Unveiling the Oral Presentation Anxiety among Higher Education Students

This study examined the factors contributing to oral presentation anxiety among university students and investigated whether significant differences exist in anxiety levels when grouped according to age and sex. The research was conducted in two phases: the first phase involved instrument development, wherein the researchers designed the Oral Presentation Anxiety Questionnaire of Education Students, while the second phase employed a descriptive-comparative research design, in which the validated questionnaire was distributed to 89 randomly selected Bachelor of Secondary Education students. The results of the Exploratory Factor Analysis revealed three major dimensions of oral presentation anxiety: Somatic Cognitive Performance Anxiety (SCPA), Anticipatory and Post-Event Worry (APEW), and Fear of Negative Social Evaluation (FNSE). The findings showed that students experienced a high level of anxiety, with APEW emerging as the strongest contributor. The Independent Samples T-test results indicated that there is no significant difference in oral presentation anxiety across age groups, suggesting that anxiety is not dependent on chronological age but rather shaped by self-efficacy and prior experiences. A slight significant difference was observed between sexes in the SCPA dimension, with female students reporting higher levels of somatic symptoms, although no differences were found in APEW, FNSE, and over-all anxiety levels. Based on these findings, it is recommended that educators provide scaffolded presentation tasks, integrate anxiety-reduction strategies into classroom practices, and foster a supportive feedback culture. The results implied the need for process-oriented oral communication instruction, gender-sensitive approaches, and institutional support systems to help students manage anxiety effectively.