Communication apprehension and cognitive learning: An experimental analysis

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Abstract
This 2×3 factorial design was employed to test the relationship between communication apprehension and cognitive learning. The results of this quasi‐experimental study indicate that highly apprehensive students scored higher on an objective (written) test than they scored on an equivalent oral test. Scores on the objective exam did not differ across levels of communication apprehension. In addition, a small negative correlation between communication apprehension and learning was observed in the oral testing condition. The expected curvilinear relationship between communication apprehension and learning under the oral testing condition was not observed. A negative linear relationship between communication apprehension and learning was observed.