KJCKorea
Journal Central

In this study, changes in self-efficacy in presentation competency were examined for students of the <Thinking and Expression (Presentation and Discussion)> course, and the aspects of self-evaluation and peer evaluation of presentation execution were comparatively analyzed. Based on this, we tried to find a way to develop learners' presentation competency. Presentation competency consists of composition, content, verbal expression, delivery, and media. Compared to the results of the self-efficacy pre-test for all students before taking the lecture, the post-test results after taking the lecture showed improvement in all competencies. In the preliminary survey, competence was found to be high in the order of content>delivery>media>verbal expression>composition. Competency improvement is in the order of composition>verbal expression>content>media>delivery capacity. In addition, the learner's competency after taking the lecture was distributed more evenly than before the lecture, centering on the increased average. In the presentation execution, the average score of self-evaluation and peer evaluation of presentation competency appeared in the order of verbal expression>content>composition/media>delivery. And in all competencies, peer evaluation scores were higher than self-evaluation, and the standard deviation of peer evaluation was smaller. Based on this, when operating a course to strengthen presentation competency, first, it is necessary to clearly present the level of performance of an ordered presentation competency to the learner. Second, the learner should be able to relieve the anxiety and lack of confidence in the execution of the presentation, and the burden of the audience's gaze. Third, it is necessary to devise educational contents that can enhance media and delivery capabilities.

Presentation, Presentation competency, Self-efficacy, Self-evaluation, Peer evaluation