Ragusa, Sarah R.2010-05-102010-05-102010-05-10http://hdl.handle.net/2097/4104In this thesis study, the use of group work as an instructional strategy was assessed to determine the effect it has on students’ willingness to communicate, communication apprehension, and self-perceived competence. Students enrolled in a basic public speaking at a major Midwestern university completed Neer’s (1987) Classroom Apprehension about Participation Scale (CAPS) at the beginning of the semester and again four weeks later after being exposed to a treatment of group or no group. Results indicated students’ willingness to communicate and self-perceived competence increased over the four-week duration of the study regardless of treatment. However, a significant reduction of communication apprehension was seen in students using group work in their classrooms. Limitations and implications are discussed.en-USclassroom participationgroupwillingness to communicateself-perceived competencecommunication apprehensionThesisEducation, Curriculum and Instruction (0727)Education, Secondary (0533)Speech Communication (0459)