1. Action Research for Western Governors University
Susan M. Goers
MS Curriculum and Instruction
December, 2011

2. Project Choice
 Severe speaking apprehension in current middle
school environment
 Opportunity to introduce environment to NFL/NJFL
 Personal experience in coaching speech events
 Buy-in from administration/BOD

3. Project Fit
 Lack of addressing public presentation skills in middle
school students in Utah
 Literature addresses needs throughout the country
 Providing opportunities for students to grow in
speaking and presenting
 Fits with new common core standards for public
presentations and speaking skills

4. Methodology
 Action Research provided an opportunity to affect
current classroom environment and propose changes
to BOD regarding current curriculum/ Core
Knowledge requirements.
 Triangulation of strategies
 Questionnaires/Artistic instruments
 Interviews/Private modeling
 Competition

5. Methodology Cont’d
 Use of NFL/NJFL Video clips of various forms of
public speaking events – humor orientation
 Humorous Interpretation
 Duo
 Oratory
 Impromptu
 Opportunities for students to produce their own piece
 Small group presentations/modeling by instructor
 Class presentations/modeling by instructor
 NJFL Competition

6. Results and Conclusions
0
2
4
6
8
10
10 20 30 40 50 60 70 75 88 More
NumberofStudents
Total Score PRCA
Communication Apprehension
First Day of Unit
Day one of the unit students filled out the first Likert Scale
instrument(Lewis, 2000) and produced a piece of artwork that the
class evaluated as negative, neutral, or positive (Hayward, 1993).
Results of the artwork determined that 17 students had negative
feelings towards public speaking, while 6 had positive feelings. None
of the artwork was deemed “neutral” by the class. Overall we started
out with a rather negative outlook.
The PRCA, Personal
Report of Communication
Apprehension filled out
the first day of the unit
resulted in the majority of
the class feeling
apprehensive. Scores over
75 indicate apprehension
in public speaking.

7. Results and Conclusions Cont’d
0
1
2
3
4
5
6
7
1 2 3 4 5 More
Students
Placings - first through fifth (out of five)
NJFL Results Toward the end of the unit we
had an NJFL sanctioned
competitive event at our
institution. The results showed
drastic improvement in the
students’ speaking skills and
abilities. Judges were from
other NJFL schools and were all
trained on proper judging
technique.
Prior to the event there was a fair amount of anxiety among students,
although they were excited about competing. Throughout the event
the students began to relax and perform with greater ease.

8. Results and Conclusions Cont’d
3 1
2
7
10
Students' Perception
After Unit
Very Negative
Negative
Neutral
Positive
Very Positive
After the competition
students were given short
answer questions to
address their concerns
from the beginning of
the unit. The results are
extremely positive when
compared to the starting
point. There were 17
positive and very positive
students overall.

9. Results and Conclusions Cont’d
0
5
10
Strongly
Agree
Agree
Undecided
Disagree
Strongly
Disagree
Students' Perception
Post Unit
The last instrument consisted of another Likert scale questionnaire that
allowed students to rate their opinions of public speaking after the unit had
been taught. This instrument yielded 18 students who strongly agreed and
agreed that the teaching element had changed their overall opinions and
abilities. Zero students strongly disagreed.

10. Conclusions
 Humor and immediacy techniques have a positive
affect on how students perceive public speaking and
public speaking opportunities.
 While most students can be reached and affected, it is
impossible to affect all.
 Public Speaking should start at an early age in order to
dissuade apprehension by middle school.
 Units on public speaking should be made a mandatory
part of core curriculum.

11. Recommendations
 The Board of Directors at the current educational
institution will receive a copy of this project, along
with copies of all the data (over 500 pages) in a bound
book for review.
 Speech and Debate, Forensics will be recommended as
an integral part of the curriculum at the present Core
Knowledge institution and will become part of the
mandatory skill set, partnering up to the new
Common Core.

12. Current Effects
 Students are preparing presentations for a coffeehouse
in February that will have 200+ participants.
 Students present at school wide assemblies.
 Students are competing in NJFL events, statewide, and
at the national level.