Impacts on Students’ Presentation Improvement: A Comparison between Self-Perception and Teacher Perception in Presentation Evaluations

Presentation skills are crucial for students as they help prepare students for real-world professional scenarios. This study investigates the alignment between students’ self-assessment and teacher feedback in presentation evaluations, focusing on 65 first-year students at a state university in Thailand. The data were collected through self-evaluation reports, instructor feedback, and follow-up interviews after two major presentations. Results indicate that while students’ self-perceptions largely align with teacher assessments in speaking and body language, discrepancies exist, particularly in nonverbal communication aspects like eye contact. Most of the students showed improvement in subsequent presentations, suggesting that structured self-evaluation and teacher feedback are effective for skill development. However, some struggled due to ingrained habits or external factors such as workload. This study highlights the importance of integrating self-assessment with detailed feedback to enhance students’ presentation skills. Tailored support and additional training are recommended to address specific student needs, contributing to more effective and confident presenters.