The Effect of Personality, Situational Factors, and Communication Apprehension on a Blended Communication Course

Abstract

Background/Objectives: This study was to explore the influence of personality types and situational factors on public speaking. Also, it examined the effect of communication apprehension on students’ academic achievement in a blend- ed learning environment. Methods: A total of 182 participants who enrolled in a blended communication course were administered questionnaires that assessed the Big Five personality traits (openness, conscientiousness, extroversion, agreeableness, and neuroticism), situational factors (previous experiences, immediacy, level of rehearsal, and motivation) and level of communication apprehension. Results: According to regression analysis, the predictors among the personality traits affecting speech performance were extroversion and openness, and among the situational factors, only the level of rehearsal was found to be a predictor. Also, academic achievements were not affected by Communication Apprehension in a blended learning environment, which does not comport with the findings in traditional face-to-face classes. Implications forfor theory and pedagogical practice are discussed.