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

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 3rd 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 3rd 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 1st cycle of mean grade score presentation of students (19.5%), in the 2nd cycle (20.3%), in the 3rd cycle (21.2%), in the 4th cycle (22.4%) and in the 5th cycle (23.5%) had gotten respectively, from 25% of weigh. Presentation-based learning is a great factor in improving students' grade scores and confidence.