Navigating Oral Presentations: A Mixed- Method on the Challenges and Adaptive Practice of Senior High School Students

Le résumé fourni par la source

This study explored the challenges and adaptive practices of Senior High School students in navigating oral presentations. Oral presentations were an essential component of academic learning, helping students develop communication, confidence, and critical thinking skills. However, many students experienced difficulties such as stage fright, lack of preparation, limited vocabulary, anxiety, and fear of making mistakes while presenting in front of an audience. Using a mixed-methods approach, the study gathered quantitative and qualitative data to examine the common challenges encountered by students and the strategies they use to cope with these difficulties. Surveys and performance assessments were utilized to measure the extent of students’ challenges, while interviews and open-ended responses provided deeper insights into their experiences and adaptive practices. Findings revealed that many students struggled with nervousness, low self-confidence, and organizing their thoughts during presentations. Despite these challenges, students demonstrated adaptive practices such as repeated rehearsals, peer support, self-motivation, time management, and the use of visual aids to improve their performance. The study highlighted the importance of providing supportive learning environments and effective communication training to help students overcome presentation anxiety and enhance their oral communication skills. The findings served as a guide for educators and academic institutions in developing strategies and interventions that promote students’ confidence and competence in oral presentations.

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