skip navigation


Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.


NCJ Number: 91069 Find in a Library
Title: Effect of Videotape Feedback on the Development of Presentation Skills
Journal: Journal of Police Science and Administration  Volume:11  Issue:3  Dated:(September 1983)  Pages:343-357
Author(s): C W Steinmetz
Date Published: 1983
Page Count: 15
Type: Program/Project Evaluation
Format: Article
Language: English
Country: United States of America
Annotation: This research determined that the students exposed to video evaluation were more effective in giving oral presentations in a communication and public speaking course than those students not exposed to videotape evaluation.
Abstract: The two classes (n=44) in the summer semester were selected to receive only instructor critique of their speech deliver. The three classes (n=65) in the fall and spring semesters were selected to receive videotape recording and self-confrontation (VTRSC), seeing oneself on a television monitor immediately after delivery of an assigned speech, along with instructor critique. The research design was the pretest-posttest control group design of Campbell and Stanley (1963). The experimental and control groups were given the same communication lectures by the same instructor. Students in each group presented three speeches. Videotape recordings were made of each student's speech to permit evaluation by trained judges who had no knowledge of whether a student was in the experimental or control group. The data were analyzed using the t-test for independent means with the basic variable being the difference between the mean rating of each student's first and last speech with respect to the visual and verbal elements of speech delivery. The results indicated that the VTRSC was of significant importance in improving the speech delivery skills of the student. Tabular data and nine references are provided.
Index Term(s): Audiovisual aids; Instructional aids; Program evaluation; Videotapes
To cite this abstract, use the following link:

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.