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A SURVEY OF THE SPEAKING EXPERIENCES
OF SPEECH GRADUATES AND NON-SPEECH
GRADUATES FROM ALBION COLLEGE

Thesis {or the Degree 0‘ M. A.
MICHIGAN STATE UNIVERSE”
Robert William Paige

196:2.

"5

‘I

 

Page 1 of 3

ABSTRACT.

A SURVEY OF THE SPEAKING EXPERIENCES OF SPEECH GRADUATES
AND NON-SPEECH GRADUATES FROM ALBION COLLEGE

by Robert William Paige

The problem of this study was to determine the
amount of speaking experiences of speech graduates and non-
speech graduates from Albion College, a small, liberal-arts
college located in southern Michigan. The study proceeded
from three hypotheses:

1. That speech graduates will have more speaking

experiences than non-speech graduates.

2. That speaking experiences will increase each

year after graduation.

3. That speech graduates will enjoy their speaking

experiences more than non-speech graduates.

In order to study the problem, information was
gathered by use of a questionnaire which was mailed to 150
speech graduates and 150 non-speech graduates, who were
graduated from Albion College between the years 19h5 through
1950 and between the years 1955 through 1960. Two-hundred
' and fifty-seven graduates responded to the questionnaire,
and 223 questionnaires were returned from.which the writer

secured data.

Robert William Paige
Page 2 ofv3

This study presented the following data which re-
vealed significant information concerning the hypotheses:

l. The epeech graduates engaged in more speaking
experiences than did the non-speech graduates. The Speech
graduates averaged hB speeches per person annually, whereas
the non-speech graduates averaged 29 speeches per person
annually. ‘

2. It was found that 75% of the speech graduates and
72% of the non-speech graduates reported that their speech
activity had increased since college graduation. Although
there was little difference between the two groups, these
data do illustrate the fact that speech activity increases
after graduation.

3. Both the speech graduates and non-speech gradu-
ates enjoyed their speaking experiences. For both groups,
more than 60% of them indicated that they had enjoyed their
speech activity very much.

Thus, the first two hypotheses presented in this study
were supported by the data of the study; the third hypothesis
was not supported by the data.

In addition to the affirmation or denial of hypotheses,
other conclusions were drawn.

It was found that speech graduates were involved
in more individual types of speech activities (such as group
leadership and addressing a group). In contrast, the non-

speech graduates were involved in more group speech activities

Robert William Paige
Page 3 0f 3

(such as committee meetings and group discussions).

The study further showed that speech graduates found
their college speech training more useful. fibre specifically,
58% of the speech graduates rated their college speech train-
ing "very useful," whereas only 13% of the non-speech gradu-
ates considered their college speech training ”very useful.”

Although neither the speech graduates nor the non-
speech graduates participated heavily in speech training
after their college graduation, there was a difference be-
tween the two groups. There was a positive correlation be-
tween the amount of speech training in college and partici-
pation in further training after college.

Finally, it was found in this study that there was
little pOsitive correlation between the amount of college
speech training and membership in a speaker's club of some

sort, as there were no non-speech graduates who belonged to
.such an institution, and only three speech graduates who

belonged to such a club.

A SURVEY OF‘THE SPEAKING EXPERIENCES OF SPEECH GRADUATES
AND NON-SPEECH\GRADUATES FROM ALBION COLLEGE

by

Robert William Paige

A THESIS

Submitted to
Michi an State University
in partial f illment of the requirements
for the degree of

MASTER OF ARTS

Department of Speech

1962

ACKNOWLEDGMENTS

The writer wishes to express his gratitude to Dr.
Gordon Thomas for his guidance, continual interest, and
valuable help during the writing of this thesis. Grateful
acknowledgment is also due to Dr. Donald Ecroyd and Dr.
Kenneth Hence for their helpful suggestions and assistance.

Without the c00peration of these men the completion of this
study would not have been possible.

11

TABLE OF CONTENTS
Pagel
ACKNOWIJEDMENTS O O O O O O 0 O O O O O O O O O O O O 11

LIST OF TABLES e e e e e e e e e e e e e e e o e e e 1'

LIST 0F.GRAPHS e e e e o e e e e e e e e e e e e e e V
Chapter

I. NATURE AND SIGNIFICANCE OF PROBLEM . . . . . 1

Introduction 0 e e e e e e e e e e e e e e 1

The Problem 0 e e e e e e e e e e e e e e e h

Definition Of Terms 0 e e e e e e e e e e e 2
Significance Of Study 0 e e e e e e e e e e

PPOVIOHS StUdiGS e e e e e e e e e e e e e 7

Plan Of Research a e e e e e e e e e e e e 7

II. PROCEDURE AND MATERIALS . . . . . . . . . . . 9

Materials 0 e e e e e e e e 9

Procedure 0 e e e e e o e e 9

III. PRESENTATION OF DATA . . . . . . . . . . . . 1A

IV. CONCLUSIONS AND INTERPRETATIONS . . . . . . . 32

BIBLIOGRAPHY e e e e e e e e e e e e e e e e e e e e 38

APPENDIX 0 e e e e e e e e e e e e e e e e e e e e e #0

iii

LIST OF TABLES

Table Page

I. Showing amount of speaking done by graduated
students....................15

II. Showing relationship between hours of college
speech training and number of speeches de ivered 17

iv

LIST OF GRAPES

Graph Page

I. Relationship between hours of college speech
training and speaking experiences . . . . . . . 18

II. Indicating value of college speech training . . . 23
III. Type of speaking experiences engaged in . . . . . 26

IV. Showing degree of enjoyment of speech activity as
ratede‘OhOSUbJeCtseeeeeeeeeeeee 29

CHAPTER I
NATURE AND SIGNIFICANCE OF PROBLEM
Introduction

"Speech training is every year taking a more signifi-

cant place in our educational life. Educators today have a
deeper understanding of the fact that the right sort of
speech training frees the individual, develops him mentally,
socially, and culturally and leads constructively to in-
dividual and social ideals."1 During the last few genera-
tions, and particularly the last two decades, speech has
been on the march. Teachers, students, and courses have
been increased; divisions and departments have expanded;

and research areas have opened. A comparison between almost
any high school or college speech program now and twenty
years ago will verify this. It is apparent that the needs
for speech training in education today have been recognized.
Speech has won itself a place of permanence. However, the
road to recognition in our schools today has been a rough

one for speech.

 

13ers Barber, Spgech Egggatign (Boston: Little Brown
and Company, 19h9). p. ix.

-2-

Fifty years ago instruction in speech tended to be
dominated by teachers who were concerned with such aspects
of speech as careful enunciation, elegant posture, and elab-
orate gestures rather than matters of invention and arrange-
ment. Because of the narrowness of their point of view and
the limitations of their usable knowledge speech and speech
training frequently fell into disrepute. It was not until
about 1915 that a reformation began. Speech was now con-
sidered a process of communication, not of self-display.
Standards were revised and elegance and formality yielded
to spontaneity and sincerity. With this gradual change came
a recognition of the functional importance of speech train-
ing. Despite the apparent permanence of speech training
in our schools today, we must be careful not to take our
speech programs fer granted.

Often, once a discipline no longer needs be defended,
its values and objectives are assumed and not examined. Lest
this happens to speech, it is important that we examine our
speech programs and study them with efforts directed toward
improvement. This study is such an effort.

Included in an examination of any educational pro-
gram should be a fellow-up study to determine how and to
what extent students have used the fundamentals learned from
a particular program, in this case a speech program. Many
sources of information can be used to secure data and an

important source is the student himself. It is the writer's

53
-3-
belief that students' opinions need to be gathered accurately
from time to time as a means of improvement in an educational
program. From these students, one may be able to determine
if the aims and objectives of speech teachers are being
realized.

First perhaps, we should look at these aims. The
objectives of speech teachers are many and varied. weaver,
Eye, and Borchers state:

A proper speech program is designed to make all boys
and girls more effective when they talk. Its primary
purpose, therefore, is not to turn out actors and
actresses, platform readers or public speakers; it
is rather to help students to participate in social
and business conversation, to present skillfully
their qualifications when applying for jobs, to speak
effectively in buying, selling . . . and to discuss
intelligently vital community issues.2
The theme here is that the aim of speech teachers is to
make speech training functional. This same theme is echoed
by O'Neill and weaver, woolbert, Sorrenson and several other
speech authorities.3 Speech training aims at developing an
individual to-a point where he becomes capable of effectively

expressing himself in life situations.

 

2AndrewWeaver, Glen Eye, and Gladys Borchers, ”What
Speech Can Contribute to High School Educationi"PThe Bul§etin
in i s,

of the flgtional Associgtion of Secondary-Schgg ; 9 pa
Vo . 9 ov. 4 , p. .
3See:. James O'Neill and Andrew Weaver, Elements of

Speich, g. 2. Charles Woolbert, The Fundamentals of Speech,
p. . red Sorrenson, S ech for t e Te c er, p. .

-4-

The Problem

Speech teachers may ask: Are speech students actu-
.ally speaking in life situations? Are the objectives of
speech training being realized? Do these students exhibit
themselves as being more capable of expressing themselves
than their associates who may not have had a speech back-
ground? was their speech training useful to them? Will
they enjoy their speaking more after their speech training?

This study is an attempt to answer the above ques-
tions. More specifically, the writer proposes to collect,
examine, and compare information concerning the speaking
experiences of speech graduates and non-speech graduates of
a liberal arts college. In order to secure information con-
cerning the speaking experiences of these students three
hypotheses were formed. The study will proceed from these
hypotheses. They are:

1. That speech graduates will have more speaking

experiences than non-speech graduates.
2. That speaking experiences will increase each
year after graduation.
3. That speech graduates will enjoy their speaking

experiences more than non-speech graduates.
Definition of Terms

"Speaking experiences" are defined as addressing a

-5-
group, group leadership, participation in committee meetings
and group discussions. An example of ”addressing a group”
would be delivering a speech to a club or organization. An
example of “group leadership” would be presiding at a meet-
ing of a club. In this study, a committee meeting must
be a meeting with not less than five persons participating.

A group discussion must be performed before an audience of
not less than five persons.

"Speech graduates” are defined as those students
who were graduated from Albion College with either a major
or minor in speech. At Albion College, a speech major is
a student who has taken at least twenty-four semester credits
of work in the Department of Speech. A speech minor is a
student who has taken a minimum of fifteen semester credits
of work in the Department of Speech. Thus, in this study,
speech graduates are those students who were graduated from
Albion College with at least fifteen semester credits of
work in the Department of Speech.

"Non-speech graduates" are defined in this study as
those students who were graduated from Albion College with
a major or minor in departments other than speech. The
samples of non-speech graduates employed in this study are
students taken at random from all other departments in the
college. After a selection of speech graduates was made,
the same number of students from other departments was chosen

at random. These constituted the non-speech graduates.

-6-

Albion College is a small, liberal-arts college
feunded in 1835. It is located in Albion, Michigan, a small,
industrial town with a population of approximately twelve
thousand, located in southern Michigan. Albion College is
a Methodist college with an annual enrollment of thirteen
hundred students, many of which are residents of Michigan,
with a large portion of them coming from the Detroit area.
The college is ranked extremely high academically both in
the state and in the nation.

The graduates considered in this study are those
who were graduated from Albion College between the years
l9#5 and 1950, and between the years 1955 and 1960. Two
different periods of years were investigated in order to
determine if speaking experiences increase each year after

graduation.

‘ Significance of Study

\fAs was discussed previously, it is the writer's
belief that students' opinions need to be gathered accurately
from time to time as a means of improving an educational pro-
gram. These students' opinions may well reveal if objectives
and values assigned to various courses are being realized.
The study should determine if speech graduates actually de-

' liver more speeches than students with little or no speech
backgroundfj It is also hoped that the questions which were
raised earlier in the study will be answered.

-7-
Previous Studies

There is only one study known to the writer which
compares speech activity of speech students and non-speech
students.; This study was done by Hazel Eileen Moritz at
Michigan State University in l9h6 in partial fulfillment of
her Master's Degree in the Department of Speech. It was

entitled, A Compapison of the Spgech Activity of Speech

.Majors with Non-Speech.Majors in Sppech Claspes and in Classes
Other Than Sppech. fHer study is a comparison of speaking

activity in class situations.“ She found that the speech
majors did more speaking in their class-room situations
than the non-speech majors.r There are seemingly no fermal
studies comparing speaking experiences of speech graduates

and non-speech graduates in life situations.»‘
P of Research

Before a discussion of the procedure and materials
in this study, the writer wishes to present the plan of
research which was followed during this study.

1. Similar research studies in this field were

examined.

2. The files of graduated students from Albion Col-

legs were examined.

3. A mailing list was compiled.

h. A questionnaire and cover latter were composed.

5.

6.

7.

8.

9.

-3-
After the approval of the questionnaire and cover
letter they were mailed to three hundred students.
At the end of four weeks those subjects failing
to reply were sent reminder post cards.

From the questionnaires, data were gathered and
examined and conclusions were drawn.

Tables, graphs, and charts, were made to illus-
trate the data.

Observations and generalizations were formed by

the writer.

CHAPTER II

MATERIALS AN D PROCEDURE

W

The primary materials employed in this study were
questionnaires, which were mailed to graduates of Albion
College. Thus, the primary sources were the students them,
selves. In addition, the records and files of Albion Col-
lege were employed in order to find the students' records
of course work. The A bion Colle e tin was referred to
frequently to determine types of courses, course content,
and courses added or removed during a certain period of

time 0
Procedure

Before constructing and mailing the questionnaire,
it was necessary to examine the Albion College students'
class records in order to select the graduates and obtain
their addresses.

The graduating classes of seniors graduating between
each of the years 19h5 through 1950 and between the years
1955 through 1960 included approximately two thousand stu-
dents. This was an average of 200 graduating seniors each

year. Of this number approximately one out of twelve were
-9-

-10-
speech graduates. The actual total for the two periods of
years was 162 speech graduates. The selection of students
was now made.

Each one of the students' class record cards was
examined to determine the students' major and minor. After
the 162 speech graduates had been identified, information
was taken from.the records of only 150 of them in order to
work with a round figure. Their names and the number of
hours of speech each took were individually recorded on
3 x 5 cards. After the necessary information was obtained
from these speech students' cards, the writer removed their
class record cards from the files. Although information
was not recorded from twelve of the speech students' records,
their class record cards were also removed and placed in a
separate file while they were employed in the study. At
this point, there were no class record cards of speech
graduates left in the files. After all of these cards were
removed, 150 class record cards were removed at random from
the remaining class record cards and placed in another file.
As with the speech graduates, names and number of hours of
speech were recorded. These constituted the non-speech
graduates. Now, the writer had infermation concerning 150
speech graduates and 150 non-speech graduates. It was now
necessary to secure the addresses of the 300 students.

The compilation of addresses presented some problems.

Although Albion College keeps a record of addresses of all

-11-

graduated students, some students failed to notify the col-
lege of address changes. Also, some of the names taken
from.the class records of the students were changed because
of marriage. However, most of the addresses were recent
and accurate.

With the selected students, their course work and
addresses determined, the questionnaire was drawn up.

Several pilot studies were drawn up before the com-
pleted questionnaire was mailed. From these “samples" it
was hoped to determine the clarity, accuracy, and simplicity
of the individual questions. After questions had been added,
subtracted, and re-worded several times the final question-
naire was drawn up.

In the first part of the questionnaire the students
were asked to indicate the number of their speaking ex-
periences during the last year only. In other words, the
subjects were asked to indicate the number of their speak-
ing experiences during the year preceding the questionnaire;
since the questionnaire was sent out in June, 1961, the sub-
jects were asked to indicate the extent of their speaking
experiences during 1960. This was done because the writer
feels that it would be quite difficult to recall accurately
speaking experiences over a longer period of time. ‘More
specifically, in this first part, the questions asked the
subjects to indicate the number of times they: (1) addressed
a group, (2) participated in group leadership, (3) participated

-12-
in a group discussion, and (L) participated in a committee
meeting. \

In the second part of the questionnaire, questions
requiring a "yes” or "no” answer appeared. The first ques-
tions in this section (5) asked the subjects if they found
that the number of their speaking experiences had increased
since college graduation. This question is in direct rela-
tion to an hypothesis in the study: ”That speaking experi-
ences will increase after college graduation." The next
two questions in this section were employed to supply supple-
mentary information. In the third section of the question-
naire, the first question (8) asked the students to indicate
.their feelings toward their speech training received in
college. The second question asked them to indicate their
feelings toward their speaking experiences. This question
was in direct relation to an hypothesis in this study: "That
speech graduates will enjoy their speaking experiences more
than non-speech graduates."

A letter of explanation accompanied the question-
naire.

This letter of orientation introduced the writer to
the subjects of the study and also briefly gave his back-
ground and the purpose of the study. It was sent in order
to familiarize the subjects with the study and to perhaps
a increase the return of the questionnaire. After the com-

;p1etion of the questionnaire and accompanying letter, the

-13-

writer was ready to mail the questionnaires. A copy of the
questionnaire and letter of orientation appears in the
Appendix on pages 41 and #2.

Enclosed with the questionnaire and cover letter
was a stamped, self-addressed envelope. The three hundred
questionnaires were mailed in June, 1961, and feur weeks
later, a follow-up post card was sent to those people fail-

ing to answer. Following is a breakdown of the return of

the questionnaires:

Questionnaires returned answered and usable 223
Letters with information but no questionnaire 7
Letters indicating a misunderstanding of
questionnaire 3
Questionnaires returned because of incorrect
addresses 2h
Questionnaires not returned #3

The 223 completed and usable questionnaires comprised 7h%
of the 300 mailed. The 257 (total questionnaires returned)
replies comprised a total of 85% return. Out of the 223
usable questionnaires returned, 122 were from speech gradu-

ates and 101 were from non-speech graduates.

CHAPTER III

PRESENTATION OF DATA

As the questionnaires were returned to the writer,
they were analyzed, and information was taken from them and
recorded on tally sheets. This information was broken down
into five main categories:

1. Number of speaking experiences

2. Usefulness of college speech training

3. Type of speaking experiences

a. Increase or decrease of speech activity since

college graduation

5. Degree of enjoyment of speaking experiences
In this chapter the results of this compilation of information
will be presented.

The first part of the questionnaire was concerned
with the amount of speaking done by the graduates during
the previous year. More specifically, the first part asked
the graduates to indicate the number of times they had ad-
dressed a group, participated in group leadership, partici-
‘pated in a group discussion, or participated in a committee

Ineeting during the last year. The results are recorded in

Table l on page 15.

-15-

Table I--Showing Amount of Speaking Done by Graduated Students

 

 

 

Number Total number Average No.
of of Delivered of Speeches
Students Speeches per Person
peach Graduates 122 5,862 #8

on-speech Graduates 101 2,927 29

v—f *— —v——

 

 

 

 

-16...

As can be seen from the table, the 101 non-speech
graduates delivered a\total of 2,927 speeches during the
year. This was an average of 29 speeches per person during
the year. In contrast, it was found that the 122 speech
graduates delivered a total of 5,862 speeches during the
year, an average of A8 speeches per person during the year.
Thus, it can be seen that the speech graduates were involved
in more speech activity than the non-speech graduates. In
fact, they delivered 19 speeches more per person than did
the non-speech graduates.

The subjects of the study were divided into several
categories, depending on the number of credits of speech
taken in college. The total number of speaking experiences
for each of the individuals in each of these categories was
then determined. Then, the average number of speeches fer
each category was computed. In addition, the median for
each category was determined. By considering the median,
or middle score, both the top and bottom.scores were con-
sidered. A comparison was made of the mean and median and
it was feund that the difference was not large enough to
necessitate the inclusion of both in this paper. Therefbre,
this study will employ the mean, or average, number of
speeches for each category. The results of this mean
are shown in Table II on page 17.

In addition to this table, a graph was prepared
showing the relationship between speaking experiences and

\ -17-

TABLE II--Showing Relationship Between Hours of College
Speech Training and Number of Speeches Delivered

 

 

 

 

 

_Number of Hours Average Number of
of College Speech Speeches Delivered
Training by a Group

0-2 0 O 0 O O O O O 0 O O O 9

6-8 . . . . . . . . . . . . 23
9-11 . . . . . . . . . . . . so
12-14 . . . . . . . . . . . 29
15-17 . . . . . . . . . . . 42
13-20 . . . . . . . . . . . 39
21-23 . . . . . . . . . . . k1
2h-26 . . . . . . . . . . . 73
27-29 . . . . . . . . . . . 6h

Average Number of speeches

-13-

GRAPH I

Relationship between hours of college
speech training and speaking experiences

 

m~—
7!..—

 

 

 

 

t
of): 3—3 6-13: '17”. M-‘HT 151-77 {B'IJO ll-IU III-"21E .11

Hours of speech in college

-19-
speech training. The graph, which appears on page 18, as
well as the table, indicates a positive relationship between
speech training and the number of speaking experiences. From
the graph we find that those students with 0-2 credit hours
of speech training delivered an average of 9 speeches per
person. Those graduates who took 2h-26 credit hours of
speech training delivered an average of 73 speeches per
person. This is a difference between these two groups of
6a speeches per person. It must be remembered that the
graduates with 24-26 credit hours of speech training were
speech majors, and perhaps entered professions requiring
them to deliver a large number of speeches. Even if their
professions did not require speech activity, these graduates
spent a great deal of their extra time in other kinds of
speech activities.

In contrast, perhaps those graduates with only 0-2
credit hours of speech training did not enter professions
requiring speech activity. In addition, these graduates
may have avoided speech activities in their non-professional
hours. It is obvious that speech graduates were involved
in more speaking experiences than non-speech graduates.

It was interesting to note that the graduates with
3-5 credit hours of speech training averaged 31 speeches
per person. This is~an average of 22 speeches more per
person than the graduates who received 0-2 credit hours of

speech training. So, with just these few additional credit

-20-
hours of speech training, the individuals participated in
three times as many speaking experiences.

There was another large increase in speaking experi-
ences between the graduates who took 12-14 credit hours of
speech training and again with those who took 15-17 hours.
The graduates with lZ-lh credit hours of speech training
delivered an average of 29 speeches per person, and the
graduates with 15-17 credit hours of speech delivered an
average of 42 speeches per person. It should be pointed
out that these graduates with 15-17 credit hours of speech
training were speech minors at Albion College. The fact
that these graduates were speech minors may account for the
increase in speaking experiences over the group with fewer
hours of speech training.

There was an extremely high increase in speaking
experiences between graduates with 21-23 credit hours of
speech training and those with 2h-26 credit hours. The
graduates with 21-23 credit hours of speech work averaged
Al speeches per person, whereas the graduates with 24-26
credit hours of speech training delivered an average of 73
speeches per person. It should be pointed out that the
graduates with 24-26 credit hours of speech training were
speech majors, while the group with 21-23 hours were speech ’
minors. This fact may account fer the sudden increase in
speech activity between those with 21-23 credit hours of
speech and those with 24-26 hours. This increase in speech

-21-
activity again emphasizes the relationship between the
amount of speech training and number of speaking experiences.

As can be seen from Table II, there are decreases
in the average number of speaking experiences, as well as
increases. However, by and large, the table indicates an
increase in the number of speaking experiences as the number
of hours of college speech training increases. The graph,
on page 18, shows these drops in speaking experiences to be
of’a minor significance, as the curve suggests a general
increase in the number of speaking experiences.

Graduates who took more than the required number of
credit hours for a speech major actually delivered fewer
speeches than those who took merely enough hours to satisfy
the requirements for a major. Those graduates with 24-26
credit hours of speech training delivered an average of 73
speeches per person. On the other hand, those graduates
with 27-29 credit hours of speech training delivered an
average of 6h speeches per person. Hence, there seems to
be little difference in speech activity between these two
groups. It appears, therefbre, that once a graduate has
attained a major in speech, further work in this area is
not likely to influence his speech activity after college
graduation.

It was found that there were only three speech
graduates who reported that during the year preceding the
study they had engaged in no speaking experiences as defined

-22-
by this study. At the same time there were eleven non-
speech graduates who reported this.

For both the speech graduates and non-speech gradu-
ates more men engaged in speaking experiences than did
women. 0f the 101 non-speech graduates, #9 were men. These
men delivered 1,750 speeches out Of the total of 2,927 fer
this group which was approximately 60% of the total speaking
experiences of the non-speech graduates. Of the 122 speech
graduates, 58 were men and these men delivered 3,244 speeches
out of the total of 5,862 for this group. This is approxi-
mately 55% of the total speaking experiences for the speech
graduates. The fact that men engaged in more speech activity
than women can probably be attributed to the fact that men
come in contact with more people, being away from home more
than their wives, and hence, may be involved in more speak-
ing situations. ZMany women remarked on the questionnaire
that they were too busy with domestic duties to participate
in speaking activities. Much of the speech activity in
which women participated was done in small church groups, or
similar groups of a small nature. .

In another part of the questionnaire, the subjects
were asked to indicate their feelings toward the question:
"How much has your college speech training helped you in
your speaking situations?" It was found that the speech
graduates valued their college speech training more than the
non-speech graduates. The results are recorded in Graph II,

‘which appears on page 23.

 

Percentage of Students

-23-
GRAPH II

Indicating Value of College Speech

Training

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

E: Speech Gradua es
70.. — Non-Speech Gr duates
I P
6OT ’
3 1“ ' :i
i I .
505. I f
3 \ c
i
#04. §
3 :~
i
303 i
‘ 3‘
z i
20 + i
t 2
i _
i i
10 «E ’ -
o L g, L n L
Speech Training Speech Train- Speech Training
found very use- ing found fairly feund of little

ful useful

1189

-24-

As we examine this graph, we see that there were
71 speech graduates, or 58%, who found their college speech
training very useful. In contrast, there were only 13 or
13%, of the non-speech graduates who rated their college
speech training as being very useful. At the same time,

_ 37, or 37%, of these non-speech graduates found their col-
lege speech training of little use. On the other hand,

only 9, or 8%, of the speech graduates feund their college
speech training of little use. It was interesting to note,
also, that there were four non-speech graduates who attached
a category of their own to the rating scale appearing on the
questionnaire: No pep gt all. In fact, there were three
non-speech graduates who indicated that they had taken, and
completed, a Dale Carnegie course, and found it more bene-
ficial than their college speech training.

Next, the types of speaking activities of the sub-
jects of this study were examined. It was found that there
was no one type of activity which completely dominated .
the graduates' speaking experiences. However, there was
a noticeable difference between the speech graduates and
the non-speech graduates in the type of their speaking activity.

It was found that 22% of the total speaking experi-
ences of the speech graduates was done by addressing a group.
Om.the other hand, only 7% of the total speech activity of
‘the non-speech graduates was done by addressing a group. This
'type of speaking experience is the most individual type of

-25-
speech activity as contrasted with a group speech activity.
This may suggest that the non-speech graduates are less
likely to get on their feet alone than to participate in a
group activity. Group leadership accounted for 28% of the
speech activity of the speech graduates. In contrast, group
leadership accounted for only 11% of the speech activity of
the non-speech graduates. It was found that only 13% of

the total speaking experiences of the speech graduates was I

 

in group discussions. However, group discussions accounted
for 38% of the speaking activity of the non-speech graduates.
Committee meetings constituted 37% of the total speech
activity of the speech graduates and th% of the non-speech
graduates. This information is presented in Graph III,
which appears on page 26.

It was interesting to note that "group speaking
activities" (committee meetings and group discussion) ac-
counted for 82% of the speech activity of the non-speech
graduates, whereas these activities accounted fer only 50%
of the speech activity of the speech graduates. This may
suggest, as was mentioned above, that the non-speech graduates
participate in those speech situations where they would not
be required to get on their feet alone. Perhaps they felt
more secure with a group situation rather than an individual
one.

One of the questions appearing on the questionnaire
asked the subjects to indicate if their speaking experiences

-25-

GRAPH III

Type of Speaking Experiences

Percentage of Students

 

351.

30 Jr
25 ..

20 n

W

15 ‘

10 J.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

!

 

 

 

 

 

 

 

Address
a Group

Group Group
Discussions Leadership

Committee
Meetings

Speech\Graduates

1 _.--. 1
_

Non-Speech Graduates

-27-
had increased since college graduation. It was found that
out of the 122 speech graduates, 92, or 75%. indicated that
their speaking experiences had increased since college gradu-
ation. Out of the 101 non-speech graduates, it was found
that 73, or 72%, indicated that their speaking experiences
had increased since college graduation. Thus, there was
little difference in increase between the speech graduates ‘
and the non-speech graduates. However, it does illustrate i

the fact that speech activity increases after college

 

graduation. It appears that people participate in more
speaking experiences after they have become established in
their community, and familiar with it. ‘
One of the questions in the questionnaire, designed
to give information of a supplementary nature, asked the
subjects if they had any speech.training, such as a Dale
Carnegie course, since college graduation. It was found
that there were only five non-speech graduates who had re-
ceived some speech training since their college graduation.
It should be mentioned that three of the five non-speech
graduates who had received some speech training since gradu-
ation had done so through a Dale Carnegie course; the other
two had taken some post graduate courses in speech. Of
the fourteen speech graduates who had received some speech
training since graduation, only five had done so through a
Dale Carnegie course: there were nine who had done post

graduate work in speech.

-23-
Another question, of a peripheral nature, asked the
subjects if they belonged to a "speaker's club," such as a
Toastmaster's Club. There were no non-speech graduates who be-
. longed to such an organization. Thus, there appeared to be
little, if any, correlation between the amount of college
speech training and membership in a speaker's club of some
30-. A
The subjects in this study were asked to indicate
how much or how little they enjoyed their speaking experi- L
ences during the last year. The subjects were asked to
indicate their feelings on the following rating scale:
‘I‘yarynacfil Iss5. I Iveme’.
The results are recorded in Graph IV on page 29.

 

It was surprising to note that there was not much
of‘a difference between the speech graduates and non-speech
‘graduates. It was feund that 89 speech graduates, or 73%,
considered their speaking experiences very enjoyable. This
'was only eight percentage points different from.the non-
.speech graduates, since 66, or 65%, of them considered their
speaking experiences very enjoyable. Twenty-eight, or 23%,
of‘the speech graduates found their speaking experiences
.fairly enjoyable, whereas 21, or 21%, of the non-speech
graduates considered their speech activities during the
.last year fairly enjoyable. The biggest difference between
‘the two groups appeared in the last category of rank. It

-29-

GRAPH IV

Showing Degree of Enjoyment of Speech Activity
as Rated by Subjects

Percentage of Total
01021 _5 44m

 

 

 

Speech activity
found very
enjoyable

 

 

 

 

 

 

 

 

 

I ‘
P

 

Speech activity
found fairly
enjoyable

 

 

 

 

I

fOund little

enjoyable
rI'IIFII i

 

 

 

 

 

 

 

 

 

 

Speech activity 3
i

 

 

Speech Graduates

- Non-Spee ch Graduates

-30-
was found that only 5 speech graduates, or 4%, considered
their speaking experiences ”little enjoyable." 0n the other
hand, 14, or 14%, of the non-speech graduates considered
their speaking experiences "little enjoyable." This meant
that three times as many non-speech graduates as speech
graduates did not enjoy their speech activities.

in summary, then, the data revealed the following

information relative to the five main categories suggested
on the first page of this chapter.

1. The speech graduates engaged in more speaking
experiences than the non-speech graduates. The
speech graduates averaged 48 speeches per per-
son, while the non-speech graduates averaged 29
speeches per person.

2. Fifty-eight per cent of the speech graduates
found their college speech training very useful.
There were only 13% of the non-speech.graduates
who considered their training useful. The speech
graduates valued their speech training more than
did the non-speech graduates.

3. Although there was no one type of speech activity
which dominated the graduates' speaking experi-
ences, there was a difference between the two
groups in the type of speech activity. Speech
graduates were involved more in individual

speech activity (group leadership and addressing

 

h.

5.

~31- ‘
a group). The non-speech graduates were involved
in "group activities" (group discussion and come
mittee meetings).
It was found that 75% of the speech graduates
and 72% of the non-speech graduates reported
that their speech activity had increased since
college graduation. Although there was little
difference between the two groups, these data
do illustrate the fact that speech activity in-
creases after graduation.
Both the speech graduates and non-speech graduates
enjoyed their speaking experiences. For both
groups, more than 60% of them indicated that they
had enjoyed their speech activity very much.

Now that this information has been presented, let

us examine it and find its meaning.

 

CHAPTER IV
CONCLUSIONS AND INTERPRETATIONS

From the data presented in the preceding chapter,
we can draw some conclusions relative to the three hypotheses
discussed earlier. As we draw these conclusions, let us con-
sider each hypothesis again. The first hypothesis was:
Speech graduates will have more speaking experiences
than non-speech graduates.
In general, this hypothesis is supported by the data. Spe-
cifically, the speech graduates averaged 48 speeches per
jperson, whereas the non-speech graduates averaged 29 speeches
per person. Table I on page 15 further shows clearly that
the speech graduates were involved in more speech activity
than the non-speech graduates. Finally, the graph on page
18 indicates a positive relationship between speech training
and the number of speaking experiences. From the results
of the compilation of theSe data concerning the number of
speaking experiences, we can conclude that the speech gradu-
ates of Albion College participate in more speaking experi-
ences_than do the non-speech graduates. Therefore, the
first hypothesis presented in this study is supported by
the data of the study.

-33-
The second hypothesis was:
Speaking experiences will increase each year after
graduation from college.
In general, this hypothesis is supported by the data. Seventy-
four per cent of the total number of subjects in this study
indicated that their speaking experiences had increaSed
since graduation from college. ‘The fact that they were
speech graduates or non-speech graduates did not alter the
number of experiences. more specifically, 92, or 75%, of
the 122 speech graduates indicated that their speaking exr
periences had increased since graduation. Out of the 101
non-speech graduates, 73, or 72%, indicated that their
speaking experiences had increased since graduation. There-
fore, we may conclude that speaking experiences increase
after college graduation for Albion College students. This
infbrmation affirms the second hypothesis in this study.
The third hypothesis was:
Speech graduates will enjoy their speaking experiences
more than will non-speech graduates. ‘
In general, this hypothesis is not supported by the data.
The study showed that 89 speech graduates, or 73%. considered
‘their speaking experiences very enjoyable. This was not much
different from the experiences of the non-speech graduates,
as 66, or 65%, of them considered their speaking experiences
'very enjoyable. Thus, more than 60% of both the speech
graduates and non-speech graduates indicated that they had

 

-34-
enjoyed their speaking experiences very much. Therefore, we
may conclude that the data relative to "enjoyment of speech
activity" do not support the third and final hypothesis in
this study.

In addition to the affirmation or denial of hypoth-
eses, other conclusions can be drawn.

In considering the types of speech activity--address-
ing a group, group leadership, committee meetings, and group
discussions-~it was found that none of them was dominant.
However, there was a difference between the speech graduates
and non-speech graduates with respect to speech activity in
which they were engaged. Speech graduates were involved in
more individual speech activity (group leadership and ad- :
dressing a group). Group leadership and addressing a group
accounted for 50% of the speech activity for the speech
graduates, whereas these activities accounted for only 18%
of the speech activity of the non-speech graduates. From
these data, we can conclude that non-speech graduates are
perhaps less willing to get on their feet alone, or are
called upon less frequently than are speech graduates.

This study showed that 58% of the speech graduates
.fOund their college speech training very useful. However,
‘there were only 13% of the non-speech graduates who con-
sidered their speech training very useful. Thus, we may
conclude that the speech graduates valued their college

-35-
speech training more than did the non-speech graduates.

The study revealed that only five non-speech gradu-
ates had received some speech training since their college
graduation. Three of these five had_done so through a Dale
Carnegie course; the other two had taken some post graduate
work in speech;' Out of fourteen speech graduates who had
received some speech training since graduation, only five
had done so through a Dale Carnegie course, and nine had
done post graduate work in speech. Although neither group
seemed to participate heavily in speech training after
college graduation, there was a difference between the speech
graduates and non-speech graduates. Thus, there seems to
be a positive correlation between the amount of speech train-
ing in college and participation in further training after
college.

Finally, it was found in this study that there were
no non-speech graduates who belonged to a "speakers' club”
of some sort, whereas there were three speech graduates who
belonged to such an organization. Thus, we may conclude that
there is little correlation between the amount of college

speech training and membership in a speakers' club.

Suggestions for Euggher Study

Each research study should bring forth new ideas and
possibilities for study. This study was no exception. Some
suggestions for further study are:

1.

2.

3.

-36..
A study to determine the relationship between an
individual's vocation and his activity in speech.
Do professional men speak more than laborers? Do
doctors engage in more speech activity than
teachers? Are employers involved in more speak-
ing experiences than their employees?
A study of the relationship between students'
grades and the amount of their speech training.
Do those students who start out with poor grades
in speech work go on to take as many speech courses
as those students who began with good grades?
A study to determine what speech courses taken
in college are considered the most valuable by
graduates. Perhaps there are some courses which
students feel prepare them better fer speech
activities after graduation than others. Edu-
cators would be very much interested in knowing
which speech courses should receive more emphasis

and which ones should be de-emphasized.

BIBLIOGRAPHY

BIBLIOGRAPHY

Albion College Bulletin. A catalogue concerning information
of course titles, content, and schedules. Vol. 52,
June , 1956.

Barber, Sara. S ech Education. Boston: Little Brown and
Company, I9h9.

Borchers, Gladys, Eye, Glen, and Weaver, Andrew. "What
Speech Can Contribute to High School Education,"
The Bulletin of the N i- a1 Asocation of wonder-
S 00 f ncio- s, ‘o . 2‘ ‘ov., ' .

Hackleman, Betty. "A Survey of the Use of Special Equi nt
Employed in Speech Correction For the Cerebral al-
sied Child." Unpublished.Master's dissertation,
{apartment of Speech, Michigan State University,

5 .

Moritz, Hazel. "A Comparison of the Speech Activity of
Speech Majors With Non-Speech.Majors in Speech
C asses and in Classes Other Than Speech.” Un-
published Master's Dissertation, De tment of
Speech, Michigan State University, 9L6.

O'Neill, James, and weaver, Andrew. Ele nts of S ech.
New York: Longmans Green and Company, I925.

Sorrenson, Fred. 3 ech F the T cher. New York: Ronald
Press Company, 195%-

Woolbert, Charles. The Fundame¥¥gls of Sggech. New York:
Harper and Brot era s are, 2 .

-33-

APPENDIX

 

 

The following three items are the
letter which accompanied the ques-
tionnaire, the questionnaire used
for this study, and a duplication

of the postal card used in the
StUdYe

~h0-

-h1-

Dear Albion Alumnus,

I am a graduate of Albion College, having been gradu-
ated in June, 1960. I am.currently enrolled in the gradu-
ate school of Communication Arts at Michigan State Univer-
sity, working on a Master's Degree. My thesis work involves
a survey of the speaking experiences of graduated students
from Albion College.. It would be most helpful if I knew
the amount of speaking done within the last year by these
graduated students. I would greatly appreciate it if you
could spare a few minutes of your time to answer the enclosed,
short questionnaire and return it to me. After the completion
of this study, I will do my best to let you know the results.

Thank you very much for your time and information.

Sincerely,

M fwra/

Robert Paige

-42-
QUESTIONNAIRE

would you please indicate the number of speaking experiences
in which you have participated since last June (1960) by
filling in the blanks below. Since this study is concerned
with speaking experiences outside the realm of teaching,
please do not include teaching as a type of speaking experi-

ence o

T223 of Activitz

l. Addressed a group, such as delivering
a speech to a club, organization, etc.
2. Participated in group leadership such
as presiding at a meeting of a club, etc.
3. Participated in a group discussion before
an audience of not less than five persons.
A. Participated in a committee meeting of not
less than five persons.

5. Have you found that the number of your

speaking experiences each year have in-

creased since college graduation? Yes No ____
6. Have.you had any speech training since

college graduation, such as a Dale

 

Carnegie course? Yes No
7. Do you belong to a "speaker's club,"
such as a "Toastmaster's Club"? Yes No

Please indicate your feelings on the following questions:

8. How much has your college speech training helped you in
your speaking situations?

 

 

O - O O _Q 0 O
. Very Much . . Some . . Very LIttIe .

9. How much have you enjoyed these speaking experiences?

I VeryIMucH": Iޤome : 2 Very LIttIe .

 

Name

If you have any comments, please feel free to add them at
the bottom, or on the reverse side of the questionnaire.

4&3-

POSTAL CARD

Dear Albion Alumnus,

I wrote to you earlier this month requesting in-
formation concerning your speech activity during the pre-
vious year. This information was to be in questionnaire
form. To date, this questionnaire has not been received.

I would greatly appreciate it if you would send
these data to me as soon as possible. If the questionnaire
has been misplaced, I will be happy to send you another copy.
Thank you. ’ I

Sincerely,

Wfifwyxv

Robert Paige

finial-
. wrath
, 1.,
VI . .. V
if
first.“
fiat

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