Impact of Oral Presentation Skills Training on Glossophobia and Self-Esteem among Second-Year Allied Health Students in Karachi

https://doi.org/10.55966/assaj.2025.4.1.0100

Abstract

This study investigates the impact of structured oral presentation skills training on glossophobia (fear of public speaking) and self-esteem among second-year Allied Health students in Karachi, Pakistan. Glossophobia is a prevalent issue affecting academic and professional performance, particularly in healthcare fields where effective communication is critical. Using a one-group pre-test–post-test design, the study assessed 60 students using the Personal Report of Public Speaking Anxiety (PRPSA) and the Rosenberg Self-Esteem Scale (RSES) before and after a six-session training intervention. Results revealed a significant reduction in glossophobia (t (59) = 16.39, p < 0.001) and a notable improvement in self-esteem (t (59) = -11.63, p < 0.001) post-intervention. However, no strong correlation was found between the two variables (r = 0.032, p = 0.81), suggesting independent improvements. The findings highlight the effectiveness of targeted training in mitigating public speaking anxiety and enhancing self-worth, aligning with prior research on experiential learning and skill-building. The study underscores the need for integrating such interventions into Allied Health curricula to address communication barriers and foster confidence. Practical implications include recommendations for curriculum developers to incorporate scaffolded presentation practice, peer feedback, and psychosocial support to sustain long-term benefits. This research fills a gap in the South Asian context, offering evidence-based strategies to improve student readiness for clinical and professional communication.

Keywords: Glossophobia, Public Speaking Anxiety, Self-Esteem, Oral Presentation Skills, Allied Health Students, Communication Training, Rosenberg Self-Esteem Scale, PRPSA, Experiential Learning, Curriculum Development