An Empirical Study on the Difficulties and Determinants of Oral Presentation Skills in Higher Education Institutions

Abstract

This study explored the factors affecting oral presentation skills among higher-level female students in Pishin City, Balochistan, with a particular focus on identifying challenges and suggesting improvement strategies. The research recognized that oral presentations are crucial for enhancing communication, confidence, and critical thinking among students. However, many learners struggle with anxiety, lack of preparation, linguistic barriers, and insufficient background knowledge, which collectively affect their performance. Guided by these concerns, the study aimed to determine the factors influencing oral presentation skills, identify difficulties encountered by students, and propose effective solutions for improvement.

Moreover, quantitative, descriptive research design was used, and data were collected through a survey questionnaire distributed to 60 students from three institutions: the University of Balochistan Sub-Campus Pishin, Sardar Bahadur Khan Women’s University Sub-Campus Pishin, and Government Girls Degree College Pishin. The study employed a five-point Likert scale to measure variables related to background knowledge, psychological, linguistic, and preparation factors. We applied multiple regression technique for estimation of our results. The reliability of the instrument was confirmed through Cronbach’s Alpha (α = .859), indicating strong internal consistency.

Furthermore, the findings revealed that, although background knowledge, linguistic, and psychological factors (motivation and anxiety) influence performance, they did not have a statistically significant effect on students’ oral presentation skills (p > 0.05). However, preparation emerged as the strongest predictor, with a beta value of .350, indicating that planning, organizing ideas, practicing, and using visual aids substantially improve students’ presentation outcomes. The descriptive results further showed that 33.3% of students struggled to understand assigned topics, while 40% faced difficulties with pronunciation. Some students reported anxiety when addressing the audience or responding to questions, but most denied lacking confidence. The study concluded that preparation is the most critical factor influencing students’ oral presentation skills, while linguistic, psychological, and background factors are less impactful. It recommended enhancing students’ exposure to practice opportunities, integrating oral communication training into the curriculum, and developing confidence-building strategies. Ultimately, fostering a motivating learning environment and focusing on preparation can significantly strengthen students’ ability to deliver effective and confident oral presentations at the higher education level.