Speech Anxiety and Academic Performance

Document Code: DCAVRKMI-F-GRFR
MANUEL S. ENVERGA UNIVERSITY FOUNDATION

Lucena City
Document Title: Graduate Research Final Report
An Autonomous University Page No.: Page 1 of 131
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DR. CESAR A. VILLARIBA RESEARCH AND Effectivity Date: November 2015
KNOWLEDGE MANAGEMENT INSTITUTE Prepared by: DCAVRKMI
Reviewed by: QMR
QUALITY FORM Approved by: President
SPEECH ANXIETY AND ACADEMIC PERFORMANCE IN ORAL COMMUNICATION
IN CONTEXT AMONG GRADE 11 STUDENTS OF POLILLO NATIONAL HIIGH
SCHOOL: BASIS FOR AN INTERVENTION PROGRAM
A Master’s Thesis
Presented to the Faculty of the Institute of Graduate Studies and Research
Manuel S. Enverga University Foundation
Lucena City
In Partial Fulfillment of the Requirements
for the Degree Masters of Arts in Education
Major in Educational Management
by
Mylen D. Azagra
May 2017
Lucena City
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Approval Sheet
This master‟s thesis hereto entitled:
SPEECH ANXIETY AND ACADEMIC PERFORMANCE IN ORAL

COMMUNICATION IN CONTEXT AMONG GRADE 11 STUDENTS OF POLILLO
NATIONAL HIGH SCHOOL: BASIS FOR AN INTERVENTION PROGRAM
prepared and submitted by MYLEN D. AZAGRA in partial fulfillment of the requirements

for the degree Masters of Arts in Education major in Educational Management has been
examined and recommended for acceptance and approval for Oral Examination.
FELIXBERTO M. MERCADO, PhD

Adviser
Approved by the Committee on Oral Examination on ____________________ with a grade

of ____________.
BENILDA N. VILLENAS, PhD

Chairperson
CLAUDIA ODETTE J. AYALA, PhD JOSELINA T. BAYLONGO, EdD

Member Member
Accepted and approved in partial fulfillment of the requirements for the degree Master of
Arts in Education major in Educational Management.
BENILDA N. VILLENAS, PhD

Dean, Institute of Graduate Studies and Research
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Table of Contents
Page
Title Page ................................................................................................. 1
Approval Sheet ................................................................................................. 2
Table of Contents ................................................................................................. 3
List of Figures and Tables ......................................................................................... 5
Acknowledgments ................................................................................................. 7
1. Abstract ................................................................................................. 8
2. Background ................................................................................................. 9
Rationale of the research ........................................................................................ 9

Purpose of the research .......................................................................................... 12
Theoretical framework ........................................................................................... 13
Literature survey ................................................................................................. 19
Significance of the research ................................................................................... 50
Statement of desired outcomes ............................................................................... 51
Major final output ................................................................................................. 52
Target beneficiaries of research results .................................................................. 60
Definition of terms ................................................................................................. 61
Scope and limitation of the study ........................................................................... 62
3. Description of Method or Approach ..................................................................... 63
Research design ................................................................................................. 63

Respondents ................................................................................................. 64
Hypothesis ................................................................................................. 64
Data analysis plan ................................................................................................. 65
Research paradigm/Conceptual framework ........................................................... 67
4. Results and Discussion ......................................................................................... 71
5. Conclusions ................................................................................................. 91
6. Recommendations ................................................................................................. 93
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7. References ................................................................................................. 95
Page
Appendices ................................................................................................. 102
A. Curriculum Vitae of the Researcher ................................................................ 102

B. Research Instruments ...................................................................................... 105
C. Transmittal Letter ............................................................................................ 110
D. Informed Consent............................................................................................ 112
E. Computation of Statistical
Measure…………………………………….. ................................................. 113
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List of Figures and Tables
Figure Title Page
1 Oral Communication Model 55
2 Conceptual Paradigm of the Study 70
Table Title Page
1 Socio-demographic Profile of the Respondents 71
2 School-Related Profile of the Respondents 74
3 Personality Make-up of the Respondents 77
4 Manifestation of Speech Anxiety Experienced by Students

During Communication Exercises in Oral Communication in
Context Class 78
5 Respondents‟ Perception on Speech Anxiety 80
6 Respondents‟ Level of Speech Anxiety 82
7 Academic Performance of the Respondents in Oral Communication

in Context 84
8 Perceived Effect of Speech Anxiety on the Academic Performance

of the Students 86
9 Significant Relationship between Students‟ Level of Speech Anxiety

and Academic Performance 89
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Acknowledgments
The researcher would like to extend her deepest gratitude to the persons who devoted
time and effort and who, in their unselfish ways, have become the source of inspiration and
enthusiasm throughout the making of this study.
To Almighty God, for the unending guidance and blessings and for endowing her
wisdom, knowledge, strength, good health all throughout the process;
To her family, friends, co-teachers, loved ones, and classmates for the
unconditional love, moral support, assistance, and encouragement to complete the study;
Dr. Felixberto M. Mercado, her adviser, for being considerate and patient in giving
valuable suggestions and constructive comments in preparing this study;
Dr. Benilda N. Villenas, dean, MSEUF Graduate School and chairperson of the
Committee on Oral Examination, for her expert criticism and encouragement to complete
this study;
Dr. Claudia Odette J. Ayala and Dr. Joselina T. Baylongo, members of the
Committee on Oral Examination, for the motivation, encouragement, constructive criticisms
and suggestions to improve the paper;
Dr. Yolanda C. Ayuma, PSDS of Burdeos District, for her unselfish support and
unwavering encouragement;
Dr. Merthel M. Evardome, SDS of the Division of Quezon, and Mr. Francisco D.
Oblea, PSDS of Polillo District, for the permission given to the researcher to conduct the
study;
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Dr. Mandy Baldovino, her statistician, for the valuable assistance in the statistical
treatment and encouragement given to the researcher;
To Rogado Family, for the unselfish accommodation given to the researcher during
the conduct of the study;
To the Grade 11 student-respondents of Polillo National High School, for the
honest answer and cooperation in answering the questionnaires; and
To all unnamed persons, who had come forward and offered a hand, you have the
researcher‟s sincere thanks and deep appreciation.
The Researcher
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Research Title: SPEECH ANXIETY AND ACADEMIC PERFORMANCE IN

ORAL COMMUNICATION IN CONTEXT AMONG GRADE 11
STUDENTS OF POLILLO NATIONAL HIGH SCHOOL: BASIS
FOR AN INTERVENTION PROGRAM
Name of Researcher : Mylen D. Azagra

Degree : Master of Arts in Education
Specialization : Educational Management
Researcher's Contact Details : 09497675482
Name of Research Adviser : Dr. Felixberto M. Mercado
1. Abstract
This study analyzed the level of the speech anxiety of Grade 11 students of Polillo
National High School and their academic performance in Oral Communication in Context.
This descriptive study was conducted among 247 Grade 11 students of Polillo National High
School. Frequency, percentage, weighted mean, and Pearson product moment correlation
coefficient (Pearson r) were used in analyzing and interpreting the data.
Results revealed that majority of the respondents were 17 years old, female residents
of Brgy. Poblacion taking General Academic Strand. The manifestation of speech anxiety
among them were sometimes experienced which is usually elevated heart rate or fast heart
rate. They experienced moderate anxiety which means it is still manageable and treatable.
The students‟ speech anxiety is also not related to their academic performance which could
mean there are other factors that may be more or significantly contributory to the students‟
academic performance. There is a need to conduct further studies on other group of
respondents with different profile and locale to determine who are in need of assistance in
terms of speech anxiety.
Key words: speech anxiety, oral communication, communication skill

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2. Background
Rationale of the research
The utmost concern of the Philippine schools and educational managers for many
decades is the deteriorating performance of the students in all subject areas particularly
English, Mathematics, and Science wherein English language is used. Philippine education
took a step in making a milestone by implementing the K to 12 curriculum in response to the
demand of the 21st century education and to answer the problem of decreasing performance
of Filipinos academically. This implementation aimed to produce holistically developed
Filipino with 21st century skills including the acquisition of effective communication skills
that focus on using English in the area of communication (DepEd Official Gazette).
Skill in oral communication is demanded globally because all the careers offered by
the global village like banking, commerce, business, tourism, education, engineering,
medicine, etc. use English language as a means of communications. As stated by Kachru
(1991), English is the international language of business and banking, aviation, tourism,
negotiation, scientific research, and intellectual exchange. As a result, Filipino learners need
to respond to the demand of the global world in learning and using the language. Thus, it
was emphasized that many learners are interested in developing speaking ability and listed it
as a primary goal for learning (Lightbown & Spada, 1993).
Unfortunately, in communicating orally in English, students usually encounter varied
speech problems that evidently hinder their communication and eventually negatively affect
their general proficiency and academic performance. Hence, understanding their problems in
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communication as well as finding out the best solutions is important in order to help learners
in oral language development.
In response, the Department of Education offered subjects that will help the students
acquire the skills of a 21st century learner. One of the subjects offered in all learning tracks
is Oral Communication in Context that provides the learners opportunities to enhance and
grow in communication with the use of English language. Its growing demand in the global
village became essential in order to communicate across the globe. Oral Communication in
Context provides numerous activities that will cater to the development of speech and oral
communication among students. It is a response to the revolutionary change in the country‟s
basic education system. Furthermore, it is specifically intended to guide students to become
fully equipped with the skills needed in the 21st century education.
Nevertheless, many find oral communication as the most difficult skill to develop
especially for learners whose English language is taught only in the classroom. Most
students find problems in speaking and expressing themselves in their Oral Communication
classes and experience stage fright, trembling when speaking, dryness of mouth and throat,
poor eye contact, excessive perspiration, and mental block. These manifestations belong to
the so called speech anxiety which affects students‟ social skills, self-esteem, and academic
performance (ERIC Digest, 2000).
Such scenario is similar among Grade 11 students in Oral Communication classes in
Polillo National High School. In a usual classroom discussion, it is evident among students
that they are afraid to speak and answer in the discussion since they are very quiet when the
teacher asks questions. In some activities like interview, speech performance, dyad, group
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discussion, reporting, and other oral drills, there are manifestations of excessive perspiration,
dry mouth, nervousness, shaky hands, unstable position, voice fluctuation, increased
breathing, poor eye contact with the teacher or audience, vocal fillers and mannerisms, lip
biting, quivering lips, stuttering, and most of the time, their mind goes blank.
Thus, it is quite alarming to see these manifestations of speech anxiety among Grade
11 students during communication classes and even in other subjects. Considering that 50%
of their grade covers performance tasks, they are expected to perform oral drills, oral
presentations, oral reports, and recitation. If students cannot perform well in the oral
activities and other related tasks, their grade will be affected and so is their total
performance in the school. In line with, there is a need to help the students address the
problem by developing an intervention program for oral communication learners.
Identifying the level of speech anxiety experienced by the students and its effect on their
academic performance is a vital step in the creation of a program that would overcome their
speech anxiety.
Nowadays, the youth needs to be guided for they are standing at the brink of change
brought by curriculum innovations. They need assistance from the school managers and the
school in general to face their education and future. They should be aided in developing a
skill to become an effective communicator and confidently face the world without any fear
to speak out their minds.

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Purpose of the research
The main purpose of this study was to analyze the level of speech anxiety among
Grade 11 students of Polillo National High School and its relationship to the academic
performance in Oral Communication in Context to develop an intervention program.
This study sought to answer the following:
1.What is the demographic profile of grade 11 students of Polillo National High School in
terms of:
a. socio-demographic profile
a.1. age
a.2. sex
a.3. place of origin
b. school-related profile
b.1. learning track
b.2. last school attended
c. personality make-up
2.What manifestations of speech anxiety are experienced by Grade 11 students of Polillo
National High School during communication exercises in an Oral Communication class?
3.What is the perception of Grade 11 students of Polillo National High School about their
speech anxiety?
4.What is the level of speech anxiety of grade 11 students of Polillo National High School?
5.What is the academic performance of grade 11 students of Polillo National High School in
Oral Communication in Context?

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6.What is the perceived effect of speech anxiety on the academic performance of Grade 11
students of Polillo National High School?
7. Is there any significant relationship between the level of speech anxiety of Grade 11
students of Polillo National High School and their academic performance in Oral
Communication in Context?
Theoretical framework
Management is one of the most important human activities in order to accomplish
aims and objectives (Olum, 2004). To ensure that the organizational target and goals are met,
educational managers must take into account the proper management of addressing
problems encountered in the school.
An outline of specific theories of anxiety to illustrate the development of anxiety
theory is presented in this part. It includes not only frameworks developed specifically for
language learning but also models derived from psychology.
General theories of anxiety can be conceptualized using two models: Pekrun‟s (1992)
expectancy-value theory of anxiety (EVTA) and Bandura‟s (1991) theory of self-efficacy.
Each of these models uses different types of appraisals to explain and predict anxiety
reactions in individuals.
According to these models, concepts of worry and distraction relate first to appraisals
of situations as threatening or not and then to learners‟ determinations of their efficacy in
dealing with these situations. Pekrun‟s (1992) EVTA model combines situation-outcome
expectancies (appraisals of a situation as being threatening or not) with action control

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expectancies (appraisals about one‟s ability to initiate and carry out an effective solution). It
implies that foreseeing negative potentially harmful events in which individuals cannot see
themselves as effective mediators often produces anxiety.
Similarly, Bandura‟s (1991) theory of self-efficacy suggests that when a situation is
perceived as threatening, the resultant anxiety is dependent on an individual‟s perception of
his/her ability to deal positively with that threat. Bandura additionally argues that self-
esteem can act as a mitigating factor in anxiety-producing circumstances. When learners see
situations as threatening, there can be an adverse effect on learning. Because highly anxious
individuals are often in a state of divided attention, their ability to concentrate and be
successful at learning tasks is vulnerable.
In other words, when students are constantly preoccupied with the threat a learning
situation has, they cannot fully focus on the task. In the conduct of the present study, it was
evident in the performance of Grade 11 students of Polillo National High School during their
communication class. The students manifested anxiety that hindered the presentation and
completion of tasks given to them. Besides, highly anxious students were not able to
automatize actions efficiently since their mind and concentration were diverted through task-
irrelevant processing brought about by high levels of anxiety.
Anxiety or fear is a multifaceted concept, dependent upon not only one‟s feelings of
self-efficacy but also appraisals vis-à-vis the potential and perceived threats inherent in
certain situations during oral communication class. These many reviews coupled with the
influence of task-irrelevant processing undesirably affect the learning process of Grade 11

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students, often in ways that students are not even aware of. Their focus is diverted to
inappropriate tasks or activities without noticing it.
In instances of high anxiety, habitualized reactions can cause individuals who have
experienced many threatening situations in the past to be more likely to perceive future
situations as threatening (Pekrun, 1992). Similarly, Vasey and Daleiden (1996) noted that
highly anxious individuals may have a lower threshold of threat recognition, seeing
generally ambiguous situations as potentially threatening more often than moderately
anxious persons. Because of the possibility that some individuals are more prone to anxiety
than others, it is necessary to differentiate between individuals who are often anxious and
those who are not.
People who feel competent in their native language can feel reduced to a childlike
state when asked to use their second language (Horwitz, 1991). Moreover, learners of a
foreign language are often subjected to threats to their self-perception in the foreign
language classroom setting. It was concluded that foreign language anxiety can be
associated with three factors: a fear of negative evaluation, test anxiety, and communication
apprehension. Moreover, foreign language anxiety is seen as a distinct complex of self-
perceptions, beliefs, feelings, and behaviors related to classroom language learning arising
from the uniqueness of the language learning process. Foreign language anxiety is
distinguished from communication apprehension that individuals who show no
communication apprehension in their native language will often exhibit foreign language
anxiety which goes beyond communication apprehension to include a fear of negative
evaluation and test anxiety.

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In terms of self-concept and identity, language learning among students of Polillo
National High School can be extremely traumatic because it threatens their sense of self and
worldview. In fact, the hazardousness of the language learning situation may lead learners to
petrify or halt their language acquisition because the risk to the learner‟s national identity
may be seen as greater than the perceived benefits of acquiring better, more proficient
second language skills. They look at the second language as a difficult skill to master and
unrelated in their daily lives (Baker, S. C., & MacIntyre, P. D. ,2003).
Hence, anxiety in general can be associated with threats to self-efficacy and
appraisals of situations as threatening. In a specific situation such as language learning, a
fear of negative evaluation, test anxiety, communication apprehension, and threats to one‟s
sense of self can reduce feelings of self-efficacy and increase the chances that a second
language situation will be seen as threatening.
They are limited in the number of academically successful models and other
vicarious experiences that would increase their levels of self-efficacy. Often, students who
lack proficiency in English are subject not only to judgments about their language ability but
also about their significance as individuals (Cummins, 1996). Although there have been few
investigations on the effect of English language anxiety on the acquisition of English, there
have been several studies that have concluded that foreign language anxiety does have an
adverse effect on learning (Daley et al., 1997; Ehrman & Oxford, 1995; MacIntyre &
Gardner, 1993, 1994). These same factors that adversely affect learning in the foreign
language classroom are present in the ESL classroom but at a more intense level.
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In sum, general issues of self-efficacy and expectancy-value theory can be influenced
by a fear of negative evaluation, test anxiety, communication apprehension, and identity
factors. However, these influences on anxiety do not occur in a vacuum. English language
anxiety was described as a social anxiety, dependent upon interactions with others.
Therefore, the implications of English language anxiety from a socio-constructivist
perspective must be considered. Hence, the theory of self-efficacy and appraisal served as
the basis of this research. It is assumed that students‟ ability to judge and evaluate the
situation as threatening or opportunity makes them survive in the class and their power to set
goals for themselves help them perform better academically.
According to Vygotsky, learning is dependent upon the social interactions that occur
in the classroom. Withdrawal from this interaction as a result of high levels of English
language anxiety is perhaps the most harmful effect of English language anxiety. It is
therefore imperative that teachers and administrators are able to identify highly anxious
students within their schools and classrooms ideally before the mainstreaming process takes
place. When teachers and administrators can identify highly anxious students more
efficiently, efficacy beliefs (Bandura, 1995) and expectancy-value-oriented preventions
(Pekrun, 1992) can be initiated. In providing this affective support for students experiencing
speech anxieties, educators can increase their chances for academic success beyond
minimum standards.
Meanwhile, in the development of the intervention program, this paper considered
the use of transformational learning theory originally developed by Jack Mezirow. This
theory was described as being constructivist, an orientation which holds that the way
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learners interpret and reinterpret their sense experience is central to making meaning and
learning (Mezirow, 1991). The theory has two basic kinds of learning: instrumental and
communicative learning. Instrumental learning focuses on learning through task-oriented
problem solving and determination of cause and effect relationships. Communicative
learning involves how individuals communicate their feelings, needs, and desires.
Applying transformational learning theory to this study, it looks for evidence of
critical reflection in terms of content, process, and premise in the development of
intervention program as solution to the identified problem. Content reflection consists of
curricular mapping from student and faculty perspectives; process reflection focuses on best
practices, literature-based indicators and self-efficacy measures; premise reflection would
consider both content and process reflection to develop recommendations.
Likewise, there are four underlying principles in the transformational theory of
learning that served as the basis of the development of the intervention program: that there
are two kinds of learning: instrumental (e.g., cause/effect) and communicative (e.g.,
feelings); learning involves change to meaning structures (perspectives and schemes);
change to meaning structures occurs through reflection about content, process or premises;
and learning can involve refining/elaborating meaning schemes, learning new schemes,
transforming schemes, or transforming perspectives.

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Literature survey
Definition and purpose of communication
The word communication is derived from the Latin terms „cum munis‟ (to make
common) and „communicare‟ (to share). Hence, communication is defined as the exchange
of information, thoughts, ideas, feelings, and the like. It is the transmission of messages via
verbal and non-verbal cues.
Because of its complexity, scholars and experts also cast various definitions of
communication. To Comeaux (1996), communication is a transaction in which the
participants are mutually engaged in the process of creating meaning. While for Hybels and
Weaver (1998), communication is basically a meaningful exchange that involves not only
the spoken and written word, but also body language, personal mannerisms and style, the
physical environment, and anything that adds meaning to a message. This process takes
place through the exchange of verbal and nonverbal messages (Brooks & Heath, 1993).
Meanwhile, oral communication is the process of communication which is sent by
the sender through word of mouth. It takes the form of speech and listening. Such
communication takes place across the table through discussions, telephones, and in meetings
and conferences. Oral communication carries a variety of social and work related news and
trends to be rather accurate and faster than most formal communication. Actually, oral
communication includes face to face conversation, conversation over telephone, radio
broadcasts, interviews, group discussion, meeting, conferences, and seminars over the public
address system, speeches, among others.

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According to Buckley (1992), “we listen to a book a day, speak a book a week, read
the equivalent of a book a month, and write the equivalent of a book a year” (p. 183). A
study of how college students spend their time communicating showed that nearly 72% of
their day is spent listening and speaking, while reading and writing comprise less than 29%
of their day (Emanuel et al., 2008).
Furthermore, “communication is a basic life skill as important as the skills by which
one makes a way through school or earn a living” (McKay, 2009, p. 21). This skill or ability
is essential for every individual because it not only happens within family life, but also
emerges within their work place. As an essential skill for students, communication also has
various definitions from various communication scholars. They include Charles Cooley who
defined communication as a socialized mechanism. Robert Park also defined it as a network
that creates and makes possible consensus and understanding among individuals (Aina &
Ogunbiyi, 2012). In short, it is inevitable and cannot be avoided in people‟s daily lives.
In the workshops on transferable skills conducted by Murphy (1996) among the staff
from a wide range of disciplines at eighteen universities across Australia, oral
communication was constantly identified as one of the most important aptitudes. Similarly,
surveys conducted by the University of Sheffield and Hatfield Polytechnic among employers
in the UK identified oral communication as the most important transferable skill (Thornley,
1992). Surveys of staff and of students consistently identify oral communication skills as
one of the most important communication skills that a student can bring into the workplace
(Murphy, 1996).
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Communication is the vehicle that allows the human race to recall the past, think in
the present, and plan for the future. It enables people to manage relationships with others
and to interpret and interact with the environment. While effective communication is a
learned skill, most people are born with the physical abilities to acquire necessary
communication although such potential does not guarantee that they will learn to
communicate effectively.
Hence, the communication discipline is concerned with improving students‟ abilities
to communicate in a variety of ways, as well as with expanding knowledge of how people
communicate. The communication discipline is both one of the oldest and one of the newest
academic disciplines. It is believed that the ability to speak clearly, eloquently and
effectively is one of the hallmarks of an educated person.
More specifically, communication skills are required by the increasing number of
business companies at this time (Wardrope, 2002; Freihat, 2012). Nevertheless, research also
asserted that graduates often begin their career with inadequate oral communication skills
(Gray, 2010; Alshare, 2011). Therefore, this is a skill that they need to develop in their future
career.
Besides, many studies proved that communication skills are extremely vital for
graduates from diverse areas (Alshare, Lane, & Miller, 2011). For instance, according to a
research by Mohammad (2011), students with English majors also need to develop their
communication skills for challenges in the future. Likewise, science graduates must be able
to possess communication skills to deal with professional issues in their future (Noblitt,
Vance, & Smith, 2010).

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Moreover, according to Freihat‟s (2012) research, a lot of communication skills were
identified and related in the workplace by business companies. In this research, 24 business
companies were surveyed regarding communication skills in the workplace to identify the
most significant communication skills for business graduate employees. As a result,
persuading, presentation, negotiation, and explaining are among those important skills
required in the workplace.
Indeed, oral communication is the most important competency for college graduates
entering the workforce (Maes, 1997). Based on the Ontario Curriculum for Language, oral
communication skills are fundamental to the development of literacy and essential for
thinking and learning. Through talk, students not only communicate information but also
explore and come to understand ideas and concepts; identify and solve problems; organize
their experience and knowledge; and express and clarify their thoughts, feelings, and
opinions. Listening and speaking skills are essential for social interaction at home, at school,
and in the community.
In the study of the U.S. Department of Labor, not only do people spend considerable
time communicating, communication skills also are essential to personal, academic, and
professional success. In a report on the fastest growing careers, the U.S. Department of
Labor (Career projections, 1995) stated that communication skills will be in demand across
occupations well into the next century. Good communication skills breed self-confidence
and enable a person to exert more control over their life. Such a person knows how to
effectively research, conceptualize, organize, and present ideas and arguments. This is
critical to citizen-participation which is the foundation of a democratic society. In fact, there

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is an ever-increasing body of evidence that echoes the importance of communication skills.
Morreale, Osborn, and Pearson (2000) collected and annotated nearly 100 articles,
commentaries, and publications which call attention to the importance of the study of oral
communication in contemporary society.
More so, a survey of 500 alumni who earned their PhD from Michigan State
University between 1982 and 1993 found that conflict resolution, communication, and
teamwork skills were rated as vitally important skills that are needed to have successful
careers (Crawley & Klomparens, 2000). When Diamond (1997) asked 1,000 faculty
members from a cross-section of disciplines to identify basic competencies for every college
graduate, skills in communicating topped the list.
Accordingly, one-third of a person„s time on the job is spent working in groups or
teams and attending meetings or preparing for meetings (Mosvick & Nelson, 1996). Felder
et al. (2000) also reported that engineering leaders ranked communication skills to be more
important than technical skills. A study by Darling and Dannels (2003) reported that the
types of communication that engineers rated as most important included message
construction skills, teamwork, negotiation, and asking and responding to questions. A
national survey of 1,000 human resource managers also identified oral communication skills
as valuable for both obtaining employment and successful job performance (Winsor, Curtis
& Stephens, 1997).
Meanwhile, Maes (1997) interviewed employers to identify which communication
skills were required in employees‟ daily activities in the company. There were two
experiments in this research; the first experiment proved that oral communication is the most
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important competency. The second experiment identified four communication skills which
include following instructions, listening skills, conversational skills, and giving feedback. It
means these skills are most significant in the office. Therefore, it is essential for schools to
improve the oral communication skills of graduates.
Moreover, the inverse relationship depicts that, the higher the EFL students‟
communication competence, the lower their communication anxiety will be. In other words,
communication apprehension among EFL students is directly related to their confidence,
which is considered the lower competence. (Amogne & Yigzaw, 2013).
There are three parts to oral communication that are important for students to learn
and are crucial in the development of their skills. They are: Listening – Students need to
listen to their teachers, other students, and oral versions of texts. This is to allow students to
find meaning in texts and vocal strategies, respond appropriately when involved in a
conversation, understand and interpret the content of texts or point-of-view, and demonstrate
critical thought; Speaking – Students need to be able to interact with others, using
appropriate language, clarity, and strategies that emphasize or help express meaning and
emotions; Reflecting – Students need to recognize their strengths and weaknesses when
preparing for and participating in communication activities, and reflect on how they can
improve (Evans, 2010).
Also, by teaching oral communication skills, students should learn to listen,
understand, and respond to students and teachers in class/group discussions about texts,
concepts, and points of view; to develop the skills to interact and behave appropriately while
communicating with others; to communicate clearly using a wide range of vocabulary

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appropriate for the setting and to whom they are speaking to; and tidentify and communicate
various meanings of words through tone, speed, and pitch. (Fleury, 2005).
In the Handbook of Research on Teaching the English Language Arts (2002),
communication skills and functions of language can be developed within any subject matter
area. It is also necessary to have an explicitly defined curriculum for teaching speaking and
listening skills and to focus on that specifically at certain times each day. Research has also
shown that emphasis should be on how to use language effectively in a variety of contexts,
learning about language, and interest in the phonological structure or learning the sounds of
language to distinguish words when heard and connecting them to appropriate meanings. In
addition, theorists of oracy (the skills related to communication or the teaching of
communication) believe that all teachers are seen as language teachers and that students in
elementary and secondary schools should be involved in settings and circumstances across
the curriculum that regularly require them to actively learn by talking.
Therefore, teachers should approach teaching oral communication skills in all their
lessons. Teachers at the elementary level should prepare a lesson that focuses on the basic
skills that are necessary for proper communication, so that children can build on these skills
and use them throughout the rest of their educational experience and into adulthood. For
students at the intermediate level, English teachers should try to incorporate some kind of
communication activities while analyzing literature in which students can express their
opinions and feelings about certain topics in class/group discussions or presentations.

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Speech anxiety
Communication apprehension (CA) or speech anxiety is far more than the stage
fright frequently found in speech classrooms, school assemblies, and drama productions. It
is a pattern of anxiety established often in the elementary grades which can profoundly
affect much or all of a student‟s oral communication, social skills, and self-esteem (Toley,
1998).
Generally speaking, speech anxiety is the feeling of nervousness, dread, and concern
that people experience before, during, or after public speaking. Academic researchers use the
term communication apprehension to describe this condition and define it as “the fear or
anxiety associated with real or anticipated communication with others” (Dwyer, 1998, p.
43). On the other hand, DeVito (1999) describes communication apprehension as a feeling
of fear or anxiety about a situation in which one must communicate, especially when the
communication act takes place in a public forum.
Likewise, communication apprehension is an individual‟s level of fear or anxiety
associated with either real or anticipated communication with another person or persons.
This type of anxiety is related to communicative situations in which persons feel fear,
uncomfortable, and unwilling to speak. In other words, students who are described to have
communication apprehension lack vocabulary items (Onwuegbuzie et al., 1999), which are
important for them to communicate in the situations they are required to speak. In order to
overcome this anxiety, students have to strengthen their amount of vocabulary items and
they have to be self-confident in their language competence so they can participate in
interpersonal talks.
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In addition, the term communication apprehension refers to the fear that is associated
with oral or verbal communication. In learning a foreign language, the concept of
communication apprehension is used when an individual or a learner feels fear to speak in
the target language in front of another person (Amogne & Yigzaw, 2013). Research revealed
that 31 percent of all students in elementary school experience communication apprehension
to some extent. The notion communication apprehension was initially introduced in 1970 as
a form of anxiety related to oral communication apprehension (Nakatani, 2006).
These literatures reveal that speech anxiety is a common phenomenon among students
that must be addressed by language teachers to ensure educational success.
Causes of communication apprehension/speech anxiety
General personality traits such as quietness, shyness, and reticence frequently
precipitate CA.
The development of communication apprehension is not restricted to a particular
phenomenon; rather, it depends on the situation and varies from person to person. In the EFL
setting, most learners develop oral communication apprehension due to a lack of knowledge
of vocabulary, grammatical structure, and pronunciation of the target language (Amogne &
Yigzaw, 2013). For example, a large number of EFL students do not dare to speak up or be
involved in the conversational session because they regard themselves as weak in the target
language. This lengthy process makes them anxious of being engaged in oral
communication. However, they do not stop their struggle to learn the target language and try
to have conversations with people they feel themselves comfortable with. On the other hand,
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it is evident that they are competent to learn the target language, which is obviously the
English language (Amogne & Yigzaw, 2013).
Likewise, Patil and Karekatti (2012) stated that one of the primary elements found to
be associated with poor communication skills development is known as communication
apprehension. Therefore, it would not be wrong to state that the term refers to the anxiety
EFL speakers feel while being engaged in oral communication in the target language. It is a
fact that there can be various reasons for communication apprehension, among which
neuroticism is a major one. People suffering from neuroticism usually suffer from oral
communication apprehension. Some people naturally experience anxiety while
communicating in public even in their native tongue.
Therefore, their natural anxiety discourages them from being engaged in oral
communication in their target language (Nakatani, 2006). On the other hand, they do not feel
any anxiety while being engaged in small group discussions or in interpersonal
conversations. (Amogne & Yigzaw, 2013).
Consequences of communication apprehension/speech anxiety
The consequences of CA are emotional, educational, and social. Shyness and
reticence affect the social skills necessary for children to make friends. Shy students tend to
confine their career aspirations to vocations that require little oral communication. They
seem to have a higher need to avoid failure, and they have less achievement or success
motivation than other students (ERIC Digest, 2000).

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Also, more people are afraid of public speaking than anything else. Polls frequently
report that public speaking is the top fear of most adult Americans above bankruptcy, dental
visits, divorce, and death. Although most people dislike public speaking to one degree or
another, it is a necessary skill required by many professions and helpful in almost all
business, educational, and social situations. In careers ranging from the legal profession to
sales, marketing to engineering, volunteering to teaching, effective public speaking skills are
an asset and often a requirement for success. Instead of thinking of public speaking as a
punishment, it should be considered a meaningful addition to a personal toolbox of skills
and abilities. In fact, public speaking has three key advantages: 1) it develops critical
thinking skills, 2) encourages creativity, and 3) plays a key role in leadership (McKay,
2000).
Moreover, it is common for someone experiencing speech anxiety to have physical
reaction before, during, and after a speech. Public speaking, from the mere possibility all the
way through the speech itself, can trigger one or all of the reactions such as increased
breathing, flushing, dry mouth, excessive perspiration, rapid heartbeat, trembling, upset
stomach, dizziness, voice fluctuation, and excessive nervous energy (Hillosen, 1996).
Many of these reactions are due to the fight-or-flight response. The fight-or-flight
response is an automatic response of the body when the mind perceived a real or imagined
threat. Furthermore, as the severity of the threat increases, the intensity of the reactions also
increases. Therefore, if a person sees public speaking as a threatening situation, he/she will
experience the fight-or-flight reactions which are seen as anxiety. In order to minimize the
anxiety arising from these fight-or-flight reactions, one needs to reduce the threat associated
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with public speaking. Reducing the threat can be done by preparing strong outlines and
practicing over and over again (Del Villa, 2006).
Speech anxiety also frequently consists of a psychological reaction. Students in
previous public speaking classes at the University of Tennessee reported the psychological
reactions like fear of the spotlight, fear of failure, fear of rejection, uncertainty, humiliation,
no control, hostile audience, forgetting speech, looking nervous (Daly, 1991).
Many students who have experienced learning a Foreign Language (FL) have also
expressed how stressful it was to be in the classroom as it provoked anxiety (Price, 1991).
Researchers have identified the source of anxiety, and they have also offered some
suggestions so that students‟ level of anxiety can be mitigated. To date, studies have shown
that FL anxiety has been almost entirely associated with the oral aspects of language use
(Fukai, 2000; Horwitz, 2001). The potential sources of anxiety suggested by these studies
include: speaking in front of peers, fear of negative evaluation by peers and teacher (e.g.,
making mistakes), and language testing situations.
MacIntyre and Gardner (1991) asserted that FL anxiety is situation specific rather
than a trait anxiety. It is a type of anxiety unique to classroom language learning and distinct
from a general feeling of anxiety. Likewise, Horwitz et al. (1991) defined FL anxiety as a
distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom
language learning arising from the uniqueness of the language learning process.
Accordingly, no other field of study (e.g., mathematics, science) implies self-concept
and self-expression to the degree that language study does. The gap between what learners
can do in their native language and FL leads to reticence, self-consciousness, fear, or even
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panic (Horwitz et al., 1991). In general, adult learners have mature thoughts and ideas where
they rarely find it difficult to comprehend others or to make themselves understood in their
native language. However, in a FL, they are often confronted with uncertain or even
unknown linguistic and socio-cultural standards. This is likely to challenge an individual‟s
self-concept as a competent communicator. In order to alleviate anxiety and help students
cope with language anxiety, most literature has concluded with similar suggestions. It has
been suggested that teachers need to play a vital role by taking a lead in creating a
supportive and caring climate in the classroom and understanding about FL anxiety as well
as providing assistance to the students, e.g., anxiety workshop, so they can deal with their
anxieties. Some researchers have also looked into different teaching approaches to help
students cope with anxiety. For instance, more humanistic approaches, the natural approach
(Koch & Terrell, 1991) and council-learning or community language learning (Kayama,
1998; Samimy & Rardin, 1994) were introduced to the learners to examine whether they are
effective in alleviating FL anxiety among students. Although more research is needed to
determine how effective these methodologies are in relation to reducing anxiety, it appears
that they do not seem to address the problem significantly. What needs to be clarified first is
whether this alleviation of anxiety really change learners‟ willingness to speak in the
classroom. If this does not occur, the chance of improving oral communication skills is slim.
Thus, one needs to know what makes learners initiate communication in the TL.
Moreover, anxiety about a communication situation is not entirely a bad thing. While
it is uncomfortable, the physiological arousal associated with anxiety, up to a point,
contributes to greater acuity, greater physical awareness, and general readiness for the
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demands of the situation. Most effective communicators experience an increased level of
anxiety prior to an important communication situation (Daly, 1991).
Overly high levels of anxiety, however, can inhibit performance. Many individuals
with high levels of communication apprehension have experienced the negative effects of
these high levels of anxiety. This negative experience, in turn, reinforces the fear of being in
such a situation again. Many people believe that communication apprehension is one of the
most common forms of anxiety individuals experience. Most people experience some
anxiety in certain kinds of situations. Some experience it with public speaking but not in
interpersonal (one-on-one) settings. Some people feel comfortable in a formal public
speaking situation, but feel nervous about speaking in a group discussion. Some feel a
generalized anxiety, regardless of the characteristics of the situation. Sometimes anxiety is
related to uncertainty about the demands of the situation.Some tend to be more anxious
about a communication situation if they have difficulty envisioning what they must do, or
how people are likely to respond to them. Preparing for the situation can help decrease
anxiety, but one must know how to prepare. Higher anxiety is related to not knowing how to
prepare for the situation.
Whether it is called speech anxiety, communication apprehension, fear of public
speaking, or just plain fear, one thing is certain, the majority of people experience the same
thing when speaking to a group of people in a formal setting. Sometimes, just the thought of
giving a speech makes a person feel uncomfortable. Those feelings could manifest into
physical reactions such as sweating, stuttering, flushness, and dizziness. Often, a person may
forget what to say, feel unprepared and unsure, and just want the experience to end. With
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information, experience, and self-confidence, however, one can reduce these experiences
and deliver an effective speech.
There are many ways to approach giving a speech, though only one is optimal. Some
people regard delivering a speech as no problem. Often, people with high speech anxiety
wish they could be so confident and unafraid. This no problem approach is not without its
drawbacks, however. People with this approach are often so confident in their speaking
abilities that they fail to prepare even an outline of their speech. In other words, although the
delivery is skilled, the content lacks direction, clarity, and focus. Furthermore, because the
speaker has only considered their own abilities, they have failed to consider the other crucial
part of a speech - the audience. Effective speakers must consider how the audience might
respond to the delivery and content of the speech. Because speakers with a no problem
approach are often so confident in their own abilities, they forget how crucial the audience is
to the success or failure of their speech (Ameen, 2010).
Speakers with high speech anxiety often place the emphasis on the wrong place as
well. Anxious speakers tend to focus more on what the audience might think about them and
what they are presenting. Again, equal emphasis must be placed on the speaker and the
audience. Speakers experiencing anxiety often try to manage their uncomfortable feelings by
being well organized and prepared. Anxious speakers often invest a lot of time and effort
into preparing a very informative speech but struggle to convey that information effectively.
They may, for example, read their entire speech verbatim. Though informative, public
reading is not nearly as interesting to the audience, nor as effective as public speaking.
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Consideration must be given to what is said (content), how it is said (delivery), and who it is
said to (audience) (Donoso,et.al., 2000).
As stated earlier, communication apprehension manifests itself as difficulty in
speaking in dyads or groups (oral communication anxiety) or in public (stage fright), or in
listening to or learning a spoken message (receiver anxiety). It is claimed that the people
who experience some problems in speaking in groups will probably experience the same
problem when speaking in a foreign language class in which they may not get the chance of
taking the control of communication situation completely. Most of the language classrooms
in EFL settings as it is known are artificial. This implies that communication apprehension
takes a larger role to play in foreign language anxiety since students are not provided with
the necessary facilities for communicating in language classroom. Among different types of
anxiety, communication apprehension is seen and accepted to be more frequently
experienced one in foreign language context among EFL learners.
Whether the term represents the fear experienced by people in an oral
communication and in language class, students experience similar apprehension. This
inability to communicate is proved to create a feeling of frustration and apprehension
towards speaking in students as an expected outcome which results from many different
reasons. Daly (1991) clarified the possible reasons why the students in foreign language
class feel communication apprehension stating that in the typical classroom, students might
avoid talking since they are unprepared, uninterested, unwilling to disclose, alienated from
the class, lacking confidence in their competence, or because they fear communicating.
Students with communication apprehension are unable to express themselves or comprehend

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another person and this leads to frustration and apprehension (MacIntyre &Gardner, 1991)
together with the negative affective feelings toward the language (Hilleson, 1996). In the
foreign language class, communication apprehension manifests itself either as reluctance on
the part of students towards communicating in any context or giving a speech or conversing
in a foreign language (Foss & Reitzel, 1991).
As the second component of foreign language anxiety, Watson et al. (1991) defined
fear of negative evaluation as apprehension about others‟ evaluations, avoidance of
evaluative situations, and the expectations that others would evaluate one negatively.
Although it is viewed as similar to exam anxiety, fear of negative evaluation is considered to
have broader scope since it is not limited to any situations like test-taking. It may also
manifest itself in any social evaluative situation such as interviewing for a job or speaking in
foreign language class (Horwitz et al., 1991). Furthermore, it is supported that students in a
foreign language class may also be deeply affected from the evaluations and attitudes of
both teachers and their classmates. They are mostly not sure of themselves and they do not
rely on their sayings or answers.
Anxiety in the language learning process can have two kinds of effect on
performance, facilitative and debilitative (MacIntyre, 1995). Certain levels of anxiety can
motivate the student and improve her/his performance. Anxious individuals can compensate
for the increased cognitive demands and reduced processing effectiveness by expending
more effort in the learning process. If the level of worry is too high, however, it has a
detrimental influence, because it occupies learners‟ cognitive capacity, and this task-
irrelevant information places them in a dual-task situation: attention is divided between

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performing the assignment and evaluating its social consequences and reactions, distracting
the students and impairing performance (Tobias 1996), as well as limiting the use of short-
and long-term memory and resulting in slower learning (MacIntyre. 1995).
Evidently, foreign language anxiety (FLA) is one of the emotional factors that
correlate negative perceptions on the EFL students. Also, foreign language anxiety is
associated with sentiments of fear, uncertainty, disturbance, and worry in concordance with
situations where the language is learned such as English as a foreign language classrooms.
Foreign language anxiety is defined by MacIntyre and Gardner (1994) as the feeling of
tension associated with second language contexts, including speaking, listening. As stated, it
seems that anxiety is limited to the situations that speaking and listening are interrelated
skills required for foreign language learning which is implemented in the EFL classrooms.
Besides, language anxiety has been identified via two approaches. The first one indicates
that language anxiety is regarded as the basic human emotion which includes situational
factors (MacIntyre, 1995) that take place in any situation such as social and performance
situations in life like participation in a television competition, interviewing a president, or
interviewing for a job. This type of anxiety indicates that humans notify feelings of
embarrassment, apprehension, and nervousness in any situation in their life not only in the
language learning circumstances. The second approach indicates that anxiety is restricted to
the situations of language learning such as classrooms.
This disability is synonymous to the classroom anxiety which is regarded as a big
hurdle in learning the language. In fact, identifying anxiety through two approaches shows
that it is a phenomenon that holds many sides in its nature including its multiple types;
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anxiety which is provoked in any general situation and specific anxiety that is aroused by
specific situations in the language learning classrooms. In addition, according to its effects,
anxiety leads to feelings of tension on both ordinary people who experienced public
situations and students integrated in language learning situations in the classrooms. Speaking
is defined as the process of combining background and linguistic knowledge in order to
build an oral message to be conveyed to the intended audience (Arnold, 2000).
In addition, speaking is the core of learning languages since speaking a language
means knowing that language. On the other hand, anxiety is also identified to be limited to
the situations where the language is learned in classrooms which is a specific-situation
anxiety. Consequently, speaking is a language component that provokes anxiety sentiments
in the foreign language processes that are applied in the EFL classrooms. Similarly, the
production of speech has passive correlations with anxiety in the foreign language
classrooms. Many learners indicated that they are interested in developing their
communicative competence. Foreign language classroom anxiety is also recognized by
many researchers and instructors as a hindrance for those learners to achieve good speaking
abilities (Fleury, 2005).
The basics of the communicative language approach indicate that language is built on
the communicative functions such as dialogues. Besides, effective communication,
comprehensible pronunciation, fluency, and the communicative competence are also main
goals which demand a sense of good speaking abilities. Hence, investigating the effect of
anxiety on EFL students‟ speaking skills is an ongoing need that has to be addressed in many
contexts to develop students‟ speaking skill.

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Generally, people who develop public speaking skill also develop into better human
beings. Communication is the basic skill everyone should acquire as it plays an important
role in the life of the person. It is as important as food needed to survive a living. It is also
another avenue of opening doors of opportunities for those who can communicate well using
the native tongue and most especially in the modern language.
Importance of instructional strategies in effective educational management
Bob (2010) stressed the need for effective instructional strategies in educational
institutions. These include among others, direct teaching, lecture, cooperative learning,
lecture with discussion, panel of experts, brainstorming, slides, discussion, small group
discussion, case studies, role playing, survey guest speaker, values clarification, among
others. The best use of these strategies depends on the educational management
implemented in school.
The purpose of educational management is to bring pupils and teachers under such
conditions to successfully promote the end of education. Superior educational management,
in fact, is basic to the satisfactory functioning of democracy.
Likewise, Balfour (2006) stated that the purpose of educational management is to
enable the right pupils to receive the right education from the right teachers, at a cost within
the means of the state, which will enable pupils to profit by their learning.
Some suitable stable elements which are properly motivated and organized in the
machinery become necessary to withstand and survive the changes and upheavals caused
because of changes of governments. For instance, error of judgement can be retrieved in a

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farm or factory but this can be fatal when concerned with the molding of ideas and values of
society. An efficient and sound system of educational management is, in fact, the basis of a
good democracy. As education is a major area of governmental and public management
involving millions of schools, teachers, and pupils, it is imperative that it should have an
excellent infrastructure in line with socio-political aspirations of a people.
Thus, effective management of schools contribute to a great deal in the successful
implementation of the Kto12 curriculum and consequently, the teaching of oral
communication in class. The present study therefore tried to dig the root cause of the
identified problems of students in oral communication to create a program that would raise
their academic performance. In general, the whole school system would benefit from this
endeavor.
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Impact of foreign language anxiety on academic performance
The effect of anxiety on foreign language is investigated through several studies. In
one study, Gardner and MacIntyre (1994) examined the subtle effects of language anxiety on
the cognitive processes such as input, processing, and output in the second language. The
results were both pervasive and subtle. However, the results of Saito and Samimy (1996)
pointed out that foreign language anxiety had a negative impact on the performance of
beginning, intermediate and advanced-level college students. Moreover, the relationship
between foreign language anxiety and learning difficulties of learners who learned English
as a foreign language in Taiwan is investigated by Chen and Chang (2004). The findings
concluded that the students who had a history of English learning problems were anxious,
obtained low grades, suffered difficulties, and expressed poor developmental skills.
When learners experience moderate anxiety, they may skip classes, never volunteer,
neglect to turn in homework, avoid speaking in class, respond in a barely audible whisper, or
sit in the back of the classroom to minimize the humiliation or embarrassment of being
called upon to speak (Fukai, 2000). Furthermore, when learners experience severe anxiety, it
can be detrimental and the effect irreversible to them: they may be terrified of taking a
language course, traumatized by unsuccessful performance and achievement, and
consequently hate learning the language and choose not to study at all (Price, 1991). In the
last two decades or so, a large number of researchers from the field of language education
and psychology have investigated the effects of anxiety on language learning. The
development of anxiety scales specific to FL learning, such as the Foreign Language
Classroom Anxiety Scale (FLCAS) and the French Class Anxiety Scale and the French Use
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Anxiety Scale, has certainly sparked interest in language anxiety research and the results
using these measures have been consistent (Kitano, 1998).
In the classroom, the teacher may regard quiet students as „perfect‟ in that they are
not discipline problems. But often the CA students‟ lack of response or participation has a
negative, spiraling affect as they are perceived as less capable, and are thus called on less
frequently in class discussion. Their lack of enthusiasm tends to limit teachers‟ attention to
them, which further reinforces their own self-evaluation (Madhi, 2015).
In order to reduce oral communication apprehension and foster confidence in EFL
students, it is imperative to comprehend the interest of EFL students in learning the English
language. From this perspective, the term „confidence‟ is mainly associated with L2 learners
actively engaged in oral communication (Dawood, 2015). Fushino (2010) stated that
confidence in one‟s ability to communicate in the L2 may also impact on participation
within a group. Since the interest of L2 learners is related to their confidence, their lack of
confidence leads them towards “communication apprehension.” In other words, students
lacking confidence usually suffer from communication apprehension. They prefer to remain
silent in public or in front of native speakers rather than use their target language (Grant
et.al.,1995). Furthermore, a competent student may fail to be engaged in oral communication
in the target language if he or she is lacking confidence.
Therefore, lacking confidence may make him or her less competent. In this way,
competency depends upon confidence, which is the opposite of communication
apprehension. Consequently, it would not be wrong to state that communication
apprehension and competence have no relationship to each other (Mahdi, 2015).

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Moreover, they may feel that they do not have the opportunity to be successful in
creating the appropriate social impression since for most of the time they feel doubtful about
their abilities in language class (MacIntyre & Gardner, 1991). Clearly, students usually
conceive their ability as lower than their classmates and fear of the negative evaluations
when it is their turn to answer a question or to do a task. These claims are also confirmed by
Gregersen and Horwitz (2002) in their study on anxious and non-anxious language learners‟
reactions to their own oral performance. The study concluded that students with high anxiety
have tendencies to fear their peers‟ negative evaluation since they think that this will cause
them seem foolish. Students mostly fear of the feedbacks from their teachers and their
classmates. This causes them to feel greater anxiety in classroom activities which require
speaking and listening.
Since public speaking is a skill learned and practiced at the beginning in college,
most of the studies were undertaken for college students. However, the subject is now
offered in Senior High as mandated in the K to 12 Basic Education Curriculum.
Booth-Butterfield et al. (2001) studied a group of students through four years in
college. They discovered that there are more high communication apprehension dropouts
(43.4%) compared with low communication apprehension (34.9%). The study showed that
the occurrence of dropping out happened during the first two years in college especially
those with high communication apprehension.
Similarly, Butler‟s (2001) study revealed that students with very high communication
apprehension were characterized by emotional instability, restraint, submissiveness, timidity,
low self-assurance, conservatism, and tension. However, he pointed out that the scores were
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not so dramatic compared with the general US college populations, but the fact that those
with very high anxiety is at a disadvantage in their speech or public speaking classes.
Both Richard and Friedman (2000) agreed that, in the classroom, the teacher may
regard quiet students as perfect in that they are not discipline problems. But often, the
students‟ lack of response has a negative, spiraling effect as they are called on less frequently
in class discussion. Their lack of enthusiasm tends to limit teachers‟ attention to them which
further reinforces their own self-evaluation.
Frynier‟s (1999) study which looked into the students‟ retention and persistence in
academic success of college students discovered that communication apprehension is not
related to intelligence but students with very high communication apprehension got lower
GPAs and had more negative attitude towards school.
In another study conducted by Ericson and Gardner, it was revealed that high school
students with very high communication apprehension are less likely to attend college
compared with those who have low communication apprehension. They found out that in the
first two years in college, students with very high anxiety have poor academic achievement
and retention and they were more likely to drop out of school.
In another study on the relationship between language anxiety and achievement,
Horwitz (2001) confirmed that there is a consistent moderated negative relationship between
anxiety and achievement.
In the case of the ESL classroom, what was not anxiety producing might become so
in the mainstream classroom. In other words, where ELL students may have not been
anxious in the ESL classroom because they had above average achievement, they may very
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well suffer from high levels of English language anxiety in the mainstream classroom
because of diminished feelings of self-efficacy when confronted with higher demands in
listening and speaking skills and social relationships (Arnold, 2000).
The fact that foreign language anxiety has a negative impact on achievement
(Onwuegbuzie et al., 1999) pointed out the passive impact of anxiety as negative
expectations that lead to worry and emotionality (MacIntyre & Gardner, 1991). In addition,
students revealed feelings of tension, fear in the class especially in performing speaking
activities since they are the most-anxiety provoking and, therefore, these feelings lead to low
levels of self-consciousness, projected feelings, and academic achievement. Besides, they
experience lack of self-confidence which makes them undesirable and unwilling to negotiate
in the communicative situations that in turn affect their levels of achievement.
Likewise, higher levels of communication load were associated with lower levels of
task performance. In some studies, significant correlations were found between affect toward
the listening task and listening performance for each type of listening. Furthermore, affect
and communication load combined in predicting performance levels for short-term and
interpretive listening; however, affect fails to contribute unique variance in predicting
comprehensive listening performance. In short, for comprehensive listening, communication
load singularizes the predictive model (Aida, 1994).
Studies also indicated that listeners experience significant levels of anxiety for those
listening tasks which involve understanding normal speech. Conversely, higher anxiety
levels were not indicated for the short-term listening task which required listening to series
of numbers and letters. More than the difficulty level of the task, increased anxiety levels
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may be expected under heavy load conditions as listeners worry about missing the main
points of the message. Another possible explanation is that listeners develop expectations
related to common listening experiences that are violated when load conditions are high.
These expectations may not exist for less typical tasks (King & Behnke, 2000).
Meanwhile, another study on foreign language performance showed that language
anxiety was negatively correlated to students‟ performance in Japanese as a foreign language
(Aida, 1994). In another study, it was also revealed that there is a relationship between
language anxiety and students‟ oral test performance. The measure for language anxiety in
this study was FLCAS. Phillips (1992) measured the correlation between language anxiety
and oral test performance and found that there was a moderate negative relationship between
them.
More recently, another study investigated the unwillingness to communicate and
anxiety of Chinese learners of English as a foreign language. Results revealed that most of
their participants were willing to participate in interpersonal conversations, but they did not
like risk in using/speaking English in class. In addition, more than one third of them felt
anxious in their English language classrooms. The participants‟ unwillingness to
communicate and their foreign language anxiety correlated with each other and with their
own rating of their English proficiency (Liu & Jackson, 2008).
In a large scale study of multilingual adults around the world, it was found that
individuals who were younger when they started learning a second or third language had
lower levels of language anxiety. Lower anxiety levels were also associated with knowledge
of more languages and higher levels of emotional intelligence. The study suggested that in
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addition to individual characteristics, larger social circumstances such as the availability of
supportive conversional partners and L2 role models may have a role in reducing language
anxiety (Dewaele, Petrides, & Furnham, 2008).
Moreover, another study investigated the effects of language anxiety on course
achievement in three foreign language proficiency levels of Spanish, namely, beginner,
intermediate, and advanced (Marcos-Llinás & Garau, 2009). Using FLCAS, they showed
that advanced learners showed higher levels of anxiety in comparison with beginner and
intermediate participants. They also found language anxiety to be negatively related to
foreign language classroom achievement. They also found that female students were less
anxious than male ones (Horwitz, 2010; Zheng, 2008). The findings of this study also
revealed that both language anxiety and test anxiety have a debilitative role in language
learning, at least in settings similar to those in this study. It showed that language anxiety
and test anxiety are related to each other. It means that the students with high language
anxiety tend to have high test anxiety too and vice versa. It implies that trying to reduce one
type of anxiety will automatically reduce the other type to some extent (Marefat & Salehi,
2014).
Considering the debilitative role of language anxiety and test anxiety in language
classes, measures should be taken to reduce both types of anxiety. Participants of Williams
and Andrade‟s (2008) study attributed their language anxiety to language teachers and other
people. Therefore, teachers can be very influential in reducing learners‟ anxiety. Teachers
need to reduce anxiety and enhance self-confidence by encouraging students‟ involvement in
classroom activities and creating a comfortable atmosphere (Gobel & Matsuda, 2004).
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Likewise, Joy (2013) examined the level of test anxiety related to pre-, during-, and
post-test stages of second language learners. The results showed that the most anxiety-
provoking stage was during-test stage, followed by the pre-test stage. The least anxiety-
provoking stage was the post-test stage. Surprisingly, all of the participants of this study
reported that teachers had not helped them to cope with test anxiety.
Moreover, Lapuz (2003) revealed in her study that speech anxiety among college
students affected the result of their achievement in speech and oral communication. Those
students with low anxiety got higher performance. However, not all those who got lower
performance have high speech anxiety because some have low speech anxiety.
While anxiety had been identified to have an impact on language learning, its effects
on the language speaking skills such as listening, reading and writing are examined. To
illustrate, Elkhafaifi (2005) studied the effect of foreign language learning anxiety on the
achievement of Arab students and the effect of listening anxiety on their listening
comprehension. It was revealed that foreign language learning and listening anxieties are
isolated, yet they are related in having negative impact on achievement.
Similarly, Sellers (2000) explored the effect of anxiety on reading comprehension in
Spanish as a foreign language from a side and the reading process itself from the other side.
The results from 89 university language students showed that the highly anxious students
experienced more off-tasks, interfering thoughts than their less anxious counterparts. In
addition, Saito,Garza, and Horwitz (1999) reported that reading a text in a foreign language
provoked anxiety to students. The levels of students‟ reading anxiety increased with their
perceptions of the reading difficulty in their foreign language, their grades and levels of
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reading decreased. It implies that students who suffer from high levels of anxiety at their
classrooms express that their language courses are difficult; whereas, students who have low
levels of anxiety find their courses easier. Thus, such expectations affect the achievement of
the students.
In several studies, Elkhafaifi (2005) cited that anxiety was found to have a negative
relationship with language performance. In fact, it was a debilitative anxiety. There is some
concern or some apprehension over the task to be accomplished which prevents the learner
from being wishy-washy (Brown, 2000).
Meanwhile, in a large scale study of multilingual adults around the world, Dewaele,
Petrides, and Furnham (2008) found that individuals who were younger when they started
learning a second or third language had lower levels of language anxiety. Lower anxiety
levels were also associated with knowledge of more languages and higher levels of
emotional intelligence. In spite of most previous studies, they examined language learners
who are successful and who use language outside the classroom. Their study suggested that
in addition to individual characteristics, larger social circumstances such as the availability
of supportive conversional partners and L2 role models may have a role in reducing
language anxiety.
Another study also tried to show the level of communication apprehension among
maritime engineering trainees and its correlation with the trainees‟ sense of oral
communication competence and their oral communication performance. Results of this
study have shown that the students were found to have experienced moderately high levels
of CA towards oral communication tasks in the EFL context (Amogne & Yigzaw, 2013). In
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the study of Don (1990), many college students also found it hard to put into words or
meaningful statements what they want to relay when called upon to express what is in their
mind or what they perceive and feel regarding an issue and the few who comply with the
teacher‟s request would hesitatingly do so in limited vocal response causing the lower points
in recitation.
Batang (2010) mentioned in his study that in terms of fluency, the speeches of the
student-respondents are slow and uneven except of short or routine sentences. In the
organization of ideas and in grammar, the students are frequently hesitant, using choppy
sentences. Students‟ skills in grammar reflected that they committed constant grammatical
errors showing control of very few major sentence patterns and frequently preventing
communication making it a hindrance for good academic standing.
Generally, research findings in the area of communication apprehension,
competence, and performance are characterized by dichotomies which reveal different
conclusions in different situations. There are also different factors affecting the academic
performance which includes the speech anxiety among students. It is proven in most studies
that oral communication is a relevant skills in the global market so schools should provide
abundant opportunities for the learners to grow in terms of communication. Most studies
also revealed the close relationship between academic performance and speech anxiety of
students. In fact, the large number of learners who experienced speech anxiety suffered from
low academic performance, too. Hence, it could be concluded that speech anxiety among
learners is one difficulty encountered in using a foreign language.

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Significance of the research
Through this study, school administrators would realize the need for implementing
an intervention program to address speech anxiety among students. They would develop
awarenes that they should work in partnership with teachers and parents to develop
strategies to ensure that each student has access to the best possible educational experience
that will provide them greater understanding on the importance of communication in their
daily lives and in the global world. In addition, they would be encouraged to work and
support partnerships between the school and the broader community in order to facilitate the
experiential learning opportunities for Senior High School students.
Also, this study could the teachers‟ source of information in helping the students
experiencing speech anxiety to become holistically developed 21st century learners. They
could understand their key role in developing collaborative programs with innovative
strategies that engage parents and community in supporting students to achieve curriculum
expectations as well as lifelong learning skills in communication. Teachers being aware of
the signs of speech anxiety could also align their teaching strategies to suit the interests and
abilities of students.
Moreover, the study could point out the importance of extending educational efforts
to families and community in which the school‟s stakeholders serve as a very important
agent. They could become most willing to engage in providing opportunities to students to
develop skills in communication and self-confidence as well.

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Through authentic information from this study, educational institutions would be
knowledgeable on how they could provide students with relevant activities and programs
interleaved in their curriculum regarding the development of oral communication.
The outcome of this study could bring about satisfaction, competence and pride of
accomplishment in the field of teaching profession. This could be a source of information on
limited studies on speech anxiety and its relationship on the academic performance of the
students. This study could also guide future researchers who will focus on a similar topic.
Statement of desired outcomes
Through this study, it is expected that teachers could address the speech anxiety of
students through the use of an intervention program. Students could be motivated to help
themselves eradicate speech anxiety or fear of speaking and actively pursue opportunities
outside the classroom through extracurricular activities and community service, to extend
and enrich their knowledge and skills to become an effective communicator.
The study could add to the understanding of the critical role parents play in the
development of students‟ communicative skills. This awareness could likely enhance their
ability to encourage their sons and daughters to explore available opportunities to enable
them to develop the skills in speaking and guide them to be confident and responsible with
their speech or message.

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Major final output
The findings revealed that speech anxiety has no significant relationship with the
students‟ academic performance. However, it was illustrated that Grade 11 students of
Polillo National High School still experienced anxiety at a moderate level. Therefore, the
major final output of the study is an intervention program in Oral Communication in Context
for Grade 11 students of Polillo National High School.

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Republic of the Philippines

Department of Education
Region IV – A CALABARZON
Division of Quezon
Polillo District
Polillo National High School

Polillo, Quezon
Intervention Program in Oral Communication in Context
I. Introduction
Oral Communication in Context for Senior High School is a response to the
revolutionary change in the country‟s basic education system. The subject is geared towards
the development of listening and speaking skills in any real life situation. It aims to guide
students to become holistically developed individual.
Furthermore, while various studies about the use of computer-mediated
communication in schools are increasing, some find little guidance for the teaching of
nuanced communication skills that computer-mediated environments progressively require.
While teachers recognize there is a range of communication skills among learners, studies of
the use of technology in pedagogical interventions generally do not take into account these
variances when making statements about the efficacy of media.
Educational research has challenged claims that modern learners, termed digital
natives or the Net Generation (Prensky 2001; Tapscott 1998), bring a preassembled battery
of sophisticated internet skills (Bennett, Maton, & Kervin, 2008; Bennett & Maton, 2010;
Nasah, DaCosta, Kinsell, & Seok, 2010). The functional ability to send text via a
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communication medium does not signify that the learner knows the social implications,
ramifications, or meanings that online behaviors carry, nor does it clue us into just how
much the learner grasps from incoming communications. This paradigm puts forth a strategy
for educators to address nuanced competencies in oral communication experienced by Grade
11 students of Polillo National High School.
II. Problem
Many found communication the most difficult skills to develop for learners
especially whose language is taught only in the classroom such as English. This is one
reason why the students find problems in speaking and expressing themselves in their Oral
Communication classes. The anxiety they have in public speaking made them less confident
and sometimes stopped them from trying. This instructional design is based on the findings
of the study relevant to the experiences of Grade 11 students of Polillo National High
School.
III. Objectives
The implementation of the proposed intervention program aims to achieve the
following objectives:
 Lessen the level of speech anxiety among Grade 11 students;
 Enhance students‟ confidence in participating and delivering a speech in different types
of audience;
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 Perform effective controlled and uncontrolled oral communication activities based on
context;
 Demonstrate effective use of communicative strategy in a variety of speech situations;
and
 Proficiently deliver various speeches using the principles of effective speech delivery.
IV. Theoretical Bearings
The design was made through the theory of Hill (2000) or oral communication model
illustrated below.
Figure 1. Oral communication model.
As can be seen in Figure 1, Hill‟s (2000) three elements of communication were
used: credibility, data, and feelings to analyze situations in a typical classroom scenario.
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These three elements provide a useful structure in the transfer of meaningful
communication. Credibility is achieved by gaining people‟s confidence. It is earned over
time and dependent on the other two elements: data and feelings. Data relates to the
information that is being communicated, the reliability of facts and the core information
presented. Lastly, feelings address the importance of connecting with the audience. While it
is important to communicate credibility, data, and feelings in that order, the audience will
remember the information in reverse order: feelings, data, and credibility (Lhor, 2002).
V. Methods
The learners must have access to retrievable and traceable forms and safe platforms
to try out what they learn. In many ways, the learning that happens in developing
communication skills is one that draws on experiences, rather than declarative knowledge
(Schank, Berman, & Macpherson, 1999).
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INTERVENTION PROGRAM IN ORAL COMMUNICATION IN CONTEXT
Time
Major Final Project/ Target/ Expected
Objective Strategies Fram
Output Program Clientele output
e
Student “Lost Value the Direct asynchronous Students Year Mastery of the
Development and functions/ messaging (email) Roun basic skills in
Found” purposes of oral d communication
communication. Game-based chat
Word puzzles
Vocabulary building
“Lights, Design and Collaborative video Students Year Enhanced self-
Camera, perform effective annotations Roun confidence and
Action” controlled and d participation of
uncontrolled oral Role play students in oral
communication communication
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activities based Dyads

on context.
“Study Demonstrate Microblogs Students Year Improved study

Habit” effective use of Roun habit
communicative Product-based d
strategy in a asynchronous output
variety of speech
situations. Taped personal
encounter
“Noseble Proficiently Reversed Students Year Enhanced
ed deliver various chronological blogs Teachers Roun fluency in the
Effect” speeches using d English
the principles of Product-based language
effective speech asynchronous output
delivery. – taped audio-video
materials to be
submitted in local
channel
Staff “School Identify Conference with Students, Once Informed
Patrol” problems of the parents Teachers a parents on the
Develop students Parents mont achievements
ment regarding the h or and problems of
subject. as their children
need
arises
“Back- Enhance skills in Enroll in graduate Teachers More
to- the subject. studies competent
School” teachers in
Deliver teaching oral
instructions communication
effectively.
“Sem- Be updated Attend seminars/ Teacher At More

and-der” with the new trainings s least innovative and
trends in once enthusiastic
teaching the Read books and a teachers
second researches, mont
language in surf the internet h
innovative
way. Conduct LAC
sessions
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Curriculum *Say It Communicate Encourage oral Learners Year Enhanced

Developme Loud in English participation every Mentors Roun fluency in
nt fluently and session Principa d English
effectively l
*Englis Every Tuesday is Other Reduced
h Acquire English Speaking stakehol speech anxiety
Campai mastery/skills Day in the campus ders among
gn in basic oral students
Program communication Participation in
. activities inside
and outside the
campus (co-
curricular
activities during .
English month and
in local channel)
D. Physical “E- Deliver Acquisition of Students June More
Development learning instructions in Speech Laboratory Teacher 2017 conducive
” oral s - learning for
communication Marc students
more h
effectively. 2019
Description of Some Activities Included
The suggested activities include the use of technology in creating the products. It will
develop the students‟ confidence because they are familiar with the mode of instruction and
hooked their interest seeing themselves on the screen. The use of technology or multimedia
in teaching may vary depending upon the plan of the teacher. It is a must to include and
announce the rubrics so the students will be familiar with the importance of outcome-based
instructions.
Collaborative Video Annotations – The participants are involved in an interactive video
discussion of the specific topic or situation given. They will create video presentations. It
will build interest by having learners select specific media contexts.
Direct asynchronous messaging (email) – The students will help each other learn the
lesson using the second language online. Students nowadays visit their emails and
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messengers more often so it would not be difficult for them to send output via email. In
separate cases like students without email or messenger, they may use the teacher‟s created
email for the group or section.
Game-based chat – The students will create a social relationship with their fellow learners.
It is an interactive activity with two or more persons involved. This activity facilitates
collaboration by constructing safe spaces. Safe pedagogical spaces provide enough
authenticity for learners to experience real communication, leaving the public spaces for
observances or non-coursework time.
Microblogs – Social network site status updates or personal activities (eg. facebook,
twitter). Students are encouraged to post and express themselves or idea in a particular topic
of discussion. It can be a simple quotation, saying, expression, maxim or even a lyric of a
song or line in a poem that will describe the topic the teacher have posted. It will lessen their
fear or expressing oneself.
Taped Personal Encounter – The students will use roles in this activity. Roles allow
learners to better understand because they add the experiential component of seeing
communications from the eyes of another. Using roles such as starter and wrapper (Hara et
al. 2000), facilitator (Paulus, 2005), source searcher, theoretician, summarizer, and
moderator, editor, actor, reporter, writer, videographer, etc. will help them proficiently
delivers dialogues or write ups given to them.
Instant (synchronous) messaging – The students will send answers in graded recitation
through text. The one who can send first will be given the chance to explain and share
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answers orally. It will lessen cheating and coaching while having recitation and other
performance-based related activities.
Discussion Teaching – This is an approach with a long tradition. The learner could be able
to investigate principles or topics through structured discussions. The usual reporting in
classroom set up simple develops their oral fluency and critical thinking skills.
Product-based asynchronous output (taped audio-video materials to be submitted in
local channel) - In this sense, learners who are digital natives may have an unfounded sense
of accomplishment when they reflect on their own ability seeing themselves in the local
channel. It will make them proud of the output or role they have or the contribution they
give within the group. It will show the holistic learning of the learner within the semester.
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Target beneficiaries of research results
The target beneficiaries of the results of the study are the following:
260 Grade 11 students of Polillo National High School, Polillo, Quezon - They are students
in the General Academic Strand (GAS) and Technical Vocational (Tech Voc) – Bread and
Pastry Track.
3 Senior High School teachers of Pollilo National High School – They are those teaching
Oral Communication in Context for the Grade 11 students.
10 English language teachers of Pollilo District – They are those handling English and
communication arts subjects in different public secondary schools.

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Definition of terms
Important terms in this study were given respective operational and conceptual
meanings in order to establish better understanding between the reader and the researcher.
Academic performance refers to students‟ accomplishment in academic aspects as revealed
in numerical value of their general average taken from Form 137.
Academic track is the career pathway or strand under academic having four categories,
namely General Academic Strand (GAS), Humanities and Social Sciences (HUMSS),
Accounting, Business, and Management (ABM), and Science, Technology, Engineering,
and Mathematics (STEM).
Communication apprehension (CA) is a feeling of fear or anxiety about a situation in
which one must communicate, especially when the communication act takes place in a
public forum. It is an individual‟s level of fear or anxiety associated with either real or
anticipated communication with another person or persons.
Foreign language anxiety is seen as a distinct complex of self-perceptions, beliefs, feelings,
and behaviors related to classroom language learning arising from the uniqueness of the
language learning process.
Learning track refers to the career pathway in K to 12 Curriculum offered for Senior High
School such as Academic Track, TechVoc, Sports, and Arts and Design.
Oral communication is the process of verbally transmitting information and ideas from one
individual or group to another.

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Oral Communication in Context is a core subject offered in all Senior High School and in
all learning tracks which focus on development of listening and speaking skills and
strategies for effective communication in various situations.
Personality make-up refers to the physical appearance of the respondents being
handicapped or having an illness.
Public speaking refers to communication in which a speaker delivers or sends the message
before or in front of a group.
Senior High School students are the students in Grades 11 to 12 who are 16-17 years old
and are expected to be equipped with employable competencies after taking one among the
tracks of Senior High School such as: Academic Tracks, Tech Voc/Entrepreneurship, Sports,
Arts and Design.
Speech anxiety is the feeling of nervousness, dread, and concern that people experience
before, during, or after public speaking.
Speech anxiety manifestations are the signs or symptoms experience while speaking in
public or in recitation such as shaky hands and knees, and many others.
Scope and limitation of the study
The data was obtained from Polillo National High School in Polillo District and may
not be indicative of the larger population. The respondents were limited to the 247 Grade 11
students. Validity of the survey relied on the students‟ genuine and thoughtful responses.
The descriptive data were also limited to the perception of students on the manifestations of
speech anxiety experienced by the respondents and the effect of speech anxiety on the
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academic performance; review of related studies from different research papers and online
databases such as Ebcohost.com and Proquest.com which according to Tirado (2012) in his
Research Tips for Teachers are also good sources of information in terms of accuracy of
information from the internet.
Description of Method or Approach
Research design
The present study utilized the descriptive survey research design. As viewed by
Garcia (2002), descriptive method describes with emphasis what actually exists such as
current conditions, practices, situations or any phenomena based on impressions or reactions
of the respondents. In addition, descriptive-survey research method is employed to analyze
and interpret the results of the study. It is considered appropriate to describe the nature of the
phenomenon based on the perceived condition and status of some simple observable
situations (Costales & Zulueta, 2003).
The study used a survey questionnaire adopted from a previous study on speech
anxiety by Lapuz (2003) in collecting data. The survey questionnaire consisted of three
parts. The first part is the demographic profile of the respondents which included their socio-
demographic profile in terms of age, sex, and place of origin; school-related profile which
included the learning track and last school attended; and personality make-up. The second
part determined the manifestations of speech anxiety experienced by Grade 11 students of
Polillo National High School. The third part identified the students‟ perception and their
level of speech anxiety.

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The researcher personally distributed and retrieved the questionnaires from the
students. To assure the factuality of each item in the questionnaire, the purpose of the survey
was explained to them carefully and they were supervised in the accomplishmen of the
questionnaire.
Respondents
The study used complete enumeration in the selection of the respondents. The
respondents were all the Grade 11 students of Polillo National High School, in Polillo,
Quezon composed of 260 students. They were composed of 207 students from the General
Academic Strand and 53 students from the Technical Vocational – Bread and Pastry Track.
However, the actual participant was only 247 which is 93% of the total population of Grade
11 students at the time of study. Only those who were willing and available during the
conduct of the study were included in the sample.
The researcher concentrated the study in the public high school which is
administering Senior High School in Polillo District. It was conducted at Polillo National
High School since it is the biggest school in the town in terms of population.
Hypothesis
This study tested the following hypothesis:
Ho: There is no significant relationship between the level of speech anxiety and academic
performance in Oral Communication in Context of Grade 11 students of Polillo National
High School.
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Data analysis plan
The questionnaire was divided into three parts, namely demographic profile of the
respondents, manifestations of speech anxiety, and students‟ perception and level of speech
anxiety.
A Likert-type scale was used in interpreting their responses on the manifestations of
speech anxiety and their perceptions on speech anxiety with the following description:
5 – Almost always true
4 – Often true
3 – Sometimes true
2 – Rarely ever true
1 – Not true at all
For the level of speech anxiety of the students, the following description was used:
5 – Very High
4 – High
3 – Moderate
2 – Low
1 – Not at all
The data gathered were computed, tabulated, analyzed and interpreted, and presented
in textual and tabular presentation.

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To determine the Students‟ Personal Information such as socio-demographic profile,
school profile, and personality make-up, frequency count and percentage distribution were
used. The formula for percentage is:
P = f x 100
N
where:
P = percentage
f = frequency of occurrence
N = total number of responses
To determine the level of speech anxiety, weighted mean was used with the formula:
WM = 4f + 3f + 2f + f
N
where:
WM = Weighted Mean
f = frequency of occurrence
To determine the mean academic performance, mean formula was utilized using the
formula below:
X = ∑x
N
where:
X = mean
∑x = summation of grades

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To determine the correlation between the academic performance and the level of
students‟ speech anxiety, Pearson Product Moment Correlation Coefficient (Pearson r) was
utilized. The formula is:
r = NΣXY – ΣXΣY
√ [NΣX2 – (ΣX)2][NΣY2- (ΣY)2
where:
r = correlation coefficient between X and Y
N = sample size
X = individual‟s score on the X variable
Y = individual‟s score on the Y variable
XY = product of each score times its corresponding Y score
X2 = individual X score squared
Y2 = individual Y score squared
Research paradigm/Conceptual framework
One of the most vexing problems that have faced the field of speech communication
since its inception has been the problem of anxiety in the oral communication situation. Four
leading psychiatrists of the 20th century have shed light on performance anxiety. In their
writings, they offered characteristic approaches to speech anxiety, offering insights that
apply to each and every person to varying degrees. The present research was anchored on
these various concepts.
Philip G. Zimbardo, the well-known cognitive psychologist, has devoted decades to
the study of the “shyness factor” as it affects people of different ages, backgrounds,
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businesses, and cultures. He found that shyness figures in everyone‟s life. Most people when
under pressure, experience symptoms of anxiety: the jitters, sweaty palms, knocking knees,
facial flushes, watery eyes, leathery tongue, dry mouth, wild heartbeats, shortness of breath,
memory lapses, mental confusions, high anxiety levels, to limit the list to one dozen
symptoms of chronic shyness.
Sigmund Freud, the founder of psychoanalysis, placed great emphasis on the fact that
individuals are born naked and helpless. From birth, they experience panic and express it in
cries and in tears. Adults may not express the panic directly by crying out loud or weeping in
public, but still feel this initial sense of dread when they have to expose themselves before
the eyes of others. Freud saw the level of anxiety to be a reversion to infantile behavior.
Carl Jung, the analytical psychologist, noted that human beings display the
characteristics of archetypal figures, especially heroes of Ancient Greece. The warrior hero
Achilles is one such figure. Achilles was invulnerable to his enemies except for one part of
his anatomy: his “Achilles heel.” Each individual has an Achilles heel or fears Kryptonite. It
is one‟s zone of vulnerability. According to Jung, people assume that the enemies--the
listeners--are aware of that secret weakness. They know one is vulnerable and hence he/she
feels fear.
Alfred Adler, the Austrian psychiatrist, made many contributions to individualistic
and humanistic psychology. After examining the nature of neurosis, he popularized the
concept of the “inferiority complex.” Adler views that when an individual presents
him/herself before others, he/she stands. The person projects his/her talents and abilities,
information and knowledge onto other people. People empower them, but at the same time
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they disempower themselves. One elevates them as he/she lowers sense of self. This
projection leaves the feeling uneasy, uncanny, and vulnerable.
Based on these concepts, the conceptual framework is thus illustrated on the next
page.
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Oral Communication in
Context
Level of Academic
Manifestations of Anxiety Performance
Speech
Anxiety
Developed Intervention Program for Oral

Communication in Context
Figure 2. Conceptual paradigm of the study.
The paradigm shows the relationship between the level of speech anxiety of students
and their academic performance. Hence, the present study focused on the students‟ academic
performance in Oral Communication in Context, students‟ level of speech anxiety, and
manifestations of speech anxiety among Grade 11 students.
The study involved the evaluation of the speech anxiety of the students and its
manifestations using a questionnaire, categorization of the respondents‟ level of anxiety,
identification of the students‟ academic performance in Oral Communication in Context, and
analysis of the relationship of the level of speech anxiety and the academic performance.
The output of the study is the intervention program for Oral Communication in
Context.
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Results and Discussion
I. Demographic Profile of the Respondents
A. Socio-Demographic Profile
Table 1
Socio-Demographic Profile of the Respondents in Terms of Age, Gender, and Place of

Origin
Profile Details Frequency Percentage

Age 15 years & below 3 1.2%
(Mean Age: 17.87) 16 42 17.0%
(Median Age: 17.38) 17 145 58.7%
(Modal Age: 17.12) 18 36 14.6%
19 years & above 21 8.5%
Total 247 100%
Sex
Male 116 46.96%
Female 131 53.03%
Total 247 100%
Place of Origin Anawan 8 3.2%
Bislian 8 3.2%
Libjo 10 4%
Sabang 2 <1%
Atulayan 14 5.%
Bucao 2 <1%
Pamatdan 5 2%
Salipsip 3 1.2%
Canicanian 3 1.2%
Pilion 5 2%
Sibulan 44 17.8%
Bañadero 13 5.3%
Kalubakis 1 <1%
Pinaglubayan 12 4.9%
Tamulaya 4 1.6%
Binibitinan 5 2%
Languyin 14 5.7%
Poblacion 55 22.3%
Taluong 3 1.2%
Total 247 100%
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Table 1 shows the frequency and percentage distribution of the respondents in terms
of their socio-demographic profile which includes their age, sex, and place of origin.
As can be seen from the table, majority of the respondents were 17 years of age
accounting to 145 or 58.7% of the total population, while 15 years and below accounted for
only 3 or 1.2% of the respondents. Further analysis of the age revealed that the mean,
median and modal ages are 17.87, 17.38 and 17.12 years, respectively, which imply that
many of the respondents were younger compared to the average age of Grade 11 students of
Polillo National High School.
Moreover, the findings mean that the majority of the students were in their right age
when they entered high school, although there are few of them who were overage.
According to Gines (2001), ages 12-18 is classified as the tentative period when an
individual takes into account his own interest and capabilities. Piaget as mentioned by
Bastable (2007) identified the ages 12-19 in the stage of adolescence as the stage of formal
operations. In this stage, they are capable of abstract thought and complex logical reasoning.
It enables adolescents to conceptualize invisible processes and make determination of what
others say and how they behave. With this capacity, teenagers can become obsessed with
what they think as well as with what others are thinking.
Consequently, it can be inferred that the respondents are on the right age to answer the
questionnaires provided for them since it is the period of higher order thinking skills
development and it is normal for them to experience anxiety for they are thinking of what
the audience or other people think about them. They are becoming more conscious on their
actions and on what they say.

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In terms of sex, the table shows that there are 131 female respondents or 53.03% and
116 male respondents or 46.96% of the total population. The findings reveal that female
dominates the population of Grade 11 students in Polillo National High School. Thus, there
was a slight difference in number of girls and boys in the school.
Evangelista (2011) viewed sex as biological category that identifies a human being
either as male or female according to the type of chromosomes and reproductive organs and
defined it differently from gender which refers to groups of people according to shared traits
and behavioral pattern acquired through social upbringing and engagement with their
environment. Thus, sex is a biological construct while gender is social/historical construct
that varies across epochs and societies.
In terms of place of origin, the data reveal that there were 55 respondents or 22.3%
from Brgy. Poblacion, followed by Brgy. Sibulan with 44 respondents or 17.8%, Brgy.
Atulayan and Brgy. Languyin, both with 14 respondents or 5.7%. It can be inferred that
most of the respondents were residents of Brgy. Poblacion known as the town proper and the
most convenient place in terms of access. Generally, those who are living in the town proper
have more opportunity to improve communication skills since they are exposed to different
programs in the town and opportunity to access computers and internet to watch and learn.
Moreover, they have access to television and other media that can help improve their
skills.
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School-Related Profile
Table 2
School-Related Profile of the Respondents in Terms of Learning Track and Last School
Attended
Profile Details Frequency Percentage

Learning Track GAS 206 83%
TVL 41 17%
Total 247 100%
PNHS 221 89%
Last School Attended Languyin Extension 13 5%
MCSP 3 1%
Taluong National High School 10 4%
Total 247 100%
Table 2 shows the percentage distribution of the respondents in terms of school-
related profile which includes learning track and last school attended.
As can be seen, in terms of their learning track, 206 (83%) respondents were under
the General Academic Strand (GAS) and 41 (17%) in the Technical-Vocational (TVL)
Home Economics Strand – Bread and Pastry. The findings reveal that most student-
respondents were taking GAS which implies that majority were still undecided of the course
they will take in the future or it is the only available program offered in the school relative to
the course they want in the future.
The academic track consists of four strands: General Academic Strand, Science,
Technology, Engineering and Mathematics (STEM) Strand, Accountancy, Business and
Management (ABM) Strand, and Humanities and Social Science (HumSS) Strand.
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Students who cannot make up their minds about which of other three strands will
take the General Academic Strand. Through the General Academic Strand, the K to 12
Curriculum has made provision for those students who have not yet thought seriously about
their future.
In the study of Villanueva (2016) about the career preference of Grade 10 students of
Polillo National High School, majority of students chose the General Academic strand
because they want to pursue a college degree. However, they are still uncertain on what
career to undertake due to lack of career planning. Moreover, the result of the study reported
that based on the ranking of preference in different tracks/strands of Senior High School,
two (2) out of ten (10) are verbally interpreted as “Highly Preferred” which is the General
Academic strand with the average weighted mean of 3.48 and 3.24 for Bread and Pastry
Production in the Home Economics Strand. Therefore, the said school only offered two
programs.
In terms of last school attended, the table presents the previous school of the
respondents where they finished junior high school. It can be seen that there are 221 (89%)
respondents from Polillo National High School, 13 (5%) respondents from Polillo National
High School – Languyin Extension, 10 (4%) respondents from Taluong National High
School, and 3 (1%) respondents from Mt. Carmel School of Polillo.
The findings reveal that the largest number of the respondents completed their Junior
High School in the same school – Polillo National High School. Because of this, the -
respondents who studied in Polillo National High School enjoy the opportunity of using
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media and technology in learning and acquiring communication skills. Thus, they were more
exposed to curricular activities related to speech.

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Personality Make-Up
Table 3
Personality Make-up of the Respondents
Personality Make-up Yes No

Are you handicapped by any illness or 0 247
accident?
In terms of personality make-up, 247 or 100% of the respondents do not have any
impediments by illness or accident. It can be inferred that they are healthy and in good
condition in relation to language acquisition and communication skills. Furthermore, they
are more likely to excel in terms of oral communication skills.

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II. Manifestation of Speech Anxiety Experienced by the Students
Table 4
Manifestations of Speech Anxiety Experienced by Students During Communication

Exercises in Oral Communication in Context Class
Manifestation of Speech Anxiety Min Max WM DR

Elevated heart rate 1.00 5.00 3.226 Sometimes True
Shaky hands and knees 1.00 5.00 3.17 Sometimes True
Clammy Hands 1.00 5.00 2.94 Sometimes True
Poor eye contact 1.00 5.00 2.93 Sometimes True
Fidgeting and extra movement 1.00 5.00 2.92 Sometimes True
Excessive perspiration 1.00 5.00 2.85 Sometimes True
Squeaky or unpredictable noise 1.00 5.00 2.79 Sometimes True
Lip biting 1.00 5.00 2.66 Sometimes True
Blushing 1.00 5.00 2.66 Sometimes True
Dryness of mouth and throat 1.00 5.00 2.60 Rarely Ever True
Ringing ears 1.00 5.00 2.58 Rarely Ever True
Quivering lips 1.00 5.00 2.52 Rarely Ever True
Urgent need of going to the toilet 1.00 5.00 2.26 Rarely Ever True
Queasy stomach 1.00 5.00 2.17 Rarely Ever True
Gathering of saliva at mouth's rim 1.00 5.00 2.06 Rarely Ever True
Indigestion 1.00 5.00 2.01 Rarely Ever True
Nausea 1.00 5.00 1.93 Rarely Ever True
General Weighted Mean 2.60 Sometimes True
Legend: Min=Minimum Max=Maximum WM=Weighted Mean DR=Descriptive Rating
4.21 – 5.0 = Almost always true 3.41– 4.20 = Often true 2.61 – 3.40 = Sometimes true
1.81– 2.60 = Rarely ever true 1.00 – 1.80 = Not true at all
Table 4 presents the level of occurrence of manifestations of speech anxiety among
Grade 11 students in Polillo National High School.
The variable “elevated heart rate” was rated highest by the respondents with a
weighted mean of 3.22 (sometimes true). While variables “shaky hands and knees” and
“clammy hands” were rated second (WM = 3.17; sometimes true) and third (WM = 2.94;
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sometimes true), respectively. Rated least is “nausea” with a weighted mean of 1.93 (rarely
ever true).
Thus, it can be concluded that the whenever they are anxious, the most common
manifestation or immediate reaction of one‟s body is elevated heart rate. The result means
that although students experience anxiety, the manifestations occur occasionally or there are
other manifestations or signs they experience but not mentioned in the table.
According to the study of Machan (2009), whether one calls it speech anxiety,
communication apprehension, fear of public speaking, or just plain fear, one thing is certain,
the majority of people experience the same thing when speaking to a group of people in a
formal setting. Sometimes, just the thought of giving a speech makes an individual feel
uncomfortable. Those feelings also sometimes manifest into physical reactions such as
elevated heart rate, sweating, stuttering, flushing, and dizziness. Often, one forgets what they
are going to say, feel unprepared and unsure, and just want the experience to end. With
information, experience, and self-confidence, however, one can reduce these experiences
and deliver an effective speech.
Behnke, Freeman and Sawyer (1997) theorized that social anxiety can be perceived
by an audience through verbal (stuttering, hurried speech, etc.) and nonverbal behaviors
rigid movements of the arms and/or legs, avoidance of eye contact, etc.).
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III. Perception of the Respondents on Speech Anxiety
Table 5
Respondents’ Perception of on Speech Anxiety
Statements Min Max WM DR

Although I am nervous just before starting a speech or a performance, I soon settle 1.00 5.00 3.79 Often True
down after getting started and feel calm and comfortable.
Just after I deliver a speech, I feel that I have had a pleasant experience. 1.00 5.00 3.64 Often True
Realizing that only a little time remains in a speech makes me very tense and anxious. 1.00 6.00 3.51 Often True
My hands tremble when I am giving speech. 1.00 5.00 3.49 Sometimes True
I look forward to giving speech or performing an activity before my classmates and 1.00 5.00 3.35 Sometimes True
instructor.
I feel comfortable and relaxed the hour or so before my speech or presentation. 1.00 5.00 3.32 Sometimes True
I get anxious when I think about a speech coming up. 1.00 5.00 3.31 Sometimes True
While giving a speech, I control my feelings of tension and stress. 1.00 5.00 3.30 Sometimes True
My mind is clear when I am giving a speech. 1.00 5.00 3.28 Sometimes True
My heart beats very fast as I start a speech or presentation. 1.00 5.00 3.23 Sometimes True
I feel that I am in complete possession of myself while speaking. 1.00 5.00 3.23 Sometimes True
I do not fear of giving a speech. 1.00 6.00 3.23 Sometimes True
I enjoy preparing a speech. 1.00 5.00 3.22 Sometimes True
While preparing for giving a speech in Oral Communication in Context, I feel tense 1.00 5.00 3.20 Sometimes True
and nervous.
I have no fear of giving a speech or performing our activities in this subject. 1.00 5.00 3.19 Sometimes True
My heart beats very fast while I am speaking. 1.00 5.00 3.19 Sometimes True
Certain parts of my body feel tense and rigid while I am speaking or performing my 1.00 5.00 3.18 Sometimes True
party in the presentation.
I breathe fast just before I start speaking. 1.00 22.00 3.15 Sometimes True
I do poorly on speeches because I am anxious. 1.00 5.00 3.13 Sometimes True
I feel anxious while waiting for my turn to perform or give my speech. 1.00 5.00 3.13 Sometimes True
I feel tensed when I see the words speech and public speaking as a requirement on 1.00 5.00 3.11 Sometimes True
the subject.
My thoughts become confused and jumbled when I am giving a speech in this 1.00 6.00 3.11 Sometimes True
subject.
I feel anxious when the instructor announces the date of the speaking assignment. 1.00 5.00 3.10 Sometimes True
I am in constant fear of forgetting what I prepared to say. 1.00 5.00 3.09 Sometimes True
I have positive outlook of giving a speech with confidence. 1.00 5.00 3.08 Sometimes True
I perspire just before starting a speech. 1.00 5.00 3.08 Sometimes True
During a graded speech or performance, I experience a feeling of helplessness 1.00 6.00 3.06 Sometimes True
building up inside me.
I experience considerable anxiety while waiting for my turn to perform or to deliver 1.00 5.00 3.06 Sometimes True
my speech.
I cannot sleep the night before a speech or performance. 1.00 5.00 3.03 Sometimes True
When the instructor announces a speaking assignment in class, I can feel my self- 1.00 5.00 2.94 Sometimes True
getting tensed.
When I make a mistake, I find it hard to move on and concentrate on the parts that 1.00 5.00 2.93 Sometimes True
follow.
I get anxious if someone asks me about my topic or report that I do not know. 1.00 5.00 2.90 Sometimes True
I feel relaxed while giving a speech. 1.00 5.00 2.87 Sometimes True
While giving a speech or performance before my classmates, I forget facts I really 1.00 5.00 2.66 Sometimes True
know.
4.21 – 5.0 = Almost always true 3.41– 4.20 = Often true 2.61 – 3.40 = Sometimes true 1.81– 2.60 = Rarely ever true
1.00 – 1.80 = Not true at all
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Table 5 discloses the perception of the respondents on speech anxiety. The result
shows that the occurrence of speech anxiety among the respondents was interpreted as
“Sometimes True” with the general weighted mean of 3.18. It is indicated in the table that
the statement “although I am nervous just before starting a speech or a performance, I soon
settle down after getting started and feel calm and comfortable” ranked first with an average
weighted mean of 3.79 with the verbal interpretation of “Often True”. The statements “just
after I deliver a speech, I feel that I have had a pleasant experience” (WM=3.64) and
“realizing that only a little time remains in a speech makes me very tense and anxious”
(3.5116) ranked second and third, respectively, with a verbal description “Often True”.
However, the statement “while giving a speech or performance before my classmates, I
forget facts I really know (2.6558),” with the verbal interpretation of “Rarely Ever True”
ranked least.
Based on the data, it can be summed up that although the respondents experienced
moderate anxiety in communication, they could control it and feel calm. It indicates that a
student may fail to be engaged in oral communication in the target language if he or she is
lacking confidence. Thus, it means that students‟ speech anxiety is not the biggest problem
among the students in terms of communication since the students did not experience it from
time to time and there may be other factors affecting their performance in speech.
Accordingly, lack of confidence may make him or her less competent. In this way,
competency depends upon confidence, which is the opposite of communication
apprehension. Consequently, a student who lacks confidence cannot control his/her anxiety
and manage it well (Behnke & Sawyer, 1997).

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IV. Level of Speech Anxiety
Table 6
Respondent’s Level of Speech Anxiety

Although I am nervous just before starting a speech or a performance, I soon
1.00 5.00 3.48 High
settle down after getting started and feel calm and comfortable.
I do not fear of giving a speech. 1.00 5.00 3.35 Moderate
I do poorly on speeches because I am anxious. 1.00 5.00 3.32 Moderate
My hands tremble when I am giving speech. 1.00 5.00 3.27 Moderate
I experience considerable anxiety while waiting for my turn to perform or to
1.00 5.00 3.20 Moderate
deliver my speech.
I feel tense when I see the words speech and public speaking as a requirement
1.00 5.00 3.19 Moderate
on the subject.
My heart beats very fast as I start a speech or presentation. 1.00 5.00 3.18 Moderate
While preparing for giving a speech in Oral Communication in Context, I feel
1.00 5.00 3.18 Moderate
tense and nervous.
I perspire just before starting a speech. 1.00 5.00 3.16 Moderate
My mind is clear when I am giving a speech. 1.00 5.00 3.15 Moderate
My thoughts become confused and jumbled when I am giving a speech in this
1.00 5.00 3.14 Moderate
subject.
I feel that I am in complete possession of myself while speaking. 1.00 5.00 3.11 Moderate
Realizing that only a little time remains in a speech makes me very tense and
1.00 5.00 3.10 Moderate
anxious.
When I make a mistake, I find it hard to move on and concentrate on the parts
1.00 5.00 3.07 Moderate
that follow.
I have positive outlook of giving a speech with confidence. 1.00 5.00 3.06 Moderate
I feel relaxed while giving a speech. 1.00 5.00 3.05 Moderate
I get anxious if someone asks me about my topic or report that I do not know. 1.00 5.00 3.02 Moderate
I look forward to giving speech or performing an activity before my classmates
1.00 5.00 3.01 Moderate
and instructor.
While giving a speech, I control my feelings of tension and stress. 1.00 5.00 2.97 Moderate
When the instructor announces a speaking assignment in class, I can feel my
1.00 5.00 2.94 Moderate
self-getting tensed.
I feel comfortable and relaxed the hour or so before my speech or
1.00 5.00 2.94 Moderate
presentation.
Just after I deliver a speech, I feel that I have had a pleasant experience. 1.00 5.00 2.91 Moderate
I enjoy preparing a speech. 1.00 5.00 2.86 Moderate
Certain parts of my body feel tensed and rigid while I am speaking or
1.00 5.00 2.85 Moderate
performing my party in the presentation.
I am in constant fear of forgetting what I prepared to say. 1.00 5.00 2.84 Moderate
I feel anxious when the instructor announces the date of the speaking
1.00 5.00 2.83 Moderate
assignment.
I breathe fast just before I start speaking. 1.00 5.00 2.83 Moderate
I get anxious when I think about a speech coming up. 1.00 5.00 2.77 Moderate
I have no fear of giving a speech or performing our activities in this subject. 1.00 5.00 2.77 Moderate
General Weighted Mean 3.05 Moderate
4.21 – 5.0 = Very High 3.41– 4.20 = High 2.61 – 3.40 = Moderate 1.81– 2.60 = Low 1.00 – 1.80 = Very Low
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Table 6 presents the respondents‟ level of speech anxiety. The results show that the
level of speech anxiety of the respondents is moderate with a general weighted mean of
3.05.
The statement “although I am nervous just before starting a speech or a performance,
I soon settle down after getting started and feel calm and comfortable” ranked first with an
average weighted mean of 3.59, with the descriptive rating of “High”. Furthermore, the
statements “I do not fear of giving a speech (WM=3.35)” and “I do poorly on speeches
because I am anxious (WM=3.32)” with the verbal description of “Moderate” ranked second
and third, respectively. While the statement “I have no fear of giving a speech or performing
our activities in this subject” has an average weighted mean of 2.77 with a descriptive rating
of moderate ranked least.
Therefore, although the student-respondents feel anxious, they could manage it well
and can be confident in presenting a speech. It is observable that the statements which
ranked first and last have the same thought. This means that speech anxiety is just one
among few problems they encounter during communication class but there might be other
factors affecting their performance.
This is supported by the study of Fukai (2000) which stated that when learners
experience moderate anxiety, they may skip classes, never volunteer, neglect to turn in
homework, avoid speaking in class, respond in a barely audible whisper, or sit in the back of
the classroom to minimize the humiliation or embarrassment of being called upon to speak.
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V. Academic Performance of the Respondents in Oral Communication
Table 7
Academic Performance of the Respondents in Oral Communication
General Average Frequency Percent Rank

75.00 16 6.5% 6
76.00 9 3.6% 13
77.00 6 2.4% 15.5
78.00 12 4.9% 8.5
79.00 11 4.5% 12
80.00 24 9.7% 3
81.00 31 12.6% 1
82.00 18 7.3% 4.5
83.00 28 11.3% 2
84.00 12 4.9% 8.5
85.00 13 5.3% 7
86.00 7 2.8% 14
87.00 12 4.9% 8.5
88.00 12 4.9% 8.5
89.00 6 2.4% 15.5
90.00 18 7.3% 4.5
91.00 6 2.4% 15.5
92.00 5 2.0% 18
93.00 1 .4% 19
Total 247 100.0
Note: Mean = 83.0327; Median = 83.000; Mode = 83
Table 7 reveals the academic performance of the respondents in the subject Oral
Communication in Context.
As can be seen in the table, 31 students obtained an academic rating of 81% which
ranked first, followed by 28 respondents with 83% and 24 respondents who got 80%, which
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ranked second and third, respectively. Meanwhile, only one student-respondent obtained an
academic rating of 93%.
Further analysis of the academic performance revealed that the mean, median and
modal academic ratings are 83.03, 83.00 and 83 percent, respectively, which imply that
many of the respondents‟ level of proficiency in the subject is 80-84% with the description
“Approaching Proficiency”.
As stated by Salandan (2013), all learners are equipped with cognitive and appetitive
faculties. They differ, however, in the degree by which they are utilized or expressed on
account of the learners‟ abilities, aptitudes, interests, values and attitude, and home
background.
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VI. Perceived Effect of Speech Anxiety on Academic Performance
Table 8
Perceived Effect of Speech Anxiety on the Academic Performance of the Students

I can pronounce words clearly and fluently although I
1.00 5.00 3.74 Often True
stutter while I deliver a speech.
I keep quite during recitations because my mouth and lips
1.00 5.00 3.44 Often True
turns dry whenever the instructor asks me to recite.
When I am nervous, my lips quiver which make it hard for
1.00 5.00 3.34 Sometimes True
me to express my ideas clearly.
I participate actively in group discussions although my
voice turns squeaky or unpredictable due to anxiety.
I fail to express my ideas clearly and fluently because when
I speak in front of my classmates, I experience in tightness 1.00 5.00 3.25 Sometimes True
in breathing.
When I deliver a speech, I make poor eye contact with my
audience.
I share my ideas in class although I perspire excessively
when asked to talk before my classmates.
I volunteer to share my ideas although my hands and
knees tremble when I talk before my classmates in speech 1.00 5.00 3.04 Sometimes True
and oral communication.
I come to class when I am assigned to deliver a speech
although I feel nauseated.
When I am scheduled to deliver a speech or make a
presentation before my classmates, I still come to class 1.00 5.00 2.97 Sometimes True
although I have fear in speaking with audience.
When my knees tremble, I find it difficult to demonstrate
correct posture.
When my heart rate is higher than usual due to anxiety, I
am unable to express my ideas clearly and fluently.
I fail to deliver my speech very well because when I am in
front of my classmates, I keep on fidgeting on my hands.
I am afraid in oral performances so I less attend Oral
Communication classes.
I forget some parts of my speech because my mind goes
1.00 5.00 2.34 Rarely True
blank so cannot be able to finish my speech.
4.21 – 5.0 = Almost always true 3.41– 4.20 = Often true 2.61 – 3.40 = Sometimes true
1.81– 2.60 = Rarely ever true 1.00 – 1.80 = Not true at all
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Table 8 reveals the perceived effect of speech anxiety on the academic performance
of respondents.
The data indicate that the perceived effect of speech anxiety on the academic
performance of respondents has a general weighted mean of 3.09 with the description of
“Sometimes True”. Furthermore, the statement “I can pronounce words clearly and fluently
although I stutter while I deliver a speech” ranked first with a weighted mean of 3.74 with
the verbal description “Often True”, followed by “I keep quiet during recitations because my
mouth and lips turns dry whenever the instructor asks me to recite (WM=3.44) and “when I
am nervous, my lips quiver which make it hard for me to express my ideas clearly
(WM=3.34)” ranked second and third, respectively. However, the statement “I forget some
parts of my speech because my mind goes blank so I cannot be able to finish my speech
(WM=2.34)” with the description of “Rarely True” ranked least.
It can be inferred that there are some times that speech anxiety affects the activities
of the respondents in the classroom in general. But there might be other intervening factors
that affect the academic performance of the respondents other than speech anxiety.
Lapuz (2003) stated in her study that speech anxiety among college students affect
the result of their achievement in speech and oral communication. Those students with low
anxiety got higher performance. However, not all those who got lower performance have
high speech anxiety because some have low speech anxiety.
As stated in the study of Don (1990), many college students find it hard to put into
words or meaningful statements what they want to relay when called upon to express what is
in their mind or what they perceive and feel regarding an issue and the few who comply with
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the teacher‟s request would hesitatingly do so in limited vocal response causing the lower
points in recitation.
Anxiety in the language learning process can have two kinds of effect on
performance, facilitative and debilitative (MacIntyre, 1995). Certain levels of anxiety can
motivate the student and improve her/his performance. Anxious individuals can compensate
for the increased cognitive demands and reduced processing effectiveness by expending
more effort in the learning process. If the level of worry is too high, however, it has a
detrimental influence, because it occupies learners‟ cognitive capacity, and this task-
irrelevant information places them in a dual-task situation: attention is divided between
performing the assignment and evaluating its social consequences and reactions, distracting
the students and impairing performance (Tobias, 1996), as well as limiting the use of short-
and long-term memory and resulting in slower learning (MacIntyre, 1995).
When learners experience moderate anxiety, they may skip classes, never volunteer,
neglect to turn in homework, avoid speaking in class, respond in a barely audible whisper, or
sit in the back of the classroom to minimize the humiliation or embarrassment of being
called upon to speak (Fukai, 2000).

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VII. Significant Relationship between Level of Speech Anxiety and Academic

Performance
Table 9
Significant Relationship between Students’ Level of Speech Anxiety and Academic

Performance
Computed Type of
Variables p-value Interpretation
r- value Relationship
Speech Anxiety
vs Negligible Very Week
0.090 0.084
Academic Performance in Relationship Significance
Oral Communication
through Context
Legend: r from .00 to + .20 low= negligible relationship. r from +.20 to + .40=present but slight relationship
r from +.40 to +.70=marked substantial relationship. r from +.70 to + 1.00=high to very high relationship.
A correlation coefficient of 0.090 (computed r-value) with a sig-value of 0.084 was
determined after subjecting the data under a correlation analysis. The r value indicates a
very poor or very weak relationship between the level of speech anxiety and academic
performance. The result imply that there are other factors that may be more or significantly
contributory to the Grade 11 students‟ academic performance.
As revealed in the study of Lapuz (2003), speech anxiety among college students
affects their achievement in speech and oral communication. Those students with low
anxiety got higher performance. However, not all those who got lower performance have
high speech anxiety because some have low speech anxiety.
When learners experience severe anxiety, it can be detrimental and the effect
irreversible to them: they may be terrified of taking a language course, traumatized by

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unsuccessful performance and achievement, and consequently hate learning the language
and choose not to study at all (Price, 1991).
Frynier (1999) who conducted on retention and persistence in academic success of
college students discovered that communication apprehension is not related to intelligence
but students with very high communication apprehension got lower GPAs and had more
negative attitude towards school.
Saito and Samimy (1996) also pointed out that foreign language anxiety had a
negative impact on the performance of beginning, intermediate, and advanced-level college
students. Moreover, the relationship between foreign language anxiety and learning
difficulties of learners who learned English as a foreign language in Taiwan is investigated
by Chen and Chang (2004). The findings concluded that the students who had a history of
English learning problems were anxious, obtained low grades, suffered difficulties, and
expressed poor developmental skills.
Hence, it would not be wrong to state that communication apprehension and
competence have no relationship to each other (Mahdi, 2015).

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Conclusions
In the light of the foregoing findings, the following conclusions are drawn:
1. Demographic Profile of the Respondents
In terms of socio-demographic profile, majority of the students were 17 and in
their right age when they entered high school, although there were few who were
overage. Female dominated the population of Grade 11 students in Polillo National High
School and most were residents of Brgy. Poblacion.
In terms of school-related profile, the largest number of respondents were taking
GAS which implies that majority were still undecided of the course they will take in the
future or it is the only available program offered in the school. Most of them completed
their Junior High School in the same school – Polillo National High School.
In terms of personality make-up, all of them were healthy and in good condition
in relation to language acquisition and communication skills.
2. The manifestation of speech anxiety among Grade 11 respondents were sometimes
experienced. It does not mean that they do not have anxiety but the manifestations
occurs only irregularly. Whenever they are anxious, the most common manifestation or
immediate reaction is elevated heart rate or fast heart rate.
3. The student-respondents perceived that although they experienced moderate anxiety in
communication, they could control it and feel calm which indicates that a student may
fail to be engaged in oral communication in the target language if he or she lacks
confidence. Consequently, a student who lacks confidence cannot control his/her anxiety
and manage it well.

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4. The level of speech anxiety among Grade 11 students of Polillo National High School is
moderate which means it is still manageable and treatable.
5. The respondents‟ academic performance was in the bracket 80-84% or “Approaching
Proficiency” level. They were on the average level of performance, not advanced nor
beginner level.
6. The perceived effect of speech anxiety on the academic performance of students was
evident as they often times stutter and choose to keep quiet during recitations that hinder
them to communicate effectively during class.
7. There significant relationship between the level of speech anxiety and academic
performance in Oral Communication in Context was very poor. Therefore, there are
other factors that may be more or significantly contributory to the Grade 11 students‟
academic performance.
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Recommendations
Based on the results of the study, the following are recommended:
1. There is a need to conduct further studies on other group of respondents with different
profile and locale. Likewise, it is necessary to administer the study among students from
different strands to study the profile of the students who are in need of assistance in
terms of speech anxiety and encourage possible conference or LAC sessions.
2. Students‟ interest and inclinations in oral communication should be heightened through
well-supervised co-curricular activities related to language and communication.
Collaborative effort of school administrator and language teachers (both English and
Filipino), parents, and stakeholders should be made to implement an improvement plan
for individual students. Teachers should adhere in administering rubrics for the different
learning tasks to make the students accustomed to performance-based outcome.
3. Partnership between the school and broader community should be encouraged and
supported in order to facilitate the experiential learning opportunities that benefit the
students‟ fluency in oral communication.
4. A concrete plan should be formulate and implemented to promote English (speaking)
program in school to develop self-confidence and treat anxiety in speech. Sufficient
information on the innovative and interactive activities should be provided to improve
their love for speaking in both English and Filipino languages. Moreover, teachers
should enhance their professional growth by attending graduate studies and seminar
workshops.
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5. Harmonious relationship with parents should be established by conducting parent-
teacher conferences or assemblies for the continuous monitoring of their children‟s
progress in school.
6. The intervention program developed for the study should be adopted and implemented to
improve students‟ academic standing.
7. An open partnership with other stakeholders for possible students apprenticeship in
different institution and offices should be established. The local government unit (LGU)
of Polillo should also be tapped to help the school in building a speech laboratory.
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Appendices
A. Curriculum Vitae of the Researcher
Mylen D. Azagra
Polillo,Quezon
09497675482
mylen.azagra@deped.gov.ph
PERSONAL PROFILE
Birthday : May 26, 1989

Birthplace : Polillo, Quezon
Weight : 48 kg.
Height : 5‟
Citizenship : Filipino
Status : Single
Religion : Roman Catholic
Father : Leopoldo S. Azagra
Mother : Merlita D. Azagra
Number of Siblings : Five (5)
EDUCATIONAL BACKGROUND
Graduate School : Manuel S. Enverga University Foundation

Lucena City
Master of Arts in Education major in Educational
Management
2015 – 2017
Lucena City
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Tertiary : Southern Luzon State University – Lucban

Polillo, Quezon
Bachelor of Secondary Education
major in English
2005-2009
Secondary : Polillo National High School

Polillo, Quezon
2001 – 2005
Elementary : Polillo Elementary School

Polillo, Quezon
1995 – 2001
WORK EXPERIENCE
Teacher : Mt. Carmel School of Polillo

(Kinder, elementary, and
high school) Polillo, Quezon
June 2009 – March 2012
SEMINARS/ TRAININGS ATTENDED
Participant Seminar on Gender evelopment and Sensitivity

Shercon Resort and Ecological Park, Brgy. San Sebastian Mataas na
Kahoy, Batangas City
June 1, 2017
Speaker Campus Journalism Training – Feature Writing

Southern Luzon State University – Polillo
October 20, 2016
Training Staff Disaster Preparedness Training

Polillo National High School, Polillo, Quezon
November 26, 2015
Discussant Mid-Year In-service Training for Teachers

October 30, 2015
Participant Core Group Training for Teachers

February 2, 2015
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Participant Core Group Training for Teachers

May 2, 2015
Participant International Seminar of Managerial Imperative and Practice

Teachers Camp, Baguio City
April 6, 2014
Participant National Seminar on techniques and strategies in Remedial Reading

Sevilla Resort, Lucena City
February 8, 2014
Lucena City
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B. Research Instruments
QUESTIONNAIRE
Part I. Personal Information
Name:______________________________________________________
Socio-Demographic Profile
Directions: Kindly check ( / ) the items below applicable to you.
1. Age: ____
2. Sex : ___Male ____Female
3. Place of Origin:
_____Anawan _____Atulayan _____Balesin _____Baňadero
_____Binibitinan _____Bislian _____Bucao _____Canicanian
_____Kalubakis _____Languyin _____Libjo _____Pamatdan
_____Pilion _____Pinaglubayan _____Poblacion _____Sabang
_____Salipsip _____Sibulan _____Tamulaya _____Taluong
Others: __________________
School-Related Profile
Learning Track: _________________Gen. Ave. in Oral Communication in Context:

_______
Last School Attended: ________________________________________________________
Personality Make-up
Are you handicapped by any illness or accident? ______Yes _______No
If you answered yes, please check the type:

______harelip ______polio ______aphasia ______stuttering
Others, please specify ________________________

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Part II. Manifestations of Speech Anxiety (refers to sign or symptoms of speech

anxiety)
Directions: Rate the following manifestations of speech anxiety based on your experience
using the following scale:
5 – Almost always true 2 – Rarely ever true

4 – Often true 1 – Not true at all
Manifestations of speech anxiety 5 4 3 2 1

Shaky hands and knees
Dryness of mouth and throat
Nausea
Indigestion
Excessive perspiration
Queasy stomach
Poor eye contact
Blushing
Fidgeting and extra movement
Elevated heart rate
Quivering lips
Gathering of saliva at mouth‟s rim
Clammy hands
Urgent need of going to the toilet
Ringing ears
Squeaky or unpredictable noise
Lip biting
Part II. Perception and Level of Speech Anxiety
Directions: Rate your perceptions on the following to indicate your perception and your
level of speech anxiety using the following scale:
Description for levels Description for perceptions
5 – Very High 5 –Almost always true

4 – High 4 – Often true
3 – Moderate 3 –Sometimes true
2 – Low 2 - Rarely ever true
1 – Not at all 1 –Not true at all
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5 4 3 2 1 5 4 3 2 1
V
H M L
N Statements A O S R NT
H A T T T T A
While preparing for giving a speech in Oral
Communication in Context, I feel tense and nervous.
I feel tensed when I see the words speech and public
speaking as a requirement on the subject.
My thoughts become confused and jumbled when I am
giving a speech in this subject.
Just after I deliver a speech, I feel that I have had a
pleasant experience.
I get anxious when I think about a speech coming up.
I have no fear of giving a speech or performing our
activities in this subject.
Although I am nervous just before starting a speech or a
performance, I soon settle down after getting started and
feel calm and comfortable.
I look forward to giving a speech or performing an
activity before my classmates and instructor.
When the instructor announces a speaking assignment in
class, I can feel my self-getting tense.
My hands tremble when I am giving speech.
I feel relaxed while giving a speech.
I enjoy preparing for a speech.
I am in constant fear of forgetting what I prepared to
say.
I get anxious if someone asks me about my topic or
report that I do not know.
I have positive outlook of giving a speech with
confidence.
I feel that I am in complete possession of myself while
speaking.
My mind is clear when I am giving a speech.
I do not fear of giving a speech.
I perspire just before starting a speech.
My heart beats very fast just as I start a speech or
presentation.
I experience considerable anxiety while waiting for my
turn to perform or to deliver my speech.
Certain parts of my body feel tense and rigid while I am
speaking or performing my part in the presentation.
Realizing that only a little time remains in a speech
makes me very tense and anxious.
While giving a speech, I control my feelings of tension
and stress.
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I breathe faster just before I start speaking.

I feel comfortable and relaxed the hour or so before my
speech or presentation.
I do poorly on speeches because I am anxious.
I feel anxious when the instructor announces the date of
the speaking assignment.
When I make a mistake, I find it hard to move on and
concentrate on the parts that follow.
During a graded speech or performance, I experience a
feeling of helplessness building up inside me.
I cannot sleep the night before a speech or performance.
My heart beats very fast while I am speaking.
I feel anxious while waiting for my turn to perform or
give my speech.
While giving a speech or performance before my
classmates, I forget facts I really know.
Part III. Perceived Effects of Speech Anxiety on Academic Performance
Directions: Rate the following perceived effects of speech anxiety using the following scale:
5 – Almost always true 2 – Rarely ever true

4 – Often true 1 – Not true at all
Statements 5 4 3 2 1
When I am scheduled to deliver a speech or make a presentation
before my classmates, I still come to class although I have fear in
speaking with audience.
I am afraid in oral performances so I less attend Oral Communication
class.
When my heart rate is higher than usual due to anxiety, I am unable to
express my ideas clearly and fluently.
I can pronounce words clearly and fluently although I stutter while I
deliver a speech.
I forget some parts of my speech because my mind goes blank so
cannot be able to finish my speech.
I participate actively in group discussions although my voice turns
squeaky or unpredictable due to anxiety.
I fail to express my ideas clearly and fluently because when I speak in
front of my classmates, I experience tightness in breathing.
I volunteer to share my ideas although my hands and knees tremble
when I talk before my classmates in speech and oral communication
I keep quiet during recitations because my mouth and lips turns dry
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whenever the instructor asks me to recite.

I come to class when I am assigned to deliver a speech although I feel
nauseated
I share my ideas in class although I perspire excessively when asked
to talk before my classmates
I fail to deliver my speech very well because when I am in front of my
classmates, I keep on fidgeting on my hands
When I am nervous, my lips quiver which make it hard for me to
express my ideas clearly.
When I deliver a speech, I make poor eye contact with my audience.
When my knees tremble, I find it difficult to demonstrate correct
posture.
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C. Transmittal Letter
March 9, 2017
MERTHEL M. EVARDOME, CESO VI

Schools ivision Superintendent
Division of Quezon
Talipan, Pagbilao
Madam:
Greetings of peace!
The undersigned is a student of Master of Arts in Education, Major in Educational

Management at Manuel S. Enverga University Foundation, Lucena City. Currently, I am
working on my thesis entitled: “Speech Anxiety and Academic Performance in Oral
Communication in Context among Grade 11 Students of Polillo National High School:
Basis for Instructional Design”.
In this regard, I am seeking permission from your good office to allow me to conduct and
administer my research instrument among Grade 11 Students of Polillo National High
School.
Rest assured that I shall not alter any schedule and that data will be used for professional
purposes only. Likewise, any sensitive information will be treated with utmost
confidentiality and will not affect the individual performance of the students.
Thank you very much and more power.
Very truly yours,

___ (sgd) ___
MYLEN D. AZAGRA
Researcher
Noted:
___ _(sgd) ______
FELIXBERTO M. MERCADO
OIC Principal
Recommending Approval:
_______(sgd)
FRANCISCO D. OBLEA
PSDS Polillo District
Lucena City
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March 9, 2017
GLORIA I. ZAFE
OIC Principal
Polillo National High School
Madam:
Greetings of peace!
The undersigned is a student of Master of Arts in Education, Major in Educational

Management at Manuel S. Enverga University Foundation, Lucena City. Currently, I am
working on my thesis entitled: “Speech Anxiety and Academic Performance in Oral
Communication in Context among Grade 11 Students of Polillo National High School:
Basis for Instructional Design”.
In this regard, I am seeking permission from your good office to allow me to conduct and
administer my research instrument among Grade 11 Students.
Rest assured that I shall not alter any schedule and that data will be used for professional
purposes only. Likewise, any sensitive information will be treated with utmost
confidentiality and will not affect the individual performance of the students.
Thank you very much and more power.
Very truly yours,
___(sgd)___
MYLEN D. AZAGRA
Researcher
Approved:
____(sgd) ______
GLORIA I. ZAFE
OIC Principal
Lucena City
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D. Informed Consent
INSTITUTE OF GRADUATE STUDIES AND RESEARCH
INFORMED CONSENT
In signing this document, I, _________________________________________, am giving

my consent to be interviewed by MYLEN D. AZAGRA from the Institute of Graduate
Studies and Research of MS Enverga University Foundation. I understand that I will be part
of a research on SPEECH ANXIETY AND ACADEMIC PERFORMANCE IN ORAL
COMMUNICATION IN CONTEXT AMONG GRADE 11 STUDENTS OF POLILLO
NATIONAL HIGH SCHOOL: BASIS FOR INTERVENTION PROGRAM.
I understand that I will be interviewed at a place and time convenient to me and that the
researcher/s may contact me for more information in the future.
I understand that I was selected to participate in this study because I am a [√] student/ [ ]
teacher / [ ] administrator of Polillo National High School.
This interview was granted freely. I have been informed that the interview is entirely
voluntary, and that even after the interview begins I can refuse to answer any specific
questions or decide to terminate the interview at any point. I have been told that my answers
to questions will not be given to anyone else and no reports of this study will identify me in
any way. I have also been informed that my participation or nonparticipation or my refusal
to answer questions will have no effect on the services I or any member of the family may
receive from education services providers.
I understand that the results of this research will be given to me if I ask for them and that the
researcher, MYLEN D. AZAGRA, is the person to contact if I have any questions about the
study or about my rights as a study participant. The researcher can be reached through
mobile number 09497675482 or through email at mylen.azagra@deped.gov.ph.
___________________________ _______________________________
Date Respondent’s Signature
_______________________________
Researcher’s Signature
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E. Statistical Computation
FREQUENCIES VARIABLES=A1 A2 A3 B1 B2 B3 C1
/STATISTICS=MEAN MEDIAN MODE
/ORDER=ANALYSIS.
Frequencies
Notes
Output Created 29-APR-2017 13:42:38

Comments
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Consultancy Finished\Thesis -
Azagra.sav
Active Dataset DataSet1
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data
247
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Missing Value Handling Definition of Missing User-defined missing values are
treated as missing.
Cases Used Statistics are based on all cases with
valid data.
Syntax FREQUENCIES VARIABLES=A1 A2
A3 B1 B2 B3 C1
/STATISTICS=MEAN MEDIAN
MODE
/ORDER=ANALYSIS.
Resources Processor Time 00:00:00.00
Elapsed Time 00:00:00.00

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Statistics
Place of Learning Last School

Age Sex Origin Track Gen Ave Attended
N Valid 213 215 211 247 214 210
Missing 34 32 36 0 33 37
Mean 17.1549 1.5070 12.7251 83.0327 1.29
Median 17.0000 2.0000 13.0000 83.0000 1.00
Mode 17.00 2.00 19.00 83.00 1
Statistics
Are handicapped by any illness or accident?
N Valid 215
Missing 32
Mean 2.0000
Median 2.0000
Mode 2.00
Frequency Table
Age
Cumulative
Frequency Percent Valid Percent Percent
Valid 12.00 1 .4 .5 .5
14.00 1 .4 .5 .9
15.00 1 .4 .5 1.4
16.00 42 17.0 19.7 21.1
17.00 111 44.9 52.1 73.2
18.00 36 14.6 16.9 90.1

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19.00 17 6.9 8.0 98.1
20.00 3 1.2 1.4 99.5
23.00 1 .4 .5 100.0
Total 213 86.2 100.0

Missing System 34 13.8
Total 247 100.0
Sex
Cumulative
Valid Male 106 42.9 49.3 49.3
Female 109 44.1 50.7 100.0
Total 215 87.0 100.0

Total 247 100.0
Place of Origin
Cumulative
Valid Anawa 8 3.2 3.8 3.8
Bislian 8 3.2 3.8 7.6
Libjo 10 4.0 4.7 12.3
Sabang 2 .8 .9 13.3
Atulayan 14 5.7 6.6 19.9
Bucao 2 .8 .9 20.9
Pamatdan 5 2.0 2.4 23.2
Salipsip 3 1.2 1.4 24.6
Canicanian 3 1.2 1.4 26.1
Pilion 5 2.0 2.4 28.4
Sibulan 44 17.8 20.9 49.3
Bañadero 13 5.3 6.2 55.5
Kalubakis 1 .4 .5 55.9
Lucena City
Revision No.: 1
Reviewed by: QMR
Pinaglubayan 12 4.9 5.7 61.6
Tamulaya 4 1.6 1.9 63.5
Binibitinan 5 2.0 2.4 65.9
Languyin 14 5.7 6.6 72.5
Poblacion 55 22.3 26.1 98.6
Taluong 3 1.2 1.4 100.0
Total 211 85.4 100.0

Total 247 100.0
Learning Track
Cumulative
Valid 32 13.0 13.0 13.0
GAS 174 70.4 70.4 83.4
TVL 41 16.6 16.6 100.0
Total 247 100.0 100.0
Gen Ave
Cumulative
Valid 75.00 16 6.5 7.5 7.5
76.00 9 3.6 4.2 11.7
77.00 6 2.4 2.8 14.5
78.00 12 4.9 5.6 20.1
79.00 11 4.5 5.1 25.2
80.00 14 5.7 6.5 31.8
81.00 21 8.5 9.8 41.6
82.00 10 4.0 4.7 46.3
83.00 23 9.3 10.7 57.0

84.00 12 4.9 5.6 62.6
85.00 13 5.3 6.1 68.7

Lucena City
Revision No.: 1
Reviewed by: QMR
86.00 7 2.8 3.3 72.0
87.00 12 4.9 5.6 77.6
88.00 12 4.9 5.6 83.2
89.00 6 2.4 2.8 86.0
90.00 18 7.3 8.4 94.4
91.00 6 2.4 2.8 97.2
92.00 5 2.0 2.3 99.5
93.00 1 .4 .5 100.0
Total 214 86.6 100.0

Total 247 100.0
Last School Attended
Cumulative
Valid PNHS 184 74.5 87.6 87.6
LANGUYIN EXTENSION 10 4.0 4.8 92.4
MCSP 3 1.2 1.4 93.8
Taluong National Highschool 7 2.8 3.3 97.1

5 6 2.4 2.9 100.0
Total 210 85.0 100.0

Total 247 100.0
Are handicapped by any illness or accident?
Cumulative
Valid No 215 87.0 100.0 100.0

Total 247 100.0
Lucena City
Revision No.: 1
Reviewed by: QMR
DESCRIPTIVES VARIABLES=D1 D2 D3 D4 D5 D6 D7 D8 D9 D10 D11 D12 D13 D14 D15

D16 D17
/STATISTICS=MEAN STDDEV MIN MAX
/SORT=MEAN (D).
Descriptives
Notes

Comments
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D13 D14 D15 D16 D17
/STATISTICS=MEAN STDDEV MIN
MAX
/SORT=MEAN (D).

Lucena City
Revision No.: 1
Reviewed by: QMR
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Elevated heart rate 215 1.00 5.00 3.2186 1.17753

Shaky hands and knees 215 1.00 5.00 3.1674 1.10219
Clammy Hands 215 1.00 5.00 2.9395 1.23465
Poor eye contact 215 1.00 5.00 2.9349 1.14199
Fidgeting and extra
215 1.00 5.00 2.9163 1.07324
movement
Excessive perspiration 215 1.00 5.00 2.8465 1.15592
Squeky or unpredictable
215 1.00 5.00 2.7860 1.14826
noise
Lip biting 215 1.00 5.00 2.6605 1.16051
Blushing 215 1.00 5.00 2.6558 1.07332
Dryness of mouth and throat 215 1.00 5.00 2.6000 1.03581
Ringing ears 215 1.00 5.00 2.5814 1.16074
Quivering lips 215 1.00 5.00 2.5209 1.17540
Urgent need of going to the
215 1.00 5.00 2.2651 1.15986
toilet
Quesy stomach 215 1.00 5.00 2.1674 1.09794
Gathering of saliva at
215 1.00 5.00 2.0558 1.13839
mouth's rim
Indigestion 215 1.00 5.00 2.0093 1.10644
Nausea 215 1.00 5.00 1.9349 1.06580
Valid N (listwise) 215
Lucena City
Revision No.: 1
Reviewed by: QMR
DESCRIPTIVES VARIABLES=EA1 EA2 EA3 EA4 EA5 EA6 EA7 EA8 EA9 EA10 EA11 EA12
EA13 EA14 AE15 EA16 EA17
EA18 EA19 EA20 EA21 EA22 EA23 EA24
/SORT=MEAN (D).
Descriptives
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EA16 EA17
EA18 EA19 EA20 EA21 EA22 EA23
EA24
MAX
/SORT=MEAN (D).

Lucena City
Revision No.: 1
Reviewed by: QMR
Although I am nervous just

before starting a speech or
a performance, I soon settle
215 1.00 5.00 3.7860 1.05494
down after getting started
and feel calm and
comfortable
Just after I deliver a speech,
I feel that I have had a 215 1.00 5.00 3.6372 1.02242
pleasant experience
Realizing that only a little
time remains in a speech
215 1.00 6.00 3.5116 1.10589
makes me very tense and
anxious
My hands tremble when I
215 1.00 5.00 3.4884 1.03156
am giving speech
I look forward to giving
speech or performing an
215 1.00 5.00 3.3535 1.03926
activity before my
classmates and instructor
I get anxious when I think
215 1.00 5.00 3.3070 1.01332
about a speech coming up
While giving a speech, I
control my feelings of 215 1.00 5.00 3.2977 .94954
tension and stress
My mind is clear when I am
215 1.00 5.00 3.2791 1.07923
giving a speech
My heart beats very fast as I
start a speech or 215 1.00 5.00 3.2326 1.05541
presentation
I feel that I am in complete
possession of myself while 215 1.00 5.00 3.2279 1.02272
speaking
I do not fear of giving a
215 1.00 6.00 3.2279 .97116
speech
I enjoy preparing a speech 215 1.00 5.00 3.2233 1.03057
Lucena City
Revision No.: 1
Reviewed by: QMR
While preparing for giving a

speech in Oral
215 1.00 5.00 3.1953 1.11027
Communication in Context, I
feel tense and nervous.
I have no fear of giving a
speech or performing our 215 1.00 5.00 3.1907 .97440
activities in this subject
Certain parts of my body
feel tense and rigid while I
215 1.00 5.00 3.1814 1.07635
am speaking or performing
my party in the presentation
I feel tense when I see the
words speech and public
215 1.00 5.00 3.1070 1.05134
speaking as a requirement
on the subject.
My thoughts become
confused and jumbled when
215 1.00 6.00 3.1070 1.11603
I am giving a speech in this
subject
I am in constant fear of
forgetting what I prepared to 215 1.00 5.00 3.0884 1.05751
say
I have positive outlook of
giving a speech with 215 1.00 5.00 3.0837 1.02878
confidence
I perpire just before starting
215 1.00 5.00 3.0791 .99451
a speech
I experience considerable
anxiety while waiting for my
215 1.00 5.00 3.0558 .94060
turn to perform or to deliver
my speech
When the instructor
announces a speaking
215 1.00 5.00 2.9395 1.09419
assignment in class, I can
feel my self-getting tense
I get anxious if someone
asks me about my topic or 215 1.00 5.00 2.8977 1.05403
report that I do not know
Lucena City
Revision No.: 1
Reviewed by: QMR
I feel relaxed while giving a

215 1.00 5.00 2.8698 .97241
speech
DESCRIPTIVES VARIABLES=EA25 EA26 EA27 EA28 EA29 EA30 EA31 EA32 EA33 EA34
EB1 EB2 EB3 EB4 EB5 EB6
EB7 EB8 EB9 EB10 EB11 EB12 EB13 EB14 EB15 EB16 EB17 EB18 EB19 EB20
EB21 EB22 EB23 EB24
/SORT=MEAN (D).
Descriptives
Notes

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Lucena City
Revision No.: 1
Reviewed by: QMR
Syntax DESCRIPTIVES VARIABLES=EA25

EA26 EA27 EA28 EA29 EA30 EA31
EA32 EA33 EA34 EB1 EB2 EB3 EB4
EB5 EB6
MAX
/SORT=MEAN (D).
Although I am nervous just

before starting a speech or
a performance, I soon settle
215 1.00 5.00 3.4837 1.24872
down after getting started
and feel calm and
comfortable
I do not fear of giving a
215 1.00 5.00 3.3535 1.11727
speech
I feel comfortable and
relaxed the hour or so
215 1.00 5.00 3.3209 1.05205
before my speech or
presentation
My hands tremble when I
215 1.00 5.00 3.2698 1.16080
am giving speech
I experience considerable
anxiety while waiting for my
215 1.00 5.00 3.1953 1.12282
turn to perform or to deliver
my speech
Lucena City
Revision No.: 1
Reviewed by: QMR
I feel tense when I see the

words speech and public
215 1.00 5.00 3.1860 1.01059
speaking as a requirement
on the subject.
My heart beats very fast
215 1.00 5.00 3.1860 1.00130
while I am speaking
My heart beats very fast as I
start a speech or 215 1.00 5.00 3.1767 1.09648
presentation
While preparing for giving a
speech in Oral
215 1.00 5.00 3.1767 1.08362
Communication in Context, I
feel tense and nervous.
I perpire just before starting
215 1.00 5.00 3.1581 1.09933
a speech
I breathe fast just before I
215 1.00 22.00 3.1535 1.65752
start speaking
My mind is clear when I am
215 1.00 5.00 3.1488 1.19038
giving a speech
My thoughts become
confused and jumbled when
215 1.00 5.00 3.1442 1.00124
I am giving a speech in this
subject
I do poorly on speeches
215 1.00 5.00 3.1302 .97720
because I am anxious
I feel anxious while waiting
for my turn to perform or 215 1.00 5.00 3.1302 1.00548
give my speech
I feel that I am in complete
possession of myself while 215 1.00 5.00 3.1116 1.13426
speaking
Realizing that only a little
time remains in a speech
215 1.00 5.00 3.1023 1.27108
makes me very tense and
anxious
Lucena City
Revision No.: 1
Reviewed by: QMR
I feel anxious when the

instructor announces the
215 1.00 5.00 3.0977 1.04333
date of the speaking
assignment
During a graded speech or
performance, I experience a
215 1.00 6.00 3.0558 .97953
feeling of helplessness
building up inside me
I have positive outlook of
giving a speech with 215 1.00 5.00 3.0558 1.21002
confidence
I feel relaxed while giving a
215 1.00 5.00 3.0512 1.09467
speech
I cannot sleep the night
before a speech or 215 1.00 5.00 3.0326 1.09539
performance
I get anxious if someone
asks me about my topic or 215 1.00 5.00 3.0186 1.16796
report that I do not know
I look forward to giving
speech or performing an
215 1.00 5.00 3.0140 1.11690
activity before my
classmates and instructor
control my feelings of 215 1.00 5.00 2.9721 1.12705
tension and stress
When the instructor
announces a speaking
215 1.00 5.00 2.9442 1.19838
assignment in class, I can
feel my self-getting tense
When I make a mistake, I
find it hard to move on and
215 1.00 5.00 2.9349 1.00254
concentrate on the parts
that follow
Just after I deliver a speech,
I feel that I have had a 215 1.00 5.00 2.9070 1.27547
pleasant experience
I enjoy preparing a speech 215 1.00 5.00 2.8558 1.11601
Lucena City
Revision No.: 1
Reviewed by: QMR
Certain parts of my body

feel tense and rigid while I
215 1.00 5.00 2.8465 1.22271
am speaking or performing
my party in the presentation
I am in constant fear of
forgetting what I prepared to 215 1.00 5.00 2.8372 1.17470
say
I get anxious when I think
215 1.00 5.00 2.7721 1.12290
about a speech coming up
I have no fear of giving a
speech or performing our 214 1.00 5.00 2.7710 1.06542
activities in this subject
While giving a speech or
performance before my
215 1.00 5.00 2.6558 1.12850
classmates, I forget facts I
really know
DESCRIPTIVES VARIABLES=EB24 EB25 EB26 EB27 EB28 EB29 EB30 EB31 EB32 EB33
EB34 F1 F2 F3 F4 F5 F6 F7
F8 F9 F10 F11 F12 F13 F14 F15
/SORT=MEAN (D).
Descriptives
Notes

Comments
Azagra.sav
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Lucena City
Revision No.: 1
Reviewed by: QMR
Weight <none>
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247
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treated as missing.
Syntax DESCRIPTIVES VARIABLES=EB24
EB31 EB32 EB33 EB34 F1 F2 F3 F4
F5 F6 F7
F8 F9 F10 F11 F12 F13 F14 F15
MAX
/SORT=MEAN (D).
I can pronounce words

clearly and fluently although
215 1.00 5.00 3.7395 1.08820
I stutter while I deliver a
speech
I keep quite during
recitations because my
mouth and lips turns dry 215 1.00 5.00 3.4419 1.02086
whenever the instructor
asks me to recite
When I am nervous, my lips
quiver which make it hard
215 1.00 5.00 3.3442 1.12850
for me to express my ideas
clearly
Lucena City
Revision No.: 1
Reviewed by: QMR
I do poorly on speeches
215 1.00 5.00 3.3163 1.08191
because I am anxious
I participate actively in group
discussions although my
215 1.00 5.00 3.3163 .99647
voice turns squeaky or
unpredictable due to anxiety
I fail to express my ideas
clearly and fluently because
when I speak in front of my 215 1.00 5.00 3.2512 .93838
classmates, I experience in
tightness in breathing
When I deliver a speech, I
make poor eye contact with 215 1.00 5.00 3.1814 1.06763
my audience
I share my ideas in class
although I perspire
215 1.00 5.00 3.1163 1.05921
excessively when asked to
talk before my classmates
When I make a mistake, I
find it hard to move on and
215 1.00 5.00 3.0698 1.09364
concentrate on the parts
that follow
I volunteer to share my
ideas although my hands
and knees tremble when I
215 1.00 5.00 3.0419 1.04260
talk before my classmates in
speech and oral
communication
I come to class when I am
assigned to deliver a speech 215 1.00 5.00 2.9767 1.08706
although I feel nauseated
When I am scheduled to
deliver a speech or make a
presentation before my
215 1.00 5.00 2.9721 1.29671
classmates, I still come to
class although I have fear in
speakin with audience
Lucena City
Revision No.: 1
Reviewed by: QMR

control my feelings of 215 1.00 5.00 2.9721 1.12705
tension and stress
My heart beats very fast
215 1.00 5.00 2.9674 1.16565
while I am speaking
I feel comfortable and
relaxed the hour or so
215 1.00 5.00 2.9395 1.14429
before my speech or
presentation
When my knees tremble, I
find it difficult to 215 1.00 5.00 2.9349 1.02558
demonstrate correct posture
When my heart rate is
higher than usual due to
anxiety, I am unable to 215 1.00 5.00 2.9256 1.16973
express my ideas clearly
and fluently
I fail to deliver my speech
very well because when I
am in front of my 215 1.00 5.00 2.8977 1.03162
classmates, I keep on
fidgeting on my hands
During a graded speech or
performance, I experience a
215 1.00 5.00 2.8930 1.13265
feeling of helplessness
building up inside me
I am aftraid in oral
performances so I less 215 1.00 5.00 2.8605 1.14348
attend Oral Co
I cannot sleep the night
before a speech or 215 1.00 5.00 2.8465 1.21119
performance
I feel anxious when the
instructor announces the
215 1.00 5.00 2.8326 1.20740
date of the speaking
assignment
I breathe fast just before I
215 1.00 5.00 2.8279 1.21638
start speaking
Lucena City
Revision No.: 1
Reviewed by: QMR
I feel anxious while waiting

for my turn to perform or 215 1.00 5.00 2.8233 1.15460
give my speech
While giving a speech or
performance before my
215 1.00 5.00 2.5953 1.22244
classmates, I forget facts I
really know
I forget some parts of my
speech because my mind
214 1.00 5.00 2.3458 1.25674
goes blank so cannot be
able to finish my speech

Speech Anxiety and Academic Performance

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Speech Anxiety and Academic Performance

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Document Code: DCAVRKMI-F-GRFR

MANUEL S. ENVERGA UNIVERSITY FOUNDATION

SPEECH ANXIETY AND ACADEMIC PERFORMANCE IN ORAL COMMUNICATION

IN CONTEXT AMONG GRADE 11 STUDENTS OF POLILLO NATIONAL HIIGH

SCHOOL: BASIS FOR AN INTERVENTION PROGRAM

Presented to the Faculty of the Institute of Graduate Studies and Research

Manuel S. Enverga University Foundation

In Partial Fulfillment of the Requirements

for the Degree Masters of Arts in Education

Major in Educational Management

This master‟s thesis hereto entitled:

SPEECH ANXIETY AND ACADEMIC PERFORMANCE IN ORAL

prepared and submitted by MYLEN D. AZAGRA in partial fulfillment of the requirements

FELIXBERTO M. MERCADO, PhD

Approved by the Committee on Oral Examination on ____________________ with a grade

BENILDA N. VILLENAS, PhD

CLAUDIA ODETTE J. AYALA, PhD JOSELINA T. BAYLONGO, EdD

BENILDA N. VILLENAS, PhD

Title Page ................................................................................................. 1

Approval Sheet ................................................................................................. 2

Table of Contents ................................................................................................. 3

List of Figures and Tables ......................................................................................... 5

Rationale of the research ........................................................................................ 9

3. Description of Method or Approach ..................................................................... 63

Research design ................................................................................................. 63

4. Results and Discussion ......................................................................................... 71

Appendices ................................................................................................. 102

A. Curriculum Vitae of the Researcher ................................................................ 102

List of Figures and Tables

Figure Title Page

1 Oral Communication Model 55

2 Conceptual Paradigm of the Study 70

Table Title Page

1 Socio-demographic Profile of the Respondents 71

2 School-Related Profile of the Respondents 74

3 Personality Make-up of the Respondents 77

4 Manifestation of Speech Anxiety Experienced by Students

5 Respondents‟ Perception on Speech Anxiety 80

6 Respondents‟ Level of Speech Anxiety 82

7 Academic Performance of the Respondents in Oral Communication

8 Perceived Effect of Speech Anxiety on the Academic Performance

9 Significant Relationship between Students‟ Level of Speech Anxiety

enthusiasm throughout the making of this study.

wisdom, knowledge, strength, good health all throughout the process;

valuable suggestions and constructive comments in preparing this study;

Committee on Oral Examination, for the motivation, encouragement, constructive criticisms

and suggestions to improve the paper;

treatment and encouragement given to the researcher;

the conduct of the study;

To the Grade 11 student-respondents of Polillo National High School, for the

honest answer and cooperation in answering the questionnaires; and

researcher‟s sincere thanks and deep appreciation.

Research Title: SPEECH ANXIETY AND ACADEMIC PERFORMANCE IN

Name of Researcher : Mylen D. Azagra

coefficient (Pearson r) were used in analyzing and interpreting the data.

academic performance. There is a need to conduct further studies on other group of

terms of speech anxiety.

Key words: speech anxiety, oral communication, communication skill

Rationale of the research

took a step in making a milestone by implementing the K to 12 curriculum in response to the

of Filipinos academically. This implementation aimed to produce holistically developed

medicine, etc. use English language as a means of communications. As stated by Kachru

as a primary goal for learning (Lightbown & Spada, 1993).

Unfortunately, in communicating orally in English, students usually encounter varied