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Communication Apprehension Among Community College Students: a Phenomenology John R East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2017 Communication Apprehension Among Community College Students: A Phenomenology John R. Bragg Jr. East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Community College Leadership Commons, Educational Leadership Commons, Higher Education Commons, and the Speech and Rhetorical Studies Commons Recommended Citation Bragg, John R. Jr., "Communication Apprehension Among Community College Students: A Phenomenology" (2017). Electronic Theses and Dissertations. Paper 3236. https://dc.etsu.edu/etd/3236 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Communication Apprehension Among Community College Students: A Phenomenology ______________________ A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership ______________________ by Johnny Bragg May 2017 ______________________ Dr. Bethany Flora, Chair Dr. Ginger Christian Dr. Bill Flora Dr. Virginia Foley Keywords: Communication Apprehension, Public speaking, Education, Community College ABSTRACT Communication Apprehension Among Community College Students: A Phenomenology by Johnny Bragg A qualitative investigation was conducted to explore the phenomenon of communication apprehension among a purposeful sample of five community college students with high levels of communication apprehension. The phenomenon of Communication Apprehension (CA) is “an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons” (Beatty, McCroskey, & Heisel, 1998, p. 197; McCroskey, 1970, p. 269). All individuals experience some level of CA, and between 30% and 40% of individuals are estimated to experience high levels of CA. For the community college student with high levels of CA, the introductory communication course can be difficult, causing significant emotional and physical distress. For the high CA student, the experienced anxiety has academic, social, and emotional implications. A phenomenological qualitative methodology was selected to give voice to the high CA student and to understand the lived experience of high CA during the introductory communication course. This study provides a rich, thick description of the lived experience of the high CA community college student. A purposeful sample of five high CA community college students enrolled in the introductory communication course was selected. Participants were identified as high CA using the Personal Report of Public Speaking Apprehension (PRPSA) (McCroskey, 2017). Study participants were 2 selected as follows: those with high levels of CA as determined by the PRPSA instrument, and who were willing to offer insight into the lived experience of high CA. Data were gathered in two 50-minute interviews with each participant and from participatory action research (PAR) personal diaries created by study participants. Data were also gathered from field observations by the primary investigator. The lived experience of high CA is comprised of seven themes: (1) ongoing and pervasive difficulty, (2) ongoing curricular and co-curricular difficulty, (3) no division exists between real and imagined CA, (4) high CA students frequently avoid anxiety-inducing scenarios, and (5) high CA students have not been effectively equipped with mitigating techniques and in turn, use self-developed mitigation. The study is significant because it contributes to the body of knowledge related to CA for the high CA community college student. 3 Copyright © 2017 Johnny Bragg All Rights Reserved 4 DEDICATION To JB and Katherine. 5 ACKNOWLEDGEMENTS I would like to acknowledge the support of my wife and children throughout the doctoral process. I am thankful. Thank you to my dissertation chair, Dr. Bethany Flora, for your guidance, wisdom, and humor. Thank you to my committee members, Dr. Bill Flora, Dr. Virginia Foley, and Dr. Ginger Christian, for your time and expertise. Thank you to Dr. Xiaoping Wang for the encouragement to begin the journey. Thank you to Dr. John Davison and my colleagues at Northeast State Community College. Special thanks to my doctoral cohort members, Dr. Mark Jee, Dr. Rebecca Lasher, and Dr. Cheri Gregory, for sharing the load. 6 TABLE OF CONTENTS Page ABSTRACT ........................................................................................................................... 2 DEDICATION ....................................................................................................................... 5 ACKNOWLEDGMENTS ..................................................................................................... 6 Chapter 1. INTRODUCTION ............................................................................................................ 11 Statement of the Problem .......................................................................................... 12 Purpose Statement ...................................................................................................... 13 Research Questions .................................................................................................... 14 Significance of Study ................................................................................................. 14 Definitions of Terms .................................................................................................. 16 Study Limitations and Delimitations ......................................................................... 18 Overview of Study ..................................................................................................... 22 2. REVIEW OF LITERATURE ............................................................................................ 24 Evolution of CA Understanding ................................................................................ 28 Types of CA ............................................................................................................... 30 CA Measurement ....................................................................................................... 32 Implications of High CA ............................................................................................ 33 Current CA Remediation ........................................................................................... 34 The Challenge of CA Etiology .................................................................................. 37 CA and the Community College Student .................................................................. 38 Community Colleges in Transition ............................................................................ 41 7 The Introductory Communication Course and the Community College Student ...... 43 Conceptual Framework .............................................................................................. 46 Chapter Summary ...................................................................................................... 46 3. RESEARCH METHODOLOGY....................................................................................... 49 Research Questions .................................................................................................... 49 Qualitative Design ..................................................................................................... 50 Constructivism and the Phenomenological Tradition ................................................ 50 Role of the Researcher ............................................................................................... 53 Ethics.......................................................................................................................... 55 Setting ........................................................................................................................ 57 Sampling Strategy ...................................................................................................... 58 Sampling Frame ......................................................................................................... 60 Sample........................................................................................................................ 62 Data Collection Procedures ....................................................................................... 63 Interviews ................................................................................................................... 65 Personal Diaries ......................................................................................................... 66 Data Management ...................................................................................................... 67 Measures of Rigor ...................................................................................................... 68 Credibility ...................................................................................................... 68 Triangulation .....................................................................................
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