Active Learning Techniques to Develop Business Presentation Skills: A Case Study of Bachelor Degree in Business Administration, Department of Management, Faculty of Management Science, Suan Dusit University

Abstract

The objectives of the research were 1) to analyze the backgrounds, needs and initial states in the presentation skills of the students in Business Presentation Course and 2) to analyze the use of lesson plans to develop presentation skills for students in Business Presentation Course. The population and the sample group were 52 students studying Business Presentation Course in the Bachelor of Business Administration Program in Management, Faculty of Management Science, Suan Dusit University. The research tool was a behavioral observation form. (Post-teaching notes) and questionnaires consisting of a proactive learning management plan, assessment form student's presentation skills, assessment student’s satisfaction measurement form. Statistics used for data analysis were percentage, mean and standard deviation.

The results of the Qualitative research were found that the backgrounds, needs and the initial states of the learners in terms of presentation skills had the ability to think and plan for good presentations, and able to prioritize content in presentations in both business matters such as product/service presentations and academic matters such as writing reports for academic presentations and writing a bibliography and references. However, the learners needed to develop themselves because they were the 4th year students and would graduate soon. Moreover, they needed the knowledge to apply with their careers in the future. After the Course, it was found that the students gained much better in presentation skills. They expressed passion and interest in active learning. They were able to perform their presentations at a good level. They were creative and could work very well as a team. They were able to find the resolutions from the received questions. They could apply the knowledge they had learned to work with university projects. They demonstrated leadership and assertiveness, and they could be a representative of the department to present their works at the university level. The results of the quantitative research obtained from the statistical analysis revealed that the active learning management technique was able to develop the learners at the highest level, especially the activity of writing shop reviews (Review). The students could practice thinking skills and problem-solving skills including producing modern works with active learning. The results of the study in the active learning management activities to develop students' presentation skills were found that the activities which were used in Business Presentation Course could develop the student’s presentation skills at the highest level, especially thinking skills. The results of the data analysis helped the researcher design the active learning management plan better. Because this research was implemented in parallel with teaching and learning, it enabled the researcher to learn the steps and adjusts the process corresponding to the learners without contradicting in the teaching guidelines planned. In addition, this course had been arranging these kinds of activities for three years. It helped the researcher understand the teaching context better. The results of the survey on the students' satisfaction towards the active learning techniques revealed that the learners were satisfied with the active learning techniques at the highest level, especially the course content which can be applied in real life. From this, the instructors can use the active learning management plan to develop presentation skills for students in the next batch.