Fear at Delivering Presentations: Relations to Age
Keywords:presentation skills, fear, public speech, correspondence analysis, education
Highly polished presentations skills became prevalent communication technique in various academic and business disciplines fields. Presentation competencies became not just preferable, but indispensable for graduates on the employment market. The fear is the main reason, which decreases the presentation’s delivering quality, so the teachers include presentations into curricula from early stages of educations. Scholars continuously develop techniques and methods, which reduce student stress and anxiety during a presentation performance. However, different methods are effective for different types of fears and anxieties. The purpose of this paper is to establish is their connection between different age groups and different types of fear. The research was undertaken on a sample of 495 students from the Faculty of Economics and Business in Zagreb, and the correspondence analysis was used to examine the data. The evidence from this study confirmed that the different age groups are more prone to different kind of fears, and it provided a deeper understanding of the origins of student presentation fears. The results could be beneficial both for scholars who can use this paper for developing further investigations and for practitioners who work with students, for developing specific methods for different kind of fears and age groups.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Alshare, K., Hindi, N. M. (2004), “The importance of presentation skills in the classroom: Students and instructors perspectives”, Journal of Computing Sciences in Colleges, Vol. 19, No. 4, pp. 6-15.
Appiah-Adu, K., Okpattah, B., Amoako, G. K. (2018), “Building capability for organizational success: An emerging market perspective”, Journal of African Business, Vol. 19, No. 1, pp. 86-104.
Benzecri, J. (1992), Correspondence analysis handbook, Marcel Decker, New York.
Bower, M., Cavanagh, M., Moloney, R., Dao, M. (2011), “Developing communication competence using an online Video Reflection system: pre-service teachers' experiences”, Asia-Pacific Journal of Teacher Education, Vol. 39, No. 4, pp. 311-326.
Brown, T., Morrissey, L. (2004), “The effectiveness of verbal self‐guidance as a transfer of training intervention: its impact on presentation performance, self efficacy and anxiety”, Innovations in Education and Teaching International, Vol.41, No. 3, pp. 255-271.
Brynjolfsson, E., Mcafee, A. (2017), “The business of artificial intelligence”, Harvard Business Review, available at: https://hbr.org/cover-story/2017/07/the-business-of-artificial-intelligence (July 10, 2020)
Çetin, P. S., Eymur, G. (2017), “Developing students’ scientific writing and presentation skills through argument driven inquiry: an exploratory study”, Journal of Chemical Education, Vol. 94, No. 7, pp. 837-843.
Christianson, M., Payne, S. (2011), “Helping students develop skills for better presentations: Using the 20x20 format for presentation training”, Language Research Bulletin, Vol. 26, pp. 1-15.
Cooper, J. (2006), “The digital divide: the special case of gender”, Journal of Computer Assisted Learning, Vol. 22, No. 5, pp. 320-334.
Dunbar, N. E., Brooks, C. F., Kubicka-Miller, T. (2006), “Oral communication skills in higher education: using a performance-based evaluation rubric to assess communication skills”, Innovative Higher Education, Vol. 31, No. 2, Article 115.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., Wenderoth, M. P. (2014), “Active learning increases student performance in science, engineering, and mathematics”, Proceedings of the National Academy of Sciences, Vol. 111, No. 23, pp. 8410-8415.
Haber, R. J., Lingard, L. A. (2001), “Learning oral presentation skills”, Journal of General Internal Medicine, Vol. 16, No. 5, pp. 308-314.
Halder, N. (2012), “Encouraging teaching and presentation skills”, The Clinical Teacher, Vol. 9, No. 4, pp. 253-257.
Higgins, C., Stubbs, W., Love, T. (2014), “Walking the talk(s): organisational narratives of integrated reporting”, Accounting, Auditing & Accountability Journal, Vol. 27, No. 7, pp. 1090-1119.
Hoffman, D. L., Franke, G. R. (1986), “Correspondence analysis: graphical representation of categorical data in marketing research”, Journal of marketing Research, Vol. 23, No. 3, pp. 213-227.
Kahraman, S., Çevik, C., Kodan, H. (2011), ”Investigation of university students’ attitude toward the use of PowerPoint according to some variables”, Procedia Computer Science, Vol. 3, pp. 1341-1347.
McKeen, C. A., Bujaki, M. L., Burke, R. J. (2000), “Preparing business graduates for the “real” world–The role of the university”, Women in Management Review, Vol. 15 No. 7, pp. 356-369.
Morreale, S., Hugenberg, L., Worley, D. (2006), “The basic communication course at US colleges and universities in the 21st century: Study VII”, Communication Education, Vol. 55, No. 4, pp. 415-437.
Pena-Shaff, J. B., Nicholls, C. (2004), “Analyzing student interactions and meaning construction in computer bulletin board discussions”, Computers & Education, Vol. 42, No. 3, pp. 243-265.
Popescu, I. C., Dumitru, I., Vegheş, C., Kailani, C. (2013), “Marketing communication as a vector of the Romanian small businesses sustainable development”, Amfiteatru Economic, Vol. 15, No. 7, pp. 671-686.
Rubin, R. B., Rubin, A. M., Jordan, F. F. (1997), “Effects of instruction on communication apprehension and communication competence”, Communication Education, Vol. 46 No. 2, pp. 104-114.
Sideridis, G. D., Kafetsios, K. (2008), “Perceived parental bonding, fear of failure and stress during class presentations”, International Journal of Behavioral Development, Vol. 32, No. 2, pp. 119-130.
Slater, M., Pertaub, D. P., Barker, C., Clark, D. M. (2006), “An experimental study on fear of public speaking using a virtual environment”, CyberPsychology & Behavior, Vol. 9, No. 5, pp. 627-633.
Smith, C. M., Sodano, T. M. (2011), “Integrating lecture capture as a teaching strategy to improve student presentation skills through self-assessment”, Active Learning in Higher Education, Vol. 12, No. 3, pp. 151-162.
Sourial, N., Wolfson, C., Zhu, B., Quail, J., Fletcher, J., Karunananthan, S., Bergman, H. (2010), “Correspondence analysis is a useful tool to uncover the relationships among categorical variables”, Journal of Clinical Epidemiology, Vol. 63, No. 6, pp. 638-646.
Storti, D. (2010), “Correspondence analysis, from Unesco”, avaliable at: http://www. unesco. org/webworld/idams/advguide/Chapt6_5. htm (July 10, 2020)
Sugeng, B., Suryani, A. W. (2018), “Presentation-based learning and peer evaluation to enhance active learning and self-confidence in financial management classroom”, Malaysian Journal of Learning and Instruction, Vol. 15, No. 1, pp. 173-201.
Sukitkanaporn, T., Phoocharoensil, S. (2014), “English presentation skills of Thai graduate students”, English Language Teaching, Vol. 7, No. 3, pp. 91-102.
Van Ginkel, S., Gulikers, J., Biemans, H., Mulder, M. (2015), “Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education”, Educational Research Review, Vol. 14, pp. 62-80.