Abstract
Problem-based learning (PBL) is an instructional strategy designed to foster student engagement. This study examined the effectiveness of PBL to actively engage students in a basic public speaking course. An adapted version of the National Survey of Student Engagement (NSSE) was administered to students in 47 sections of the public speaking course at a medium-sized midwestern university. Students in the PBL-enhanced sections were significantly more engaged (µ = 33.6) than those in the conventionally taught sections (µ = 32.2). Further analysis examined three variables embedded in the survey: a cooperative learning variable, a cognitive level variable, and a personal skills variable. A multivariate analysis of the three variables revealed significant differences between the PBL-enhanced and conventionally taught section students with relation to cooperative learning, p < .01. No significant difference in cognitive level or personal skill development was revealed between the PBL-enhanced and conventionally taught courses, although the PBL means were slightly higher.
Recommended Citation
Sellnow, Deanna and Ahlfeldt, Stephanie
(2009)
"Problem-Based Learning (PBL) and Student Engagement in the Public Speaking Classroom,"
Basic Communication Course Annual: Vol. 21, Article 10.
Available at:
https://ecommons.udayton.edu/bcca/vol21/iss1/10
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons