WORLD JOURNAL OF PHARMACY AND PHARMACEUTICAL SCIENCES
Nayeem et al.
World Journal of Pharmacy and Pharmaceutical Sciences
SJIF Impact Factor 5.210
Volume 4, Issue 12, 951-957
Research Article
ISSN 2278 – 4357
COMMUNICATION APPREHENSION AND ITS EFFECT ON
PHARMACY UNDERGRADUATES
Naira Nayeem1*, Saifulla Khan2, Shalini Kapoor Mehta3
1
College of Pharmacy, Northern Border University, Saudi Arabia.
2
Krupanidhi College of Pharmacy, India.
3
Article Received on
09 Oct 2015,
Revised on 30 Oct 2015,
Accepted on 19 Nov 2015
MS Ramaiah Medical College, India.
ABSTRACT
The main objective of the study was to analyze the communication
apprehension (CA) among students studying in different levels of
pharmacy and to find routes by which the student’s communication
skills could be improved. To accomplish this, a questionnaire based
*Correspondence for
Author
Naira Nayeem
College of Pharmacy,
survey was conducted using 130 students studying B Pharmacy. The
questionnaire was prepared comprising of various aspects like
communication, group discussion; presentations, meetings etc .Our
Northern Border
results indicated a high level of CA among first year pharmacy
University, Saudi Arabia.
students when compared to the other classes. Overall, it was seen that
the students of senior classes were much more confident and had less
communication apprehension. While gender wise it was observed that female students had a
higher degree of CA when compared to their male counter parts. From the evaluation of the
results it can be concluded that the factors contributing to the communication apprehension
among the students are age, gender and the year of study. Measures can be taken to help
students overcome their communication apprehension and develop their communication
skills in an effective manner.
KEYWORDS: Communication apprehension, pharmacy, undergraduates.
INTRODUCTION
To function effectively in the current scenario the individuals must communicate with one
another. Yet for some individuals communication experiences are so unrewarding that they
avoid situations where communication is required. Communication apprehension (CA) is
defined as "The level of fear or anxiety associated with either real or anticipated
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communication with another person or a group of persons”.[1,2] Communication apprehension
can cause a barrier to effective communication and hinder the future development of the
individual. CA is a pattern of anxiety which can affect much or all of a student's oral
communication, social skills and self-esteem. The consequences of CA may be emotional,
educational and social. Shyness, low intellectual skills, speech skill deficiencies, social
alienation, low self-esteem and differences in cultural divergence may result in CA.[3] Good
and effective communication skills are important for the pharmacists as they interact with the
patients, their family members and other medical staff.[4] There is a need to improve the
communication skills of the pharmacy students which has been emphasized by academicians,
industrialists and recruiters. The main objective of the study was to analyze the
communication apprehension among students studying in different years of pharmacy and to
find methods by which the student’s communication skills can be improved and also to take
effective measures to help students overcome communication apprehension. Hence, this
study can be instrumental in helping the staff to uncover the levels of CA among students and
extend help to students having CA. Knowledge of the actual level of CA can provide clues to
find and develop measures that will help the students to reduce problems pertaining to CA.
To accomplish this a few questions similar to the personal report of communication
apprehension (PRCA-24)[5] was used among a sample of 130 students belonging to different
classes to measure their communication apprehension (CA).
METHODOLOGY
A cross sectional study was conducted among pharmacy undergraduates from the first to final
years of B Pharmacy at Bangalore, Karnataka, India. Approximately, 130 students
participated in questionnaire based survey. The questionnaire was distributed to the students,
collected and evaluated.
The prepared questionnaire is as follows.
1. I am uncomfortable in communicating with my fellow friends due to language
problem.
2. I am comfortable in discussing subject matter with my fellow friends.
3. I hate participating in group discussions.
4. I get tensed during public speaking.
5. I am uncomfortable in expressing my self in group discussions.
6. I am relaxed in group discussions but can’t express myself.
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World Journal of Pharmacy and Pharmaceutical Sciences
7. I have fear of giving a speech.
8. I am comfortable in communicating with friends of my country/region.
9. I get confused while conversing with new people.
10. I am confident while attending meetings.
11. I am confident while giving presentation.
12. I can easily communicate with my teachers.
RESULTS AND DISCUSSION
The students selected for this survey belonged to the different classes from the first year to
the final year comprising of both male and female students. Table no 2 represents the total
number of male and female participants and table no 3 represents the class wise male and
female participants.
Table no 1: Representation of Students from different classes.
Class No of students
I Year
35
II Year
30
III Year
30
IV Year
35
Table no 2: Participants in the current survey.
No of students sex
Male
60
Female
70
Table no 3: Class wise distribution of male and female students.
Class Male Female
I Year
20
15
II Year
15
15
III Year
15
15
IV Year 20
15
Table 4: Results of the survey.
Sl no
1.
2.
3.
4.
5.
6.
7.
Questions
I am uncomfortable in communicating with my fellow friends due to
language problem
I am comfortable in discussing subject matter with my fellow friends
I hate participating in group discussions
I get tensed during public speaking
I am uncomfortable in expressing my self in group discussions
I am relaxed in group discussions but cant express myself.
I have fear of giving a speech.
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Vol 4, Issue 12, 2015.
Yes No No answer
70
21
09
60
60
42
50
30
56
30
35
30
38
50
30
10
05
28
12
20
14
953
Nayeem et al.
8.
9.
10.
11.
12.
World Journal of Pharmacy and Pharmaceutical Sciences
I am comfortable in communicating with friends of my country/region
I get confused while conversing with new people
I am confident while attending meetings
I am confident while giving presentation.
I can easily communicate with my teachers.
90
48
40
41
56
10
26
30
31
30
00
26
19
29
14
The results have revealed that 70% of the students were uncomfortable in communicating
with their fellow friends due to language problem. This may be attributed to their anxiety,
inability to comprehend and negative classroom experiences.[6] About 60% were comfortable
in discussing subject matter with their fellow friends as they may be competent, well versed
and knowledgeable in the subject. 60% were comfortable in participating in group
discussions. The reason for this preference could be that group discussion is usually attended
by familiar group members who help and motivate other participants to express their
opinions. About 42% students were not keen on public speaking as it involves delivering a
speech in front of an audience and in a new environment which are viewed as undesirable and
fearful and can cause anxiety. While 30% of the students were comfortable in public
speaking. This group of students has no fear when engaging in conversations and are relaxed
when giving speeches this can be attributed to their confidence and exposure to these
activities.[7,8] 50% felt uncomfortable in expressing themselves in group discussions. They
like participating in group discussions but fear to interact or communicate effectively for fear
of negative evaluation by the fellow members of the groups. 40% were comfortable while
participating in meetings. This may be due to the fact that students are well prepared what to
say before attending the meeting. In addition, the agenda of the meeting is usually known
before it begins. On the other hand, 30% of the students did not like meetings because they
feel nervous. 56% of the students revealed that they were able to easily communicate with
their teachers. This can be attributed to supportive and understanding environment provide by
the teachers. 90% of the students opined that they were comfortable in communicating with
fellow students of their community because of the similar cultures, background and language.
Students feel apprehensive, awkward, shy and insecure when asked to speak English in the
classroom. Students who are inhibitive in speaking should be motivated and encouraged by
their parents, teachers and peers to improve their communication. 48% feel confused while
conversing with new people as they are not aware of the person. They reported feeling tense
and nervous when engaging with new people in group discussions and would perform better
with people they know. 41% of the students revealed that they were comfortable during
presentations as they are well prepared mentally before making their presentations. Students
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World Journal of Pharmacy and Pharmaceutical Sciences
prepare specific topics and are aware of flow of the conversation; they also provide some
interesting visuals for the presentation to help the audience in perceiving the matter with
interest.[9] The findings of the survey have revealed that students with high communication
apprehension have the fear of expressing themselves and they attempt to avoid
communication with their friends, peers or teachers. The results indicate CA has its strongest
impact during the first two years of college while the students of the third and the final years
have less inhibition in expressing themselves. These could be due the adaptation and coping
to the friends, college atmosphere, the peers and the teachers. This anxiety is a significant in
case of the 1st year students as they are just out of their elementary school level and research
reveals that at least 11% of the elementary students experience severe CA, and an additional
20% may experience enough anxiety which may need some sort of intervention.[10-12] The
results obtained in our study are similar to the reported literature.[13] The current results
indicate that any efforts to overcome the impact of CA on students should begin as early as in
the first year as students have high speech anxiety and fear at the beginning of the course.
The most commonly used treatment for CA in adults has been "systematic desensitization."
which includes training in deep muscle relaxation, construction of anxiety-creating stimuli,
and the graduated pairing, through imagery, of these anxiety stimuli with the relaxed state.[14]
The results of this survey corroborate other studies in suggesting that anxiety negatively
affects the learning experience in numerous ways and that reducing anxiety seems to increase
acquisition, retention and learner motivation.[15-20] The communication apprehension of the
students can be prevented by appointing Academic counselors who can help the students by
steering highly apprehensive students towards communication. Teachers play an important
role in improving communication as they are cognizant that some students are uncomfortable
and can be sensitized to the issue of classroom anxiety. Teachers can create a stress friendly
environment, involve themselves in error correction and should encourage group activities
and help students to practice speaking in order to reduce their apprehension. The management
as their contribution towards communication apprehension can create basic communication
courses in the first two years by appointing communication skills trainers to train the students
by conducting specialized classes and to develop classroom activities that encourage oral
communication. One way to increase awareness among both teachers and students is to offer
workshops which would present suggestions for alleviating anxiety.[21] An individual who has
good cognitive skills can utilize them effectively in communication and hence
face fewer
barriers in delivering his or her thoughts and ideas in his environment.
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CONCLUSION
The result of the survey has revealed that students have CA at the start of the course. Hence
effective measures like classes in personality development, communication skills etc can be
introduced to help students overcome their communication apprehension and to develop their
communication skills in a more appropriate manner. The teachers and the managements of
the institutes can introduce courses which help the students to rise above their communication
apprehension.
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