SIMULATION-BASED LEARNING AS AN INNOVATIVE APPROACH TO ENHANCE PUBLIC SPEAKING SKILLS AMONG DIPLOMA STUDENTS

Abstract

Public speaking competence is a critical skill for diploma students, particularly in preparing them for academic and professional contexts. However, many students experience communication apprehension, low self-confidence, and insufficient exposure to authentic speaking environments. This study examines the effectiveness of simulation-based learning as an innovative pedagogical approach to enhance public speaking skills among diploma students. A quasi-experimental design was employed, involving 53 second-semester diploma students enrolled in a Business Communication course. The study implemented structured simulation activities, including role-playing, scenario-based presentations, and guided peer feedback within a “record–reflect–resubmit” learning cycle. Data were collected using pre- and post-intervention assessments and standardized performance rubrics to evaluate key dimensions, including fluency, clarity, confidence, and delivery. The findings indicate a statistically significant improvement in students’ public speaking performance following participation in simulation-based activities, with notable reductions in anxiety levels and increased communicative confidence. Furthermore, the experiential nature of simulation fostered active engagement and reflective learning among participants. Students also demonstrated greater ability to organize ideas, respond spontaneously, and adapt their communication styles to different contexts. The study concludes that simulation-based learning represents an effective instructional strategy for developing communication competencies and recommends its integration into diploma-level curricula to better equip students with essential public speaking skills for real-world applications and future career readiness.