PRESENTATIONS: WHAT’S STOPPING FE STUDENTS FROM ENGAGING WITH THEM?

Abstract

With this research, it was important that a way of controlling behaviour in class was found that could be used in future years. The research focussed on developing new methods of teaching presentation skills and measuring the change in behaviour during class. Five new methods were developed to teach the skills needed by the students and behaviour was monitored using a form to track improvements on a weekly basis. Observations and interviews were used to gauge student feedback.The research found that most of the students were open to doing presentations but, the changes did not suit the group as a whole. It also showed that keeping the students busy in class has a positive effect on behaviour. The student approach to the presentations was professional, but affected by peer pressure. This showed itself in the lack of original approaches displayed in the presentations. Finally, the students are likely to keep producing unoriginal presentations until the peer pressure can be overcome.Five conclusions were identified from the results of research and these fed into ways of improving the authors practice. It was concluded that using a buddy system to support students would be useful, while engaging students in the design of their course would also reap benefits. Further conclusions were made with regards to overlooking possible trends in the research and understanding the journey that the students will be taken on. The last conclusion focussed on the tutor’s role in the classroom and the fact that they are there to protect their students from bad behaviour in the classroom.