The Perceptions and Practices of University Students and Teachers about Classroom Presentations

Abstract

Students’ classroom presentations as teaching and assessment techniques are widely in practice at universities all over the world. Previous studies indicate that university students are provided unsatisfactory time for presentations. It frustrates them especially when teachers use the presentation as an assessment tool. The present study aimed to explore the views of teachers and students’ perceptions behind their dissatisfaction with the uses of presentations by teachers as a teaching method as well as an assessment tool. In this qualitative study, researchers usedsemi-structured interviews from 14 M. Phil students and three of their teachers. Both teachers’ and students’ practices were also observed during sessions as scheduled for presentation activity. The observations were made towards the end semester from the qualitative thematic analysis. It was found that students’ and teachers’ expectations from each other regarding many aspects of the presentation did not match. Especially, students felt unhappy about the time duration allowed toprepare presentations. Feedback was also regarded as useless and of low quality. Presentations were more frequently used at the end of the semester rather than through the semester. Teachers need to share criteria based on the possible time for an average student to understand and present the assigned tasks in class.

The Model of Geometry Learning With Spatial Skills Features: Is It Possible?

“…The Q&A session during the presentation allowed students to share new ideas and solutions, communicate their discussion outcomes, and construct new understandings by addressing previously overlooked questions, alternative assumptions, new problem-solving strategies, and conclusions. This claim was supported by Kukul & Karataş (2019) and Kamal, et al, (2020), which suggested that presentations were crucial for boosting students' confidence in their performance. The teacher's role was facilitating dialogues that enabled students to explain their understandings using appropriate language.…”

An Analysis of Situations and Perspectives of Secondary Education Korean Dance Teachers’ Task Presentation Sustainable Teaching Effectiveness

“…Attempting to capture attention using the promised procedure before presenting the task increases the clarity of teaching behavior while also clarifying the task delivery. The clarity of task presentation has a direct effect on student and task presentation; in a well-focused state, it contributes to higher academic achievement [3,[11][12][13]. Therefore, considering students' attention is an important factor for securing and improving the clarity of task presentation, and strategic approaches toward this should be a focus of the teacher education program.…”

“…However, contrary to the expectations of teachers, the understanding level of students is not always high. The reason for this is that the teacher's task presentation may be vague, of poor quality [3], or delivering a large amount of information at once, leading to students' failing or struggling to understand the task. High-quality task presentation increases students' task adherence, practice time, and achievement [4][5][6].…”

“…Previous studies [4,[10][11][12][13] have consistently found that succinct verbal explanation, full and repetitive demonstration, and learning cues and rehearsals, regardless of the grade and type of task, have a positive effect on improving students' achievement when presenting tasks. However, most teachers lack accurate behavior demonstrations or fail to provide learning cues, and the learning atmosphere is often disruptive; thus, students cannot perform the tasks properly [3]. This is thought to be due to field teachers' indifference to presenting tasks and their insufficient ability to develop such a skill.…”