[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599260-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599260-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","communication-center-effectiveness-the-impact-of-tutoring-on-speech-performance","Communication Center Effectiveness - The Impact of Tutoring on Speech Performance","","Study examines how required public-speaking tutoring provided through communication centers affects student outcomes, including grades, speech apprehension, and expected speech performance. Test and control participants completed the Situational Communication Apprehension Measure after persuasive speeches in a traditional public speaking course, and recorded speeches were analyzed. Results show no significant differences in communication apprehension or speech delivery, while the tutoring group scored higher on organizational outcomes and final speech grades, with future directions and limitations discussed.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/communication-center-effectiveness-the-impact-of-tutoring-on-speech-performance/599260/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/communication-center-effectiveness-the-impact-of-tutoring-on-speech-performance/599260.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How was tutoring compared to a control condition in the study?","Question",{"text":63,"@type":64},"Participants in a test group attended required tutoring, while a control group did not. After persuasive speeches in a traditional course, both groups completed the Situational Communication Apprehension Measure and recorded speeches were analyzed.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Did tutoring significantly change speech apprehension or speech delivery?",{"text":68,"@type":64},"No significant difference was identified between the test and control groups for communication apprehension or speech delivery.",{"name":70,"@type":61,"acceptedAnswer":71},"What outcomes showed benefits for students who received tutoring?",{"text":72,"@type":64},"Students in the tutoring group had statistically higher organizational outcome scores and higher final speech grades.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599260,1792167220,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communication Center Effectiveness: The Impact of  \nTutoring on Speech Performance  \nAlyssa Davis Darren L. Linvill  \nClemson University Clemson University  \nMelissa E. Jacobs  \nUniversity of South Carolina Beaufort  \nAbstract  \nIn this study, the researchers explore required public speaking tutoring in communication centersand the effect it has on students’ grades, speaking apprehension, and expected speech outcomes. Test and control group participants completed the Situational Communication Apprehension Measure after the completion of their persuasive speeches in a traditional public speaking course. Recorded speeches were also analyzed by the researchers. No significant difference was identified between the test and control group related to either communication apprehension or speech delivery. Students in the test group (those students attending required tutoring) did, however, have statistically higher scores related to organizational outcomes and final speech grades. Future directions of research and limitations are discussed.  \nIntroduction and Rationale  \nCommunication centers have proven to be an integral part of speech training, directly impacting retention rates and student success (Von Till, 2012). King and Atkins-Sayre (2012), however, found that students are not likely to attend tutoring sessions in a communication center without faculty support. Research exploring the effectiveness of communication centers is limited (Turner & Sheckels, 2015). To help gain additional faculty and administrative support, further research is necessary to establish specifically how communication centers help students most. As a gauge for effectiveness, the National Communication Association (NCA) provides eight competencies, or goals, for a competent speaker in the basic communication course (Morreale, Moore, Surges-Tatum, & Webster, 2007). As the accepted standard by the national organization, these  \ncompetencies are used by the authors in this study to evaluate students who have attended tutoring and those who have not. Communication apprehension is an area focused on in the basic communication course at the program studied, and stressed in the communication center studied, this will also factor in as part of our gauge for effectiveness.  \nLiterature Review: Research into Tutoring.  \nAs the fundamental reasoning behind implementing tutoring, Bell and Morreale (2015) explained that tutoring can supplement the material that students learn in their classes, enabling them to engage that material on a deeper level at any stage in their learning process. They go on to explain that the foundational material in a class must be grasped and understood before a student can move into more advanced material, and  \nit is tutoring that helps to solidify the foundational material to aid instructors to move forward into the deeper, and more advanced material. Peck, Chilvers, and Lincoln (2010) found that students viewed the learning they received in tutoring as their preferred method of learning. Bell and Morreale (2015) offer an explanation of why students may choose tutoring as their preferred learning support by saying that tutors give students a chance to learn from someone “who may use different language, examples, or instructional methods than their professor,” and that these differences can help the students get a larger picture of the material and better grasp the concepts (p. xi) .  \nTheoretically, tutoring should correlate to effectiveness. However, in Jones’s (2001) research, the author reviewed writing center literature to extrapolate direct and indirect evidence of effectiveness in tutoring. Jones concluded that the structure of tutoring in writing centers, specifically the process approach taken in tutoring, complicates efforts to quantify direct, concrete effectiveness; however, there is a great deal of indirect evidence that shows writing centers affect both the tutor and the tutee positively by promoting critical thinking skills t","cbCaivYiQ0yE3qKt","https://ap.wps.com/l/cbCaivYiQ0yE3qKt","pdf",91435,11,"English","# Abstract\n# Introduction and Rationale\n# Literature Review: Research into Tutoring\n# Communication Center Tutoring\n## Benefits to the Tutors and the Program","[{\"question\":\"How was tutoring compared to a control condition in the study?\",\"answer\":\"Participants in a test group attended required tutoring, while a control group did not. After persuasive speeches in a traditional course, both groups completed the Situational Communication Apprehension Measure and recorded speeches were analyzed.\"},{\"question\":\"Did tutoring significantly change speech apprehension or speech delivery?\",\"answer\":\"No significant difference was identified between the test and control groups for communication apprehension or speech delivery.\"},{\"question\":\"What outcomes showed benefits for students who received tutoring?\",\"answer\":\"Students in the tutoring group had statistically higher organizational outcome scores and higher final speech grades.\"}]","Communication Center Effectiveness - The Impact of Tutoring on Speech Performance | PDF",1792088441,28]