The Effects of Students' Predispositions toward Communication, Learning Styles, and Sex on Academic Achievement

The purpose of this study was to examine the relationships among students' biological sex, communication avoidance behaviors, individual learning styles, and classroom achievement. Additionally, the relationship of instructors' gender to students' perceptions of immediacy and learning outcomes was examined. Communication apprehension and nonverbal immediacy instruments were administered to 389 (females = 180, males = 209) undergraduate students enrolled in the 24 sections (female instructors = 14, male instructors = 10) required basic communication skills course at a medium-sized private university in New England. Results showed that females are more apprehensive when talking in class, but more nonverbally immediate, and prefer a collaborative learning style. Males prefer independent and avoidant learning styles, and report learning less than females. (Contains 4 tables.)