Instructional practices and classroom communication apprehension: A cultural explanation

Research output: Contribution to journalArticle

Abstract

This study explored effects of instructional practices on classroom communication apprehension (CCA) in Nigerian classrooms. In general, results showed some similarities and marked differences between American and Nigerian students’ preferences for instructional practices as intervention strategies for CCA. Specifically, the results indicate that there were significant differences between low and high CCAs in preferred instructional practices. No significant difference was found for CCA on academic performance. Comparisons were offered based on cultural norms guiding Nigerian classroom behaviors. Implications for future research were also addressed.

Original languageEnglish
Pages (from-to)193-203
Number of pages11
JournalInternational Journal of Phytoremediation
Volume21
Issue number1
DOIs
StatePublished - Jan 1 1996

    Fingerprint

Cite this