The Relationship Between Self-Efficacy and Oral Presentation Anxiety Among TVET Students at Politeknik Kota Bharu

Abstract

Abstract— Oral presentation skills are essential in Technical and Vocational Education and Training (TVET) because they contribute to employability, workplace communication, and professional confidence. However, many students experience anxiety during oral presentations, which may negatively affect their academic performance and participation. This study examined the relationship between self-efficacy and oral presentation anxiety among TVET students at Politeknik Kota Bharu. A quantitative correlational research design was employed involving 120 diploma students selected through convenience sampling. Data were collected using a structured questionnaire measuring oral presentation self-efficacy and oral presentation anxiety. Descriptive analysis revealed that the students demonstrated a high level of oral presentation self-efficacy (M = 4.11, SD = 0.58) and a moderate level of oral presentation anxiety (M = 3.08, SD = 0.51). Pearson's product-moment correlation analysis indicated a moderate negative relationship between self-efficacy and oral presentation anxiety (r = –0.46, p < .001), suggesting that students with higher self-efficacy tended to report lower levels of presentation anxiety. The findings highlight the importance of strengthening students' self-efficacy through instructional strategies such as scaffolded presentation practice, constructive feedback, peer observation, and authentic communication activities. These strategies may enhance students' confidence while being associated with lower levels of oral presentation anxiety among TVET students

Keywords— self-efficacy, oral presentation anxiety, TVET education, student confidence, employability