ABSTRACT
The study explored the relationship between mindfulness levels and academic performance among
prospective teachers in the subject of Technical Writing and Presentation Skills at the university
level. The population comprised morning and evening semester prospective teachers from a selected university. Using convenient sampling, an intact group of 80 students (42 from the morning session and 38 from the evening session) was selected, representing diverse academic backgrounds and including both genders for comprehensive analysis. Mindfulness levels were assessed using the Five Facet Mindfulness Questionnaire (FFMQ), which evaluated Observing, Describing, and Acting with
Awareness, Non-Judging of Inner Experience, and Non-Reactivity to Inner Experience. Academic
performance was measured by the Grade Point Average (GPA) system. The study revealed considerable mindfulness levels across the five facets, with no significant gender differences, and a significant positive correlation between mindfulness and academic achievement. This study's results
underscore the significant outcome of mindfulness interventions in improving academic portfolios.
The results further recommend that incorporating mindfulness activities/practices within an
educational setting will enhance cognitive development and academic achievement.
Keywords: Mindfulness levels, Five Facet Mindfulness Questionnaire (FFMQ), Prospective
teachers, Grade Point Average, Academic performance
Dear Sana Khan
As a university professor, you can improve students' presentation skills through a combination of practical exercises, structured feedback, and the integration of technology. To do this, we must begin by incorporating regular, low-stakes presentation tasks that gradually increase the complexity of their content, allowing students to develop confidence.
Peer reviews and self-assessments need to be encouraged to create a collaborative learning environment and improve critical thinking. It is helpful to use video recordings of presentations for students to self-assess and identify areas for improvement. As university professors, we must complement all the aforementioned aspects with workshops on specific skills, such as storytelling, slide design, and public speaking techniques.
When evaluating it is ideal to provide detailed and constructive feedback, focusing on both strengths and areas of growth. It is also prudent to make use of digital tools and platforms for virtual presentations, preparing students for various real-world communication scenarios.
I hope this helps.
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