Download FFA and Fear of Public Speaking

FFA and Fear of Public Speaking
Introduction
Public speaking and interpersonal communication are two examples of verbal communication
that must be strong in order for many students to succeed. McCroskey and Richmond (1990)
stated that when individuals are uncertain in their abilities to speak, the idea of interpersonal
communication basically vanishes. Strong interpersonal communication could be important for
individuals wanting to develop reliable relationships with their peers and eventually co-workers
or employers. Reduced levels of uncertainty lead to higher levels of intimacy and liking
(McCroskey & Richmond, 1990). Without the proper preparation students with high
communication apprehension may struggle in their careers later on. In fact, a former study
conducted by James McCroskey (1976), found that those with high communication apprehension
were less likely to be turned to for leadership than those with lower communication
apprehension.
Participation in student organizations could possibly provide opportunities to experience handson, experiential learning within public speaking. According to Park & Dyer (2005), student
council, athletics, FFA, and 4-H are all examples of organizations that could open doors for
better public speaking interactions. Agricultural science programs provide many opportunities
for leadership education through classroom, supervised agricultural experience (SAE), and FFA
Organization activities (Flanders, Fuhrman, King, & Morgan, 2013). The learning opportunities
(i.e. goal setting workshops, structured planned practices, teamwork activities, leadership roles)
allow members to improve time management skills, conduct business with adults, and improve
their public speaking, confidence, and teamwork skills (Dworkin, Larson, & Hanson, 2003).
Clark (2002) states that students who participate in FFA could acquire skills directly associated
to public speaking, i.e., constructing well-supported arguments, and speaking in clear and
engaging manners. All things considered, it is perceived that FFA involvement can allow
adolescents to build a foundation of powerful communication skills and build the confidence for
future leadership responsibilities. Furthermore, this study addresses Research Priority Three of
the American Association for Agriculture Education (AAAE) National Research Agenda –
Sufficient Scientific and Professional Workforce That Addresses the Challenges of the 21st
Century (Doerfert, 2011).
Conceptual Framework
In any career field, verbal communication is a key resource for the foundation of success. The
findings of this study could prove to be beneficial for the future generation of agricultural
majors’ success in their intended career fields. McCroskey and Richmond (1990) stated that
people are actually evaluated largely on the basis of their communication behaviors. Students
involved in FFA are more likely to develop specific skills through instructional practices, with
one of those primary skills being public speaking. By assessing a student’s public speaking
apprehension and the possible relationship it could have to FFA involvement, the findings of this
study could help illustrate how important prior experience is to develop low levels of public
speaking apprehension.
Methodology
The Personal Report of Public Speaking Anxiety (PRPSA) was the instrument that guided this
study. The target population used for this study was post-secondary agriculture students. The
undergraduates chosen for this study were selected on the basis that they were enrolled in
agriculture courses. All the students who were elected to participate in the PRPSA completed the
survey and researchers received 135 total responses. After analyzing data, using IMB SPSS
version 20, researchers investigated correlations between a student’s past FFA involvement and
their relation to the PRPSA statements. Correlations are an important tool to help us understand
whether or not two (or more) variables vary, together, i.e., they help us describe and explain
(Miller, 1994). By conducting the correlations researchers can answer deeper questions about
communication apprehension and its’ effects on undergraduates majoring in agriculture.
Researchers processed the correlations using a bivariate correlation analysis. A bivariate analysis
is a Pearson correlation coefficient that determines the strength of a linear relationship between
two variables (Dunn, 2013). A correlation is one that ranges anywhere between +1 and -1. The
higher or lower the correlation ratio becomes, the more sufficient it is to the study. After
completing the correlation analysis the researchers determined the significance it had to the
study. The more relevant correlations that were found were then used by the scientists to
determine if FFA involvement had an impact on public speaking anxiety.
Findings
Examiners found that students who had past involvement in FFA had lower overall public
speaking anxiety than those who had not participated in the organization. Researchers found that
the correlations associated with the following statements had the following results: I look
forward to giving a speech (rs = -.268) and I do not dread giving a speech (rs = -.222). Both are
negative correlations a negative correlation expresses an indirect relationship between two
variables. As one variable increases, the other variable decreases (Spatz, 2011). Students who
expressed that they were not involved in FFA had slightly higher anxiety levels towards public
speaking.
Conclusions/ Implications
The researchers found that prior FFA involvement had a negligible to slightly positive effect on
student’s levels of public speaking apprehension. Previous research has shown that FFA
involvement provides students with appropriate leadership characteristics and also prepares them
for occupations that require effective public speaking skills. However, the research did not
conclusively prove this relation.
Further research should be conducted in order to answer potential questions about relationships
between major and public speaking apprehension. First it is suggested that more PRPSA
instruments be administered when conducting future research. A larger target population would
give researchers a stronger basis for conclusions. After achieving a more sizable population, the
PRPSA could also be administered to general education majors as well as agriculture majors. By
doing so researchers could determine the impact of FFA involvement and agriculture courses in
education.
References
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Clark, R. A. (2002). Learning outcomes: The bottom line. Communication Education. 51(4),
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Doerfert, D. L. (Ed.) (2011). National research agenda: American Association for Agricultural
Education’s research priority areas for 2011-2015. Lubbock, TX: Texas Tech University,
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Dunn, R. L. (2013). Bivariate – Pearson Correlation Coefficient. Statistical Analysis – Correlate.
https://experts.missouristate.edu/pages/viewinfo.action?pageId=29590224
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