BSED-English Students’ Perspectives on the Development of Classroom Presentation Skills
DOI:
https://doi.org/10.5281/zenodo.20056963Keywords:
BSED-English Students, Instructional Support, Presentation Skills, Self-Efficacy, Qualitative Research, Teacher EducationAbstract
This study explores the factors shaping the development of classroom presentation skills among Bachelor of Secondary Education major in English (BSED-English) students. Utilizing a generic qualitative research design, the study gathered insights from ten (10) purposively selected participants at a tertiary Catholic higher education institution in Olongapo City, Philippines. Data were collected through semi-structured interviews conducted via Microsoft Teams and analyzed using thematic analysis. The findings revealed that self-efficacy and confidence are the primary internal determinants of presentation performance, significantly shaped by prior experiences and cognitive preparedness. Externally, instructional support—characterized by actionable feedback and active learning strategies such as group-based rehearsals—was found to provide essential scaffolding for skill acquisition. The results also highlighted the critical role of a psychologically safe classroom climate and peer collaboration in reducing communication apprehension. While technology served as a facilitator for organization and engagement, it also emerged as a potential source of technical anxiety. The study concludes that the development of presentation prowess is a multidimensional process requiring an integrated approach that combines psychological readiness, effective pedagogy, and consistent opportunities for deliberate practice. Recommendations include strengthening instructional feedback mechanisms, fostering inclusive learning environments, and implementing peer mentorship programs to enhance the communicative competence of future educators.
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