Communication Apprehension and Skill Gaps in Higher Agricultural Education: A Multi-contextual Analysis
B. M. Yogesh *
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
Girijesh Singh Mahra
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
K. R. Ananda
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
Pibarel Khunjanmayum
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
R. Chinnaiah
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
Parjanya Pavan
Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, New Delhi, India.
Sreenanda S. Anand
Division of Dairy Extension, ICAR-National Dairy Research Institute, Karnal, India.
Vishal Kumar Singh
Division of Dairy Extension, ICAR-National Dairy Research Institute, Karnal, India.
*Author to whom correspondence should be addressed.
Abstract
This study examines the relationship between communication apprehension (CA) and communication skill gaps among postgraduate students in higher agricultural education in India. Despite extensive research on communication competencies, limited studies have examined the psychological determinants, particularly communication apprehension, influencing communication skill development. A cross-sectional quantitative research design was employed using the Personal Report of Communication Apprehension-24 (PRCA-24) and a Training Need Index (TNI) to assess communication apprehension and skill gaps among 210 postgraduate students from three leading agricultural institutions. The findings indicate that most students exhibit moderate levels of communication apprehension, with higher anxiety observed in group discussions and interpersonal interactions. Writing and speaking skills emerged as the most critical communication gaps. Regression analysis revealed a significant positive relationship between communication apprehension and communication skill gaps (β = 0.635), suggesting that higher apprehension is associated with greater training needs. Grounded in Communication Apprehension Theory and Social Cognitive Theory, the study highlights the role of psychological factors in shaping communication behaviour. The findings underscore the need for targeted, experiential communication training interventions to enhance communication competence and professional readiness among agricultural graduates.
Keywords: Communication apprehension, communication skill gaps, higher agricultural education, PRCA-24, training need index (TNI)