Exploring factors affecting students’ oral presentation skills in Tanzania higher education: The case of the Tanzania Institute of Accountancy

Masau Rugembe Malyango

doi:10.51867/scimundi.6.1.20

Authors

Masau Rugembe Malyango Tanzania Institute of Accountancy, Tanzania https://orcid.org/0009-0003-1334-5227

DOI:

https://doi.org/10.51867/scimundi.6.1.20

Keywords:

Communication Anxiety, English Proficiency, Higher Education, Oral Presentation Skills, Qualitative Research, Tanzania

Abstract

Oral presentation skills are among critical competencies in higher education and in the labour market. Despite the importance of these skills, students in many higher education institutions struggle with effective oral presentations. Social cognitive theory anchored this study. This study used a qualitative approach to explore factors that affect students’ oral presentation skills at the Tanzania Institute of Accountancy (TIA). The Institute has a total of 11,365 undergraduate students. The study used an interpretivist paradigm and a case study design to achieve the research objective. In-depth, semi-structured interviews were conducted with 23 undergraduate students who were selected purposively. Data were analysed using thematic analysis. The findings revealed five major themes that influence students’ oral presentation skills. They include English language proficiency; psychological barriers, including anxiety and low self-confidence; pedagogical and assessment methods; limited exposure to structural presentation; as well as environmental and peer-related factors. The study highlights how important the interplay between linguistic competence, emotional readiness, and institutional support is. The findings inform curricular reform, pedagogical redesign, and institutional interventions aimed at strengthening communication competency of students in Tanzanian higher education.

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