1

Chapter 1

THE PROBLEM AND ITS COPE

Rationale of the Study

Public speaking is an exercise that is necessary for someone to

convey their thoughts on a certain subject and is used as a test of a

student's ability in class. Presenting a speech to an audience seems to be

a straightforward exercise in which someone is required someone to

express a particular subject. Knowledge, ideas, and opinions can only be

shared through public speaking. According to PAN Communications, it is

one of the most important and feared forms of communication.

Furthermore, as Waters (2021) stated, many suffered public speaking

anxiety, which can impair the ability to deliver the message and engage

an audience.

Public speaking anxiety is essentially the fear of public speaking.

The possibility or reality of speaking in public can create feelings of

intense nervousness, discomfort, worry, and anxiety (Montijo,2022). The

National Institute of Mental Health reports that public speaking anxiety, or

glossophobia, affects about 73% of the population. As can be seen, this

will negatively affect the performance of students in public speaking. In

fact, according to Barot (2022), public speaking is necessary in all aspects

of life. In the case of students, public speaking anxiety can cause them to

lose out on good job placements or even a stellar opportunity to

showcase their talent. Without a doubt, therefore, public speaking anxiety

 2

is a recurring problem for many individuals which will negatively affect the

academic success and future career of the students. Hence, it is precisely

in this context that the researcher aims to investigate those students who

have a public speaking anxiety.

Although there is a growing amount of research about the public

speaking anxiety, there are insufficient studies that specifically focus on

the public speaking anxiety among the grade 12 students in the

classroom, particularly in the context of Dalaguete National High School.

This study gap thus emphasizes the necessity for future investigations on

the anxiety of public speaking of grade 12 students at Dalaguete National

High School.

According to the researchers' observations and first-hand

experiences of the students at DNHS, there are definitely students who

experience fear while giving a speech in front of an audience. One of the

things that was seen when examining their movements and public

presentation was that some of them were not always confident; instead,

they stammered, struggled to establish eye contact, and had poor

posture. In fact, this tendency has been noted in the work of Ong and

Zambas. In their study titled "A Training Design for Public Speaking

Anxiety”, Ong and Zambas (2020) showed that the students' speaking

behaviors included stuttering, stammering, difficulties maintaining eye

contact, and incorrect posture.

 3

In this particular, this study aims to identify the level of anxiety on

public speaking. The researchers argue that there is a need to determine

the students’ anxiety about public speaking because knowing and

understanding the fear they have encountered will put the researchers in

the best position to offer some alternatives to this problem. Indeed, it is

only after performing some kind of diagnosis that the researchers can

offer practicable solutions to the problem.

Learning how to effectively speak in public can be a great self-

esteem booster. By learning how to effectively speak in public, students

will be able to increase their own self confidence. Students will be able to

master this difficult skill if they speak publicly on a regular basis. As a

result, students will be less likely to stumble over its words, and their

confidence will grow. Students will be able to confidently raise their hands

in class, speak up, and engage in healthy debate when necessary.

In accordance with the aforementioned discussion, it is evident that

some students at Dalaguete National High School regularly experience

anxiety concerning public speaking. As can be seen, both the students'

general well-being and their school performance are negatively impacted

by these problems. Again, it is for this reason that the researchers are

attempting to determine the public speaking anxiety among grade 12

students enrolled at Dalaguete National High School for the academic year

2022-2023.

Statement of the Problem

 4

This study aimed to characterize and determined the public speaking

anxiety among the Grade 12 students at Dalaguete National High School.

Specifically, the study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. sex;

1.2. strand; and

1.3. socioeconomic status?

2. What is the level of public speaking anxiety of the Grade 12 students?

3. Is there a significant difference on level of public speaking anxiety of

the grade 12 students in terms of:

3.1. sex;

3.2. strand; and

3.3. socioeconomic status?

4. Based on the findings of the study, what plan can be proposed?

Statement of Null Hypothesis

There are no statistically significant differences in the level of public

speaking anxiety among students of different genders, strand, and

socioeconomic status.

Significance of the Study

 5

The findings of this study are beneficial to the following:

Students. It will help them to identify their weaknesses and let

them understand the problem that they are facing when speaking

publicly. Moreover, it will make the students realize that they are not

alone in this matter. Perhaps, they will know the best way to overcome

this anxiety disorder

Teachers. Make the teachers realize that some good students

might not able to perform their actual standards due to effective reasons

like in this study, speaking anxiety. Besides that, it will give them the

opportunity to understand the reasons and to be aware of the difficulties

that have been faced by the students when speaking in public

Parents. Parents who enroll their children in this school can rest

assured that they are giving them a decent education that will prepare

them for the future. Furthermore, it will help them properly understand

how to reduce public speaking anxiety in their children.

Future Researchers. This study will increase the body of

knowledge that other researchers can use as a guide to discovering areas

in the literature that need further research on relevant topics.

Scopes and Limitation

The main objective of the study was to gain insight into the

students' grade 12 anxiety regarding public speaking at Dalaguete

National High School. The study considers the student's names (optional),
 6

genders, strands, and their socioeconomic status into account. The

study's participants were limited to grade 12 students on the academic

track who were enrolled at Dalaguete National High School's second

semester of the 2022–2023 academic year.

Additionally, the participants were chosen on purpose based on

their experience in public speaking. Each of the respondents were

required to fill out the survey. These students are willing to take part in

the research study. This approach allowed researchers to determine the

public speaking anxiety among the grade 12 students.

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Chapter 2

REVIEW OF RELATED LITERATURE

The chapter contains the theoretical background, related literature,

and related studies, including the theoretical framework and flow of the

study.

Theoretical Background of the Study

The study is anchored on the social cognitive theory. This theory

was introduced by Albert Bandura in 1986. Social Cognitive Theory is a

learning theory that the learning of the people depends upon the

reciprocal interaction of the three factors, which are the dynamic

reciprocal interaction of the person, environment, and behavior.

The theory considers a person's previous experiences, which have

an influence on whether behavioral action will take place. Reinforcements,

expectations, and expectancies are all influenced by past experiences,

and they all have an impact on whether or not someone will engage in a

particular behavior as well as the motivations behind that behavior.

In the context of public speaking anxiety, social cognitive theory

asserts that if a person had unpleasant public speaking experiences

throughout his learning, this may eventually lead to a situation in which

public speaking becomes strongly associated with unfavorable outcomes

and, as a result, becomes a stimulus that causes fear. Additionally, this

argument suggests that self-efficacy is one of the fundamental elements

 8

of Bandura's social cognitive theory (1997). One will believe more

strongly in their ability to perform well in public speaking when they have

higher self-efficacy.

Furthermore, common symptoms of public speaking anxiety include

shaking, sweating, stomach butterflies, dry mouth, a rapid heartbeat, and

a squeaky voice, which can distract students from performing their public

speaking. Students may perform poorly in public speaking as a result,

which could drive down learning outcomes.

Overall, the social cognitive theory provides a theoretical framework

to understand how Public Speaking Anxiety can influence students' public

speaking performances in the classroom setting. It implies that if a person

had unpleasant public speaking experiences throughout his education,

over time this might lead to a situation in which public speaking becomes

strongly associated with unfavorable outcomes and, as a result, becomes

a stimulus that instills fear or anxiety. This underlines the need for more

investigation into practical methods for controlling students' Public

Speaking Anxiety and enhancing their learning achievement.

Social Cognitive Theory

By: Albert Bandura (1986)

 Environmental
Behavioral Factors
Personal Factors Factors
• Public speaking skills
• Past experiences • Socioeconomic-
• Self – efficacy
status 9

Public Speaking Anxiety

Among Grade 12 Students

Public Speaking Seminar

Workshop

Figure 1. Theoretical Framework of the Study

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Related Literature

This section contains the literatures related to this study which is

about public speaking anxiety.

According to Trinidad (2022), public speaking, also called oration or

oratory, is the process of communicating information to a live audience.

The type of information communicated is deliberately structured to

inform, persuade, and entertain. The speaker in a public speech must

effectively convey their thoughts when speaking in front of an audience.

Moreover, a speaker must present a self that makes the audience connect

with them.

In addition, Barnard (2018) states that, public speaking began

about 2,500 years ago in ancient Athens. Men were required to give

speeches as part of their civic duties, which included speaking in

legislative assembly and at court. This only demonstrates the length and

significance of public speaking to individuals. Speaking in front of an

audience is now essential to progress in many professions. More and

more often, we are compelled to speak in front of others, whether it be at

conferences, meetings, presenting awards, instructing a class, at media

events, or on a variety of other occasions. Because public speaking

engagements are so common, it has becoming harder and harder to avoid

them.

The professional world places a high value on public speaking; it is

believed that 70 percent of all professions need some sort of public

 11

speaking. However, individuals often avoid facing public speaking, as they

lack the skills to cope with the anxiety that arises when speaking in front

of others (Gallego et. al., 2020).

Public speaking anxiety is a common phenomenon among students.

It can be defined as a fear of speaking in public, which can manifest itself

in physical, mental and emotional symptoms. Recent studies have

indicated that the prevalence of public speaking anxiety among students

is increasing, due to a variety of factors, including a lack of confidence,

lack of adequate preparation and practice, and uncertainty about the

audience's reaction.

Public speaking anxiety, which is categorized as a social anxiety

disorder, describes the fear that a person feels before giving a speech or

getting ready to speak in front of others. There are various terms used in

describing the fear of public speaking such as communication

apprehension McCroskey (1977), public speaking anxiety (Bodie, 2010)

and glossophobia (Hancock et al., 2010). As Waters (2021) stated, many

suffered public speaking anxiety which can hinder the ability to deliver the

message and engage an audience.

The fear of public speaking is the most common phobia ahead of

death, spiders, or heights. The National Institute of Mental Health reports

that public speaking anxiety, or glossophobia, affects about 73% of the

population. Most common symptoms of glossophobia can be grouped

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under three primary categories: physical, cognitive, and behavioral

(Perry, 2022).

According to Black (2019), most phobias seem to appear out of the

blue, often starting in childhood or early adulthood. A phobia may arise

because of a combination of genetic tendencies and other environmental,

biological, and psychological factors. People who fear public speaking may

have a real fear of being embarrassed or rejected. When an anxiety

attack occurs, the person may be unable to think clearly or may say

things that make no sense, which causes them to behave inappropriately.

If this scenario occurs, it may be quite embarrassing for that person.

Public speaking anxiety among students is a growing concern in

classrooms across the nation. It is an issue that has been studied

extensively, both empirically and theoretically. Studies have found that

students who are anxious about presenting in front of an audience tend to

experience lower self-esteem and higher levels of stress (Van der Veen,

2012). Furthermore, students who are anxious about public speaking are

more likely to procrastinate and avoid the task altogether (Rutherford,

2012). This can lead to a lack of confidence when speaking in front of an

audience, which can in turn lead to poor academic performance.

According to the American Psychiatric Association, anxiety disorders

can cause people to try to avoid situations that trigger or worsen their

symptoms. Common symptoms can include increased blood pressure;

 13

excessive perspiration, dry mouth, a stiffening of the upper back muscles

and nausea (Black, 2019).

The causes of public speaking anxiety among students are varied

and complex. It is thought that the fear of being judged or ridiculed by

others is a major factor in this phenomenon (Murphy, 2015). Additionally,

students may experience anxiety in anticipation of being asked difficult

questions that they are unprepared to answer (Peters, 2016). Other

possible causes include lack of practice and experience in presenting, fear

of failure, and low self-efficacy (Van der Veen, 2012).

Public speaking is a great way of building personal development on

many levels, since improving communication skills is helpful in almost

every area of life (Barnard, 2018). Everyone should be able to effectively

speak in front of an audience, and for senior high school students, this

ability may be improved with practice and training. For seniors in high

school, public speaking will be helpful in the form of presentations and

oral assessments at school, which might contribute for a considerable

amount of the final grade.

Fortunately, there are a variety of strategies and interventions that

can be used to help reduce public speaking anxiety among students.

These include improving the student’s self-efficacy by providing positive

feedback, increasing practice opportunities, and providing support and

guidance throughout the process (Rutherford, 2012). Additionally,

providing students with clear expectations and guidelines for

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presentations can help to reduce anxiety and ensure that students are

better prepared for their presentations (Peters, 2016).

Parents care about their child's academic performance as (Bell,

2018) stated because they believe good academic results will provide

more career choices and job security. When reaching the employment,

especially in a business environment, students will undoubtedly find public

speaking advantageous. Speaking clearly and with confidence might open

more career opportunities.  In this modern world, communication skills

play a vital role and one must have mastery over these skills to get

success in their respective fields (Rao, 2019).

In conclusion, public speaking anxiety among students is a common

and serious issue that can have negative effects on academic

performance and self-esteem. It is important for educators to be aware of

the causes of this anxiety and to implement strategies to help reduce the

anxiety levels of their students. With the right interventions, students can

gain the confidence to present with ease and excel in their academic

endeavors.

Related Studies

Public speaking anxiety among students has been an area of

particular interest for the past few decades. Numerous studies have been

conducted in order to explore the effects of public speaking anxiety on

students’ performance, knowledge retention, and self-efficacy. The results

of these studies have been mixed, with some finding that public speaking
 15

anxiety can have a negative effect on student performance and self-

efficacy while others have found that it can have a positive effect on

knowledge retention and self-efficacy.

Students are required to be able to speak in public, because this will

help them to convey ideas, or make suggestions; giving a value-added

skill for those concerned. The reality is that many students tend to shy

away when asked to speak in public (Lestari, 2022)). Having a negative

reaction in the form of anxiousness happens to a person during

communication, whether it be personal or public communication.

Research conducted in Malaysia by Raja (2017) stated that 75% of

students experience public speaking anxiety. Students tend to avoid and

feel anxious when they get the chance to speak in public. Moreover,

public speaking anxiety occurs when a person thinks that he or she is not

sure capable of controlling the situation he or she is facing, and as a

result of it, unable to focus and feeling restless.

Anxious affective responses to public speaking tasks are driven by

cognitive, social, and environmental factors (Levine et al., 2004).

Cognitive appraisals of public speaking tend to focus on the perceived

risks associated with the task, such as the potential for embarrassment,

shortcomings, and ridicule (Moran, 2004). Social factors contributing to

public speaking anxiety include the fear of being judged negatively or

disagreeing with peers, as well as the fear of being too visible in front of a

group (Moran, 2004). Finally, environmental factors influencing public

 16

speaking anxiety may include physical factors such as unfamiliarity with

the speaking environment, as well as physiological factors such as

increased heart rate or perspiration (Levine et al., 2004).

In the study of Villar (2010), he studied eight factors that may

cause public speaking anxiety. They are expectation, audience, training,

and experience, rejection, preparation, previous unpleasant experience,

self-valuation and verbal fluency. The finding showed that four factors,

“self-evaluation”, “training and experience”, “preparation”, and “previous

unpleasant experience”, were found to significantly cause public speaking

anxiety. Moreover, the study of Aida (1994) stated that, public speaking

anxiety can be caused by several factors such as: fear of low evaluation

by the teachers, fear or negative feedback by the listeners, and fear of

past failures.

Many people are shy when asked to speak publicly due to feelings of

anxiety. According to McCroskey, Richmond and Gorham (1987),

individuals who are always evasive, not responsive, and not

communicative are considered negative and unprofessional. The anxiety

of public speaking will negatively affect aspects of a person's life, from the

social, economic, political and academic level (Lestari, 2022). In addition,

Allen (2009) describes that a speaker might feel anxious because they

worry that their speaking competence does not meet the audience’s

expectations. This, the study found, can potentially have adverse effects

on the academic and professional performance of students.

 17

A study by Dornyei, Csizér & Németh (2006) surveyed 120

Hungarian university students about their public speaking anxiety levels

and found that 42.5% reported high levels of anxiety. Further, the

authors found that the most significant predictor of public speaking

anxiety was the fear of negative evaluation.

In a study of college students in the United States, Blum (2013)

found that public speaking anxiety was significantly higher among females

than males, and that the most frequently reported sources of anxiety

were fear of negative evaluation, fear of success, fear of failure, fear of

embarrassment, and fear of not knowing the material.

Similarly, a study by Amit and Fink (2010) of Israeli high school

students revealed that students with higher levels of public speaking

anxiety reported greater fear of negative evaluation, fear of failure, and

fear of not knowing the material. Additionally, the authors found that

those with higher levels of public speaking anxiety also reported higher

levels of general anxiety.

These studies suggest that fear of negative evaluation, fear of

failure, and fear of not knowing the material are common sources of

public speaking anxiety among students, and that this phenomenon is

more prevalent among females than males. Furthermore, the studies

provide evidence of a link between public speaking anxiety and general

anxiety levels.
 18

Most of the students worry about what other people will think of

them and their negative judgments. Hence, students with public speaking

anxiety will do less well while expressing ideas, opinions, and information,

as well as during presentations.

For example, students are not self-confidence when doing a

presentation in class, they feel afraid to speak in front of public for some

courses. The reaction that arises is nervous, anxious, worried, and afraid

of making mistakes (Lestari, 2022). This study found that out of fear of

being negatively evaluated, students became highly apprehensive when

asked to perform a speech-related task in the classroom. In addition, the

study of Ong and Zambas (2020), revealed the actions done by the

students while speaking, the students stuttered, stammered, had

difficulty maintaining an eye contact and exhibited incorrect posture. This

is a significant disadvantage since self-confidence is the most important

aspect of public speaking.

Persons with lower levels of public-speaking anxiety would be

expected to learn more since they devote more attention to the task

demands and less attention to thoughts about the feelings of anxiety.

Persons with higher levels of anxiety would have more fear of the public

speaking course, tend not to participate in oral presentation as a learning

exercise, not interested and no focus upon opportunities to learn and,

more concerned about feelings of anxiety (Tobias, 2009).

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In a study conducted by Kopp, Cheavens, and Eubanks (2007), the

authors found that public speaking anxiety had a negative effect on

student performance and self-efficacy. They found that students with

higher levels of public speaking anxiety were less likely to perform well on

their exams, and they also had lower levels of self-efficacy compared to

those with lower levels of public speaking anxiety. This study suggests

that public speaking anxiety can have a detrimental effect on student

performance and self-efficacy.

In contrast, a study conducted by Thomsen and colleagues (2012)

found that public speaking anxiety had a positive effect on knowledge

retention and self-efficacy. They found that students with higher levels of

public speaking anxiety retained more knowledge from their lectures, and

they also had higher levels of self-efficacy compared to those with lower

levels of public speaking anxiety. This study suggests that public speaking

anxiety can have a beneficial effect on knowledge retention and self-

efficacy.

Overall, the research on public speaking anxiety among students is

still inconclusive. While some studies have found that it can have a

negative effect on student performance and self-efficacy, other studies

have found that it can have a positive effect on knowledge retention and

self-efficacy. Therefore, more research is needed in order to fully

understand the effects of public speaking anxiety on student performance,

knowledge retention, and self-efficacy.

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Self-confidence and public speaking go hand in hand. A speaker's

ability to communicate ideas, an argument, and the topic in front of an

audience is anticipated when they give a public speech. To do this, the

speaker needs self-assurance in their ability to effectively explain the

responsibilities and obligations. Hence, they would be happy with their

fine performance. High self-confidence allows a person to maintain

emotional control under extreme circumstances, which gives them the

bravery to speak clearly in public. Additionally, they believe they can

overcome difficulties.

In the study by Raja (2017) he proves that fear of public speaking

is a learned skill and can be overcome by practicing and rehearsing before

presentations or speeches and people who experience public speaking

anxiety can perform as well as those who have a good command over

public speaking. Hence, for more than a century, researchers have been

interested in helping those people to overcome or reduce public speaking

anxiety by using different means.

The first research to reduce public speaking anxiety is by using

Virtual Reality Therapy (VRT) that has been proposed by Heuett (2011).

The treatment has been conducted by exposing the patient to a virtual

environment containing the feared situation rather than taking the patient

into the real environment. It can also be used to analyze and treat

psychological conditions that cause patients difficulty. It proved that it is

possible to use VRT to help people reduce public speaking anxiety.

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Besides that, Savitsky and Gilovich (2003) have a different ways to help

those with anxiety in public speaking. The field of their studies is the

illusion of transparency and the alleviation of speech anxiety. Based on

their studies, speakers who were informed that their nervousness was not

as apparent as they thought were able to do better in speaking publicly

compared to those who has not been informed about it.

The similar scope of study has also been done by McInnis, C.,

Mackinnon, P. and MacIntyre, D. (2010) except that they also

investigated about the normative beliefs of anxiety during public

speaking. They proved that there is a belief that public speaking anxiety

is common. As a result, the audience will expect the speakers to be

anxious and react to the speakers that confirmed the situation. They

potentially added to the speaker’s anxiousness. This will be one of the

causes of anxiousness in public speakers.

As public speaking anxiety can be troublesome to some people,

hence it is a need to develop effective treatment techniques to aid people

in handling this problem. Thus, further research should be considered

to identify the causes and other means that are helpful to overcome the

public speaking anxiety among students. One of the objectives of

communication education is to equip people with the skills necessary to

communicate clearly in a wide range of settings, particularly those

involving oral presentations.

 22

All in all, investigation within the scope of public speaking anxiety is

becoming widely day by day. This is because it is one of the most

important fields that need to be mastered by people from all walk of ages

especially university students who will become the next leader for future

generation. Negative thoughts and poor preparation have been confirmed

as some of the bad effects associated with public speaking anxiety.

As a result, the individuals may receive lower grades for presentation or

grouping work. Consequently, public speaking anxiety negatively affects

students’ academic performance.

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INPUT PROCESS OUTPUT

1. Profile of the
respondents in
terms of:
A. Sampling
1.1 sex; procedure
1.2 strand; and Stratified Random
Sampling
1.3 socioeconomic
status B. Data gathering
Approval of the
2. The level of Letter
public speaking Survey
Questionnaire
anxiety of the Validation Public Speaking
Grade 12 students Administering the
Questionnaire
3. The significant Seminar
difference on level C. Statistical
treatment Workshop
of public speaking Simple Percentage
anxiety of the Weighted Mean
Chi Square
grade 12 students Secondary data will
in terms of: be gathered
through data
3.1 gender; validation,
3.2 strand; and consolidation, and
analysis.
3.3 socioeconomic
status

Figure 2. Paradigm of the Study

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Chapter 3

RESEARCH METHODOLOGY

This chapter contains the research methodology including the

research design, the research respondents, research environment,

research instrument, the data gathering and statistical treatment of data

utilized in the study.

Research Design

The study utilized descriptive research design which was used in

interpreting data and findings of the study. Descriptive research design

was used with identifying the nature, characteristics, and components of a

population or a phenomenon. As a result, the researchers used the

descriptive approach to determine the level of public speaking anxiety

among grade 12 students in Dalaguete National High School.

Research Respondents

The respondents of the study were the senior high school students of

Dalaguete National High School, specifically students who are in 12 th

grade.

Table 1

Respondents of the Study

Grade 12 Strand MALE FEMALE TOTAL

ABM 7 30 37
 25

HUMSS 49 69 118

STEM 44 33 77

Total 100 132 232

A stratified random sampling procedure was used for selecting the

respondents of this study. This technique was employed to ensure an

equal representation of the variables for the study. The stratification was

based on the strands taken up by the students. Within each section,

selection of respondents was by simple random sampling. In this study, in

order to identify the respondents easily, the researchers divided the grade

12 students according to their strand. The researchers then randomly

select the students in each strand.

Research Environment

The study was conducted at Dalaguete National High School in the

Municipality of Dalaguete during the Academic Year 2022 - 2023. The

Municipality of Dalaguete is located approximately 85 kms from Cebu

City. It is bounded north by Municipality of Argao, in the south by

Municipality of Alcoy, in the west by Municipality of Badian and Alegria

and in the east by Bohol Strait. Dalaguete National High School is situated

in Poblacion, Dalaguete, Cebu which is the center of the town where the

marketplace, church, buildings, and other establishments can be found.

The school is located at the back of the Municipal Hall. The school can be

accessed easily by means of tricycles and motorcycles.

 26

Research Instrument

In this study, the researcher used Personal Report of Public

Speaking Anxiety (PRPSA) Questionnaire designed by McCroskey (1970).

The questionnaire is a set of orderly arranged questions carefully

prepared to answer by a group of people designed to find the students’

anxiety level. The first part of the questionnaire consists of items which

gathers respondents’ profile such as names which is optional, sex, and

strand. The second part is the socioeconomic status and the third part is

the statements to be answered by the respondent. It consists of thirty-

four (34) items. The test requires ten (10-15) minutes of answering. The

questionnaire used Likert Scale Method in the survey questionnaires to

specify the level of agreement of the respondents to the statement. The

4-point scale includes (1) Strongly Disagree, (2) Disagree, (3) Agree, and

(4) Strongly Agree.

Data Gathering Procedure

After the instrument has been approved, the researchers formally

wrote a letter to the school principal of Dalaguete National High School

requesting permission to conduct the study. Upon that, the study was

conducted on the specified date and time. The researchers then provided

general instructions to the respondents while distributing the

questionnaire. Participants are allotted at least 10-15 minutes, to

respond, and the completed questionnaire are collected by the

 27

researchers. The responses of the respondents were kept in private.

Finally, the collected data were tabulated, analyzed, and interpreted.

Statistical Treatment of Data

In order to interpret quantitatively the result of the study, the

following statistical tests was used.

1. To determine the profile of the respondents in terms of gender,

strand and socioeconomic status, the simple percentage was used.

f
%= N X 100

where:

% = percentage

f = frequency

N = number of respondents

2. To determine the level of public speaking anxiety, the weighted

mean was used.

Σfw
WM = N

where:

WM = weighted mean
 28

∑= summation

f = frequency

w = weight per level

N = number of respondents

3. To determine the significant difference on level of public speaking

anxiety of the grade 12 students in terms of gender, strand, and

socioeconomic status, the Chi-square was used.

( fo−fe)
x 2= ∑
fE

where:

x2 = Chi-square

Σ = summation

fo = observed frequency

fe = expected frequency

[ ( RT ) (CT ) ]
Fe = ¿

where:

RT = Row Total

CT = Column Total
 29

GT = Grand Total

Test at 0.05 level of significance.

Ethical Considerations

Ethical consideration was strictly followed in the conduct of the

study. The researcher strictly followed the IATF and local government
health protocols to safeguard the protection of the respondents. The
 30

study protocol and procedures of informed consent were granted by

DepEd-Dalaguete National High School before the formal training and
survey were conducted. Participants signed an informed consent
statement before the trial began. The contents of the questionnaire were
explained to the participants, and they were asked to confirm their
readiness to participate voluntarily by answering yes or no questions.
After an affirmative response of the questions, the participants answered
the survey questionnaire on scheduled date. The information received
from the survey was kept in strict confidence. Furthermore, it was the
researcher's job to protect the respondents from any injury or danger,
and to notify them if such a risk existed, once they agreed to participate
in the study.

Informed Consent

The respondents/participants were informed that their participation

in the study was entirely voluntary and that they are not compelled to
participate should they believe detrimental to their interest. Furthermore,
the respondents/participants were informed that the research was
conducted solely for academic purposes and the data gathered from
them shall be exclusively used for such purpose.

Confidentiality Pledge

The researcher ensured that the acquired data relating to the

personal information of the respondents/participants of this study was
kept confidential and would not be released to the public under any
circumstances. This can be guaranteed by the following activities: codes
were used to substitute the names of the respondents; the sheet
containing the names of the respondents were removed and were kept or
destroyed when no longer needed for the research; the researcher had
the sole access to the code’s master list; files containing research data
were password protected and encrypted to keep the data safe.
 31

Authorization to Access Private Information

Republic Act 10173, generally known as the Data Privacy Act of

2012, safeguarded the responders' or participants' interests, henceforth,
any pertinent data or information of the respondents or participants of
this study shall not be accessed, transported, or copied without the
approval and consent of the Research Committee.
 32

Definition of Terms

To avoid conflict of ideas considering that words have different

connotations, the following terms are defined operationally.

Anxiety – refers to the reaction of the bodies towards stressful,

dangerous, or uncomfortable situations. It is the sense of distress, or

apprehension you feel before a significant event.

Public Speaking Anxiety (PSA) – refer to the fear experienced bFy a

person when delivering (or preparing to deliver) a speech to an audience.

PSA is sometimes referred to as stage fright or communication

apprehension.

Public Speaking – refers to an oral presentation in which a speaker

addresses an audience.

Public Speaking Seminar Workshop - series of activities and actions

which aims to train, equip, and develop public speakers.

 33

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the presentation, analysis and interpretation

of the data obtained in this study that answered the specific problems.

The discussion is categorized into three parts. The first part consists of

the profile of the respondents (i.e., sex, strand and socioeconomic

status). The second part shows the status of public speaking anxiety

among the students. The last part illustrates the significant differences of

public speaking anxiety among students’ sex, strand, and socioeconomic

status.

Profile of the Respondents

This section shows the profile of the respondents in terms of sex,

strand and socioeconomic status of the Grade 12 students in Dalaguete

National High School.

Sex

Table 2 presents the profile of the respondents in terms of sex.

Furthermore, it presents the frequency and percentage distribution.

 34

Table 2

ABM STEM HUMSS TOTAL

SEX
f % f % f % f %
M 7 3.02 44 18.97 49 21.12 100 43.11
F 30 12.93 33 14.22 69 29.74 132 56.89
100.0
Total 37 15.95 77 33.19 118 50.86 232
0
Profile of the Respondents in terms of Sex

Table 2 presents that out of the 232 respondents, 100 or 43.11%,

are males and 132 or 56.89%, are females. Findings revealed that most

of Dalaguete National High Schools grade 12 students who were enrolled

in the academic track are female.

Strand

Table 3 presents the profile of the respondents in terms of strand.

Furthermore, it presents the frequency and percentage distribution.

Table 3

Profile of the Respondents in terms of Strand

Strand f %
ABM 37 15.95%
STEM 77 33.19%
HUMSS 118 50.86%
Total 232 100.00%
 35

Among the 232 respondents, 37 or 15.95% are in ABM and 77 or

33.19% are in STEM, and 118 or 50.86% are in HUMSS. Findings

revealed that majority of the grade 12 students in Dalaguete National

High School were enrolled in HUMSS.

Socioeconomic Status

Table 4 presents the profile of the respondents in terms of

socioeconomic status. Furthermore, it presents the frequency and

percentage distribution.

Table 4

Socioeconomic Status Profile of the Respondents

ABM STEM HUMSS

TOTAL
Monthly Income
f % f % f % f %
233, 807 and above 2 0.86 5 2.16 1 0.43 8 3.45
140, 284 - 233, 806 1 0.43 1 0.43 0 0.00 2 0.86
81, 832 - 140, 284 1 0.43 7 3.02 1 0.43 9 3.88
46, 761 - 81, 332 1 0.43 6 2.59 2 0.86 9 3.88
23, 381 - 46, 761 6 2.59 10 4.31 9 3.88 25 10.78
11, 690 - 23, 381 8 3.45 17 7.33 18 7.76 43 18.53
11, 659 and below 18 7.76 31 13.36 87 37.50 136 58.62

Total 37 15.95 77 33.19 118 50.86 232 100.00

Of the 232 respondents, 8 or 3.45% have a socioeconomic status of

233, 807 and above; 2 or 0.86% have a socioeconomic status of 140,

284–233, 806; 9 or 3.88% have a socioeconomic status of 81, 832–140,

284 and 46, 761–81, 332; 25 or 10.78% have a socioeconomic status of

 36

23, 381–46, 761; 43 or 18.53% have a socioeconomic status of 11, 690–

23, 381; and 23 or 43.40% have a socioeconomic status of 11, 659 and

below.

Findings revealed that majority of the respondents belong to the

bracket of 11, 659 and below. They fit the low income category. The

ability of the parents to meet the child's educational demands depends on

their socioeconomic level. This is the common situation for families with

children attending public schools, especially in rural locations where the

family's economic status is insufficient.

Level of Public Speaking Anxiety of the Students

Table 5 presents the level of public speaking anxiety of the

respondents. Furthermore, it presents the weighted mean and rank.

 37

Table 5

Level of Public Speaking Anxiety of the Students

Statements SD D A SA TWP WM Description Rank

Right after giving a speech, I feel that I have had a pleasant
8 34 125 65 711 3.06 Agree 1
experience.
While preparing for giving a speech, I feel tense and nervous. 12 29 125 66 709 3.06 Agree 2
My heart beats very fast just as I start a speech. 10 30 133 59 705 3.04 Agree 3
Although I am nervous just before starting a speech, I soon settle
11 33 146 42 683 2.94 Agree 4
down after starting and feel calm and comfortable.
Certain parts of my body feel very tense and rigid while giving a
12 37 138 45 680 2.93 Agree 5
speech.
I get anxious when I think about a speech coming up. 11 38 141 42 678 2.92 Agree 6
My heart beats very fast while I present a speech. 9 49 130 44 673 2.90 Agree 7
Realizing that only a little time remains in a speech makes me very
6 56 129 41 669 2.88 Agree 8
tense and anxious.
My thoughts become confused and jumbled when I am giving a
9 42 148 33 669 2.88 Agree 9
speech.
I am in constant fear of forgetting what I prepared to say. 9 49 137 37 666 2.87 Agree 10
I experience considerable anxiety while sitting in the room just before
10 57 121 44 663 2.86 Agree 11
my speech starts.
I feel anxious while waiting to give my speech. 8 49 144 31 662 2.85 Agree 12
I get anxious if someone asks me something about my topic that I do
12 54 130 36 654 2.82 Agree 13
not know.
While giving a speech, I get so nervous I forget facts I really know. 17 54 119 42 650 2.80 Agree 14
When the instructor announces a speaking assignment in class, I can
12 59 135 26 639 2.75 Agree 15
feel myself getting tense.
My hands tremble when I am giving a speech. 17 61 117 37 638 2.75 Agree 16
I feel tense when I see the words "speech" and "public speech" on a
17
course outline when studying. 11 68 123 30 636 2.74 Agree
When I make a mistake while giving a speech, I find it hard to
17 64 115 36 634 2.73 Agree 18
concentrate on the parts that follow.
I breathe faster just before starting a speech. 18 58 127 29 631 2.72 Agree 19
While giving a speech, I know I can control my feelings of tension and
11 81 113 27 620 2.67 Agree 20
stress.
I look forward to giving a speech. 20 63 126 23 616 2.66 Agree 21
I do not dread giving a speech. 15 140 71 6 616 2.66 Agree 22
During an important speech I experience a feeling of helplessness
20 63 128 21 614 2.65 Agree 23
building up inside me.
I perspire just before starting a speech. 17 64 137 14 612 2.64 Agree 24
I face the prospect of giving a speech with confidence. 13 78 124 17 609 2.63 Agree 25
I feel that I am in complete possession of myself while giving a
8 94 109 21 607 2.62 Agree 26
speech.
I feel anxious when the teacher announces the date of a speaking
19 76 115 22 604 2.60 Agree 27
assignment.
I do poorer on speeches because I am anxious. 24 73 109 26 601 2.59 Agree 28
I feel comfortable and relaxed in the hour or so just before giving a
17 96 101 18 584 2.52 Agree 29
speech.
My mind is clear when giving a speech. 16 115 84 17 566 2.44 Disagree 30

I have trouble falling asleep the night before a speech. 34 100 75 23 551 2.38 Disagree 31
I enjoy preparing for a speech. 31 106 83 12 540 2.33 Disagree 32
I feel relaxed when I am giving a speech. 46 115 58 13 502 2.16 Disagree 33
I have no fear of giving a speech. 47 117 54 14 499 2.15 Disagree 34
TOTAL 557 2302 3970 1059 21307 2.70 Agree
 38

Ranges of Weighted Mean Description

3.25 – 4.00 Strongly Agree
2.50 – 3.24 Agree
1.75 – 2.49 Disagree
1.00 – 1.74 Strongly Disagree

Based from the table above, the top three responses include: “Right

after giving a speech I feel that I have had a pleasant experience;” “While

preparing for giving a speech, I feel tense and nervous”; and “My heart

beats very fast just as I start a speech,” having a verbal description of

Agree. On the other hand, the bottom three include: “I enjoy preparing

for a speech”; “I feel relaxed when I am giving a speech”; and “I have no

fear of giving a speech,” having a verbal description of Disagree.

Findings also revealed that generally the respondents Agree with a

weighted mean of 2.70 that they experience certain level of anxiety in

public speaking.

This means that students experience anxiety but after giving the

speech all the nervousness and tense will fade away and they will feel

relieved and satisfied. Furthermore, students experience fear and

uneasiness in preparing speeches and they find it not enjoyable. When it

comes to public speaking, students are more likely to be anxious.

Significant Difference on the Level of Public Speaking

Anxiety in terms of Sex, Strand, and Socioeconomic Status

Table 6, 7, and 8 shows the significant difference of the level of

public speaking anxiety among students in terms of sex, strand, and

 39

socioeconomic status. Furthermore, it presents the computed chi –

square, tabled value and the decision.

 40

Table 6

Significant Difference on the Level of Public Speaking Anxiety in

terms of Sex

PSA
SD D A SA TOTAL X2 tv Decision
Sex
Male 4 23 72 1 100
Female 0 13 110 9 132 21.521 7.815 Reject the Ho
Total 4 36 182 10 232

The computed Chi – square of 21.521 is greater than (>) the tabled

value of 7.815 at the 0.05 level of significance, thus the null hypothesis of

no significant difference is rejected. There is a significant difference of the

students’ level of public speaking anxiety in terms of sex. The students’

levels of anxiety about public speaking differ significantly based on sex.

This indicates that when it comes to public speaking, males and females

have distinct amounts of anxiety. Additionally, since females place a

higher value on public speaking activities than males do and want to

execute them perfectly, this may indicate that females can experience

high level of public speaking anxiety than men. The results of the study

by Blum (2013) correspond with the findings of the study in that females

experience higher average levels of public speaking anxiety. Therefore,

between the two sexes, it is proven that females experience greater

anxiety when giving a speech in front of an audience than males do.

 41

Table 7

Significant Difference on the Level of Public Speaking Anxiety in

terms of Strand

PSA
SD D A SA TOTAL X2 tv Decision
Strand

ABM 0 4 32 1 37
Failed to
STEM 0 16 59 2 77 7.888 12.592 Reject
HUMSS 4 16 91 7 118 Ho

Total 4 36 182 10 232

The computed Chi – square of 7.888 is less than (<) the tabled

value of 12.592 at the 0.05 level of significance, thus the null hypothesis

of no significant difference is failed to reject and is accepted. There is no

significant difference of the students’ level of public speaking anxiety in

terms of strand. The public speaking anxiety level of the students does

not differ with regards to their chosen strand. Students who experience

public speaking anxiety usually experience the same level of anxiety

regardless of their strand. This is often due to the fact that the need to

present in front of an audience is a universal phenomenon. Furthermore,

a student with a high public speaking anxiety does not always mean he or

she is enrolled in a specific strand. Regardless of what strand a student is

enrolled in it does not indicate the level of public speaking anxiety a

student has.
 42

Table 8

Significant Difference on the Level of Public Speaking

Anxiety in terms of Socioeconomic Status

Socio- PSA SD D A SA TOTAL X2 tv Decision

economic
Status

233, 807 and above 0 1 9 0 10

140, 284 - 233, 806 0 0 2 0 2
81, 832 - 140, 284 0 1 8 0 9
46, 761 - 81, 332 0 0 10 0 10 Reject
30.409 28.869
23, 381 - 46, 761 2 10 15 0 27 Ho

11, 690 - 23, 381 0 8 35 1 44

11, 659 and below 0 18 107 5 130
TOTAL 2 38 186 6 232

The computed Chi-square of 30.409 is greater than (>) the tabled

value of 28.869 at the 0.05 level of significance, so the null hypothesis of

no significant difference is rejected. There is a significant difference in the

students’ level of public speaking anxiety in terms of socioeconomic

status. The perception of the respondents on public speaking anxiety vary

in terms of socioeconomic status. Furthermore, those from lower

socioeconomic status were more likely to experience higher levels of

public speaking anxiety than those from higher socioeconomic status.

 43

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter summarizes the entire study. This includes the problem

of the study, the methodology, findings, conclusions and

recommendations.

Summary

The main objective of the study was to assess and identify the level

of public speaking anxiety of the grade12 students in Dalaguete National

High School during the school year 2022 – 2023 as basis for a proposed

seminar workshop.

It was specifically intended to determine the respondents' profile in

terms of sex, strand, and socioeconomic status; the level of public

speaking anxiety; significant differences on students' levels of public

speaking anxiety in terms of sex, strand, and socioeconomic status; and

to design a public speaking seminar workshop based on the study's

findings.

The study used the descriptive method. A survey was conducted to

the senior high school students of Dalaguete National High School during

the school year 2022 – 2023 using an adapted questionnaire.

 44

Findings

Based on the analysis of data, the following findings emerged:

1. Profile of the Respondents

Sex. Findings revealed that most of Dalaguete National High

School's Grade 12 students who were enrolled in the academic track are

female.

Strand. The result showed that majority of the Grade 12 students

in Dalaguete National High School are enrolled in HUMSS strand.

Socioeconomic Status. The result revealed that most of the

respondents fall under low income which ranges from 11, 659 pesos and

below.

2. Level of Public Speaking Anxiety

Majority of the respondents Agreed that they experience anxiety

when they are speaking in public. This also implies that students are

anxious of public speaking, which makes them dislike preparing their

speeches.

3. Significant Differences on Level of Public Speaking Anxiety

 45

Sex. There is a significant difference of the students’ public

speaking anxiety in terms of sex. This means that females experience

greater anxiety when giving a speech in front of an audience than males

do.

Strand. There is no significant difference of the students’ public

speaking anxiety in terms of strand. This means that regardless of what

strand a student is enrolled in, it does not indicate the level of public

speaking anxiety a student has.

Socioeconomic Status. There is a significant difference of the

students’ public speaking anxiety in terms of socioeconomic status. This

means that students differ in their level of public speaking anxiety with

regards to their socioeconomic status. A students’ socioeconomic status

will vary their level of public speaking anxiety.

Conclusions

Based on the forgoing findings of the study, the following

conclusions were drawn:

1. Students find their public speaking experiences pleasant, even when

they were nervous and tense.

2. Anxiety on public speaking is often experienced by the respondents,

but there is still a need to provide interventions to lessen the effects and

level of public speaking anxiety of the students.

 46

3. Compared to male students, female students are more likely to have

public speaking anxiety.

4. The majority of students dislike preparing their speeches since they are

aware that they will experience fear when speaking in public.

5. Student’s level of public speaking anxiety differ in terms of their sex

and socioeconomic status. However, students enrolled in various strands

experience the same level of public speaking anxiety.

Recommendations

Based on the findings of the study, the following are presented as

recommendations in hope that the students in Dalaguete National High

School will be further improved.

1. Follow the proposed public speaking seminar workshop to meet the

needs of the students.

2. Learn and be familiar with the various public speaking techniques or

strategies and use group practice methods.

4. Strengthen your understanding of the topic that you are assigned to.

5.Practice and familiarize  the topic in order to boost confidence during

delivery.

6. Focus on the material rather than the audience, since people are

primarily interested in the topic that is that is presented.

7. For further studies the following topics are recommended:

 47

● Factors Affecting Public Speaking Anxiety Among Students

● Understanding the Psychological Aspects of Public Speaking Anxiety

● Public Speaking Anxiety and Academic Performance Among

Students
 48

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