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This is a Quantitative Study study.

October 15, 2025Open Access

Improving Presentation-Based Learning: In Case of 3rd-Year Agri-Business and Value Chain Management (ABVM) Students, Wolkite University, Ethiopia

Key Points

Students showed improved self-confidence and grade scores following presentation-based learning interventions.
The mean grade score increased from 19.2% to 23.5% over five presentation cycles, reflecting significant enhancement.
The study used stratified random sampling to categorize third-year students based on previous academic performance.
Key challenges included fear of public speaking and passive learning methods, addressing these led to improved outcomes.

Abstract

Presentation has been a critical factor in yielding positive learning outcomes for students and further developing their abilities and self-confidence. The study aims to determine improves the student’s self-confidence and grade score through presentation-based learning. The study was conducted on 3suprd/sup year ABVM students. The stratified random sampling design method was employed by students stratified into three categories based on the previous achievement such as higher scorer, medium scorer, and lower scorer. Data were collected through questionnaires, secondary data, interviews, and observation. The collected data were analyzed by descriptive statistics such as percentage, frequency, and mean. Encouraging and repeated cyclic presentation mechanisms were the intervention mechanisms for improving students’ performance. Feeling afraid to stand in front of the students in the class (90.6%) was the major problem of 3suprd/sup year ABVM students in, group assignments presented by one student without the participation of other students (84.4%), students think/worry they made a mistake during presentation (81.1%), background of the student (78.1%), lack of time and passive learning method were (71.9%) and the least factor was high number of students assign in the class (59.4%). Before the intervention mechanism was taken the mean grade score of students during seminar presentation was (19.2%) from 25% and the confidence level scored (3.1%) from 5%. However, after the intervention mechanism was taken the students confidence and score were improved. In the 1supst/sup cycle of mean grade score presentation of students (19.5%), in the 2supnd/sup cycle (20.3%), in the 3suprd/sup cycle (21.2%), in the 4supth/sup cycle (22.4%) and in the 5supth/sup cycle (23.5%) had gotten respectively, from 25% of weigh. Presentation-based learning is a great factor in improving students grade scores and confidence.

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Cite This Study

Desalegn et al. (Thu,) studied this question.

synapsesocial.com/papers/68efd921056559ef4287745f https://doi.org/https://doi.org/10.11648/j.tecs.20251003.13

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