Keywords

Self-regulation, self-efficacy, public speaking, community college

Abstract

The purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from participating students enrolled in either one of the two online, two telecourse, and two traditional face-to-face public speaking courses chosen for analysis. Fifty-seven participants answered Pintrich, Smith, Garcia, and McKeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative statistical analysis was used to investigate the impact of metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking on academic success and course completion in the three delivery modes. Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and self-regulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).

Notes

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Graduation Date

2006

Semester

Spring

Advisor

Witta, E. Lea;

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Studies

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0000949

URL

http://purl.fcla.edu/fcla/etd/http://purl.fcla.edu/fcla/etd/CFE0000949

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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