Kommunikasievrees in kleurling sekondêre skole

Abstract

In this study communication apprehension is right through indicated as an obstacle in the process of communication in the classroom and consequently also in the process of teaching and learning. Pupils that experience communication apprehension in some way or other will encounter trouble in participating in the act of communication and their academic progress and achievements will be affected in a negative way. An adapted questionnaire by McCroskey (PRCA scale) was used to measure the ability of the pupils to communicate in Afrikaans and English. The Statistic Consultation Service of the University of Potchefstroom for Christian Higher Education analysed the answers. Results obtained from this study indicate that as far as the entire population is concerned communication apprehension is higher in Afrikaans than in English. Results also indicate that communication apprehension in the case of both languages is higher at the school in the North West Province than at the school in the Free State Province. Furthermore findings point out that pupils in standard 6 experience less communication apprehension than pupils in standard 7 to 9. The level of communication is the highest amongst pupils in standard 9. Findings also indicate that communication apprehension in the case of boys in standard 7-9 in both Afrikaans and English is higher than in the case of girls in the same standards and the same language media. The average communication apprehension in the two secondary schools in Afrikaans medium is 60,15% and in English medium is 58,27%. This shows that the extent of communication apprehension in these schools is fairly high. This study underlined certain factors playing a part in causing communication apprehension. The most important factors in this respect are indicated. Insufficient communication skills in the case of teachers as well as pupils is an important factor which affects communication in the classroom. The announcement of a suitable communication model to the teacher as well as to the pupil can improve communication skills and have a substantial influence on the interaction of the pupil with people and on his academic achievement.