The impact of preparation and motivation on learning performance

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Abstract
Basic speech course students at a mid‐sized, midwestern university (N = 245) reported preparation strategies and amounts as they readied themselves to demonstrate communication knowledge on the final exam for the course. In this exploratory study, two strategies led to significantly higher scores on the final exam: reviewing the concepts delineated on the study guide and silent reading of class notes. Overall grade point average correlated positively with final exam scores. A second study examined the relationship between students' motivation toward the course and their demonstration of communication knowledge and public speaking skill. Student motivation (N = 263) was positively related to public speaking competence, but not to the demonstration of communication knowledge.