Effect of peer presentation in project-based learning on communication skills of preservice biology teacher students

Abstract

This study investigates the effect of peer presentation within Project-Based Learning (PjBL) on the communication skills of preservice biology teacher students, given its potential to actively engage students and foster effective scientific communication. A quasi-experimental approach was employed using a posttest-only non-equivalent control group design, involving 72 students divided into experimental and control groups (n = 36 each). The experimental group implemented peer presentation in small, rotating discussion groups across four sessions, while the control group presented project results in a single large-group format without rotation. Communication skills were measured using a validated and reliable Likert-scale instrument (CVI = 1.00; α = 0.783). An independent samples t-test revealed a statistically significant difference in communication skills between the experimental group (M = 42.94, SD = 6.27) and the control group (M = 39.31, SD = 4.45), t(70) = 2.842, p = .006, with a mean difference of 3.64 points. Cohen's d indicated a medium (d = 0.67), suggesting that the observed difference is not only statistically significant but also practically meaningful. These findings imply that structuring peer presentation as a small-group, high-interaction activity within PjBL substantially enhances students' communication skills, particularly in oral expression, responsiveness to audience questions, and presentation strategy. Peer presentation can therefore be regarded as a valuable pedagogical approach for developing communication competence among preservice biology teachers.