Use of Self-Assessment of Video Recording to Raise Students’ Awareness of Development of Their Oral Presentation Skills

Abstract

This paper aims to examine if using video recordings help students raise their awareness of the development of their oral presentation skills by reviewing video recordings of their presentations. For this study, all students who took a Financial Accounting class in the academic year 2018–2019 at Lincoln University (LU) were video-recorded when presenting. Participants were asked to review their video recordings, assess their performance, and record their reflections by using a Self-Assessment Questionnaire (SAQ). The results indicated that the students’ attitude toward recording the presentations was highly positive. The predominant response was that this new learning activity increased students’ awareness of the importance of presentation skills without provoking their anxiety. Participants were able to observe that certain delivery skills such as good preparation, self-confidence, eye contact, and voice quality needed improvement. For managerial implications, LU, through its Writing and Speaking Center (WSC), offered thirty-minute sessions with a presentation coach to improve students’ communication skills and prepare them to give a more polished presentation in class. In comparing the practice presentation at the WSC with the final in-class presentation, students were observed to be more confident, better prepared, and less nervous during the final presentation. However, we observed that the practice presentation did not carry the same weight as the final presentation as the practice presentation was neither graded nor delivered in front of an instructor or a wider audience.

Is video creation more effective than self-exercise in motor skill learning?

“…Consequently, self-assessment enhances their self-reflection and adjustment. Some studies have shown that creating video raise students’ awareness of self-assessment by viewing a created video and improves learning performance in the oral presentation ( Ritchie, 2016 ; Tailab and Marsh, 2020 ).…”

The Oral Communication and Presentation Competencies Are Vital Aspects of Marketing Education

“…Explicitly indicated goals and learning aims encourage the accomplishment of anticipated results. Research reveals the necessity for the formation of precise goals and for clearness in indicating learning objectives to be examined (Tailab & Marsh, 2020;Peltier, Scovotti, & Pointer, 2008;Rohm, Stefl, & Ward, 2021).…”

“…Every listener completed assessment rubrics for the presentation, and they recognized the strengths and weaknesses of the presentation. Besides, the presentation was filmed, and every student conducted a self-examination (Tailab & Marsh, 2020). Subsequently, the submission of the self-assessment scorings, a typed conclusion of the audience's responses, and evaluation were offered to the presenter.…”

“…Different research indicates that students under the marketing department have enhanced written and oral communication levels compared to other learners (Peltier & Pointer, 2008;Celsi & Wolfinbarger, 2002). These communication worries have been revealed to contribute to tension with the marketing career's claims that better communication abilities are requirements (Tailab & Marsh, 2020). Studies have given proof that managers and specialized bodies hunt for marketing candidates with improved communication abilities (Ho, 2020;Peltier & Pointer, 2008).…”

“…Scholars exploring communication abilities' advancements in marketing and business units are absorbed on one-class involvement or the challenge to efficient presentations like communication worries (Tailab & Marsh, 2020;Rohm & Ward, 2021). There is minimal information regarding comprehensive and consolidative works towards communication skills in transversely several lessons.…”