The Impact of the Feedback Source on Developing Oral Presentation Competence

• In Event: Roundtable Session 3
  In Roundtable Session: Pedagogy and Student Outcomes

Abstract

Previous research in higher education exhibited significant effects of any kind of feedback on presentation performance over no feedback at all. While former studies emphasized the essence of feedback by the teacher, the peer or the self, it remains unclear whether the acquisition of students’ oral presentation competence differs depending on the feedback source. This quasi-experimental study examines 144 freshmen students’ progression in cognition, behaviour and attitude towards presenting, as three interrelated elements of this competence. Results demonstrated the superiority of teacher feedback for encouraging students’ presentation behaviour, while cognition and attitude towards presenting developed significantly irrespective of the particular feedback source. However, the self-assessment condition revealed less impact on developing presentation behaviour and attitude compared to other modes.

Authors

• Stan Olivier van Ginkel, Wageningen University

• Judith Gulikers, Wageningen University

• Harm Biemans, Wageningen University

• Martin Mulder, Wageningen University