: 1) attitudes toward and satisfaction with the course, 2) academic achievement in the course, 3) communication apprehension, and 4) growth in communication skills. Data were collected from approximately 900 undergraduate students in each of two separate semesters using a combination of questionnaires and taped interviews. Speech grades, final exam grades, and final course grades were culled from course records. Findings suggest that the PSI‐based model tends to equal or, most often, be more effective than the lecture‐recitation format in all four areas examined.