Negative Factors in Recitation

St.
Francis Technical Institute

Center For Development, Training, and Competency Assessment, Inc.
0030 Zapote St. PHHC Area- D, Camarin, Caloocan City
(02) 514 5119/ 0905 670 6848
stfranciscollegedept@gmail.com
THE NEGATIVE FACTORS AFFECTING THE APPREHENSIVENESS IN

RECITATION IN GRADE 12 STUDENT IN ST. FRANCIS TECHNICAL
INSTITUTE
SY.2019-2020
A Research Paper Presented to the Faculty of the Senior High School of St.
Francis Technical Institute
Camarin Caloocan City
In Partial Fulfillment of Requirement in Senior High School
BY:
ADONAIS, JAYSON
FLORALDE, PAULO
JUDIT, JOHN JERICK
LUMAWON, AERON A.
MACARILAY, MARK RYAN P.

ZUNIEGA. NESTOR E.
St. Francis Technical Institute
(02) 514 5119/ 0905 670 6848
CERTIFICATION
This research entitled THE NEGATIVE FACTORS AFFECTING THE

APPREHENSIVENESS IN RECITATION IN GRADE 12 STUDENT IN ST. FRANCIS
TECHNICAL INSTITUTE prepared and submitted by ADONAIS, JAYSON FLORALDE,
PAULO JUDIT, JOHN JERICK LUMAWON, AERON,MACARILAY MARK RYAN P.
ZUNIEGA. NESTOR E.
in partial fulfillment of the requirements in senior high school has been examined and
recommended for Practical Research 1.
HONEY BORLEO
Adviser
APPROVAL
Approved by the panel on oral examination on , 2019 with the grade of
Mrs. Maricel Timuat-Marayag

Principal
Accepted in partial fulfillment of the requirements in Senior High School.
HONEY BORLEO,LPT
Adviser
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CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this research paper entitled THE
NEGATIVE FACTORS AFFECTING THE APPREHENSIVENESS IN RECITATION
IN GRADE 12 STUDENT IN ST. FRANCIS TECHNICAL INSTITUTE SY:2019-2020 for
the Grade 12 students in St. francis technical institute that embodies the result of original and
scholarly work carried one out by the researchers. This research paper does not contain words or
ideals taken from published on written works that were accepted as basics for the award of a
degree from any higher educational institution except when proper referencing or
acknowledgement were made.
ADONAIS, JAYSON
FLORALDE, PAULO
JUDIT, JOHN JERICK
LUMAWON, AERON
MACARILAY, MARK RYAN P
.ZUNIEGA. NESTOR E.
(02) 514 5119/ 0905 670 6848
ACKNOWLEDGEMENT
The researchers are extending their sincere appreciation and gratitude to the following
people who helped to reach this point.
First of all to their thesis- adviser and mentor Ms. Honey Borleo who from the beginning, has
provided them her time, effort, support and assistance during the conduct of their research.
To Eng.Rrey Guimbangunan, the president of St. Francis Technical Institute for making the
SFTI a conductive place for conducting the study..
To The Officer In-Charge and to the Faculty of the St. Francis Technical Institute for
persistency in handling all the students for the guidance in reassuring safeness and security of
the students in conducting this study;
To the St francis technical institute principal Mrs. Maricel Timuat Marayag for accepting our
request to conduct our study and let us partly consume their student's time;
To our Class Adviser, Mr. Keneth Abadilla Lavador for believing, us and giving support until
the very end of making research paper.
To all the Senior High School Students of St. Francis Technical Institute for being kind and for
giving their time in conducting an interview.
To all Researcher's Family for their support, for providing our financial needs and for their
prayers that strengthened us while doing this research.
Above all, to Our Almighty God, the most powerful and merciful being of all who provided,
guided, and helped us through His unfailing love, grace, wisdom, and knowledge.
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ABSTRACT
Title THE NEGATIVE FACTORS AFFECTING THE APPREHENSIVENESS

IN RECITATION IN GRADE 12 STUDENT IN ST. FRANCIS TECHNICAL INSTITUTE
SY.2019-2020
Researchers ADONAIS, JAYSON
FLORALDE, PAULO
JUDIT, JOHN JERICK
LUMAWON, AERON
MACARILAY, MARK RYAN P
.ZUNIEGA. NESTOR E.
Institute St. Francis Technical Institute
Degree Senior High School
Year 2020
Adviser Ms. Honey Borleo
This study focuses on The Negative factors affecting the apprehensiveness in recitation
in grade 12 students in St. francis technical institute senior high school This research used
structured interview on gathering the information. Structured interview shows that the
respondents will only answer the questions based on their perspective and point of view about
quantitative research on survey. The summary of findings shows that the. Negative factors
affecting the apprehensiveness in recitation will help the student to improve the apprehension to
students
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TABLE OF CONTENTS
PAGE
Title page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Certification and Approval Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Certification of Originality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...v
Table of contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii
CHAPTER 1: THE PREOBLEM AND ITS BACKGROUND
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Scope and Limitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Definition of Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
CHAPTER 2: REVIEW OF RELATED LITERATURES AND STUDIES
Foreign Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Local Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Local Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
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CHAPTER 3: RESEARCH METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Research Method………………………………………………………………..… 20
Sampling Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Respondent of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Instrumentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Data Gathering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION
Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
BIBLIOGRAPHY/REFFERENCES/WORK CITED . . . . . . . . . . . . . . . . . . . . . . . . . . 39
APPENDICES
Appendix 1 Letter of Approval . . . . . . . . . . . . . . . . . 40
Appendix 2 Survey Questionnaire . . . . . . . . . . . . . . 41
PROFILE OF THE RESEARCHERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

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CHAPTER1
THE PROBLEM AND ITS BACKGROUND
A. INTRODUCTION
We are the researchers that want to know what is the reason why some
student have an anxiety in case of recitation in particular subject. Because it can be
hard to them to pass their grades if there have anxiety in recitation
B. Background of the study

Anxiety is explained as a sort of fear that is manifested by visual signs. Speaking anxiety
as a fear of expressing one self orally which can be recognized by the physiological signs
mentioned above it is must likely that these signs can abstract and inhibit one’s ability to speak
since a person who experience that kind of anxiety will not be able to focus on – the speaking
process
Self – esteem is known to play a role in social anxiety while lowered self – esteem may put
you at risk it can also made you feel worse about yourself. In this way there two affliction
interact to continue a negative cycle. Low self –esteem can create anxiety and loneliness which
only ten forces your negative factors of being experience failure he or she will rather remain
quiet than take the risk of failing again
C. STATEMENT OF THE PROBLEM

This research seeks to asssers the awarenesss of factors affecting the apprehensiveness
when dealing recitation in selected grade 12 students in terms of;
1. What is demographic profile of apprehensiveness in academic performance in terms with

grade 12 students
1.1 Age
1.2 Gender
1.3 Religion
1.4 Family problem
1.5 Salary income
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2. What are the factors affecting the apprehensiveness to selected grade 12 student in academic
performance in terms of
2.1 Gender
2.2 Age
2.3 Birth order
2.4 Grade level
2.5 Judgement
3. What are the daily academic performance of the grade 12 students
3.1 Grades
3.2 Socialization
3.3 Class standing
4. What are the negative affects the apprehensiveness of grade 12 student in academic
performance
4.1 Judgement
4.2 lacks in confidence
4.3 Dependent
4.4 preperence
5. What is the out come of negative effects of being apprehensiveness in academc performance
in terms of recitation in selected Gr.12 students in St. Francis technical institute
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D. Significant of the study

The researchers conducted this study to find out answer of what will be the negative factors
affecting the apprehensiveness in recitation.
 To student – It will give knowledge about the negative factors affecting the
apprehensiveness in recitation
 To teacher – It will give awareness that some student have anxiety in recitation
 To guidance – The result of the study can give form hint
 To parents – It will give them a reason to comfort there children
E. School Administration
The students will able to
F. Researchers
G. Hypothesis
There is no significant difference the negative factors effecting the apprehensiveness in
academic performance in terms of recitation in selected grade 12 students in St. Francis technical
institute S.Y 2019-2020
H. Scope and delimition

This study focuses on the negative factors affect the apprehensiveness og grade 12 students in
academic performance in St. Francis technical institute are the respondent grade 12 students
within the chosen school the study from the month of june 2019 and will be fnish in October
2019
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CHAPTER II
Review O Related Literature And Studies
A. Foreign Literature
2.1 Apprehensive in recitation has become an increasingly important aspect of engaging
students in higher education. Current students in higher education are of the Millennial
generation and are constantly seeking interaction. As educators struggle to find the appropriate
mix of strategies in order to raise participation levels in the classroom, it is important to look at
existing research in order to gain an understanding of what defines participation as well as
factorsthat affect participation both directly and indirectly in the classroom. (Roehling et al.,
2011)
2.2 Shyness is an emotional thing that many students suffer from at some time when they are
required to speak in English class. This indicates that shyness could be a source of problem in
students’ learning activities in the classroom especially in the class of speaking. Therefore,
paying attention on this aspect is also quite important in order to help the students do their
best in their speaking performance in the classroom (GEBHAR, 2000). In line with this, Baldwin
(2011) further explains that speaking in front of people is one of the more common phobias
that students encounter and feeling of shyness makes their mind go blank or that they will
forget what to say. This theory is also supported by the result of this research in which most
students fail to perform the speaking performance at their best. As they say, their inability to
show their ability in speaking is also influenced much by their feeling of shyness. In other
words, it can be said that shyness plays an important role in speaking performance done by the
students.
2.3 It is mentioned in the literature that, naturally, to speak means to produce some words
representing one’s ideas. It is a process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998 in Kayi, 2006). In line with
this issue, there have been some relevant researches conducted. Burns and Joyce in Nunan
(2000); Schwartz (2005); and Thornbury (2005) argue that psychological factors such as anxiety
or shyness, lack of confidence, lack of motivation, and fear of mistakes are the factors
commonly that hinder students from speaking. Another study conducted by Koichi Sato (2003)
finds that students of English are not highly competent in speaking because of their fear of
making mistakes. The same finding is also shared by another research conducted by Ballard
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(1996, in JIN Yan-hua, 2007) who finds that students fail to join in the English discussion
because of their vocabulary problems and fear of making mistakes resulting in their inability to
speak English well. In addition, she says that students find speaking English a stressful activity
especially if they have toperform something using English. The finding above confirms the
results of this study as will be explained in part of the result findings
2.4 Feyten (2000) conducted a study to examine whether there is a relationship between
listening ability and foreign language proficiency, between listening ability and foreign language
listening comprehension skills, and between listening ability and foreign language oral
proficiency skills. The results show that there is a significant relationship between listening
ability and foreign language proficiency; between listening ability and foreign language listening
comprehension skills; and between listening ability and foreign language oral proficiency skills.
Bozorgian (2012) carried out a study to examine the relationship of listening skill with other
language skills. The results of his study indicate a close correlation between listening
comprehension and language proficiency. He states that the higher the listening score, the
better the speaking score. Lukitasari (2008) conducted a study focusing on the students’
strategies in overcoming speaking problems in speaking class. The population of her study was
the first semester students of Muhammadiyah University of Malang in Indonesia. The results of
her study suggest that in speaking class, the students faced some speaking problems including
inhibition, nothing to say, low or uneven participation and mother tongue use. The findings of
the study also reveal that the students’ speaking performance was not good because they did
not master the three elements of speaking namely vocabulary, grammar and pronunciation.
2.5 Park & Lee (2005) examine the relationships between second language learners’ anxiety,
self-confidence and speaking performance. The participants of their study were one hundred
and thirty two Korean college students who enrolled the English conversation classes. The
results of their study indicated that learners’ anxiety level was negatively related to their oral
performance. Tanveer (2007) investigates the factors that cause language anxiety for twenty
language learners in learning speaking skills and the influence of anxiety on communication in
the target language and his result is similar to what Park & Lee (2005) figure out. The findings
suggested that students’ feeling of stress, anxiety or nervousness may impede their language
learning and performance abilities. He cites that “the higher the anxiety, the lower the
performance
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B. Local literature
2.6 2005), build confidence, and learn by being able to apply theory to their own lives (Chickering &
Gamson, 1987). Although based on existing research there are numerous benefits to participation, there
are still very few students who do participate and an insufficient amount of class time is devoted to
classroom discussion (Fritschner, 2000). Both students and professors recognize the benefits or
classroom participation however, Wade (1994) indicated that students would like the opportunity to be
able to participate more in their classes in order to capitalize on the advantages. Over half of students
do not participate and the few that do are the ones that do so repeatedly indicating that they dominate
the discussion. Karp & Yoels (1976) characterized this as the “consolidation of responsibility” (p. 429).
2.7 peer evaluation methods, students tend to award themselves and each other, with higher grades
than the professor would allocate (Dancer & Kamvounias, 2005; Gopinath, 1999). Fritschner (2000)
explains that this is due to professors and students having different understandings of participation and
that these nuances would lead to a difference in grading criteria resulting in different overall results.
While there are others that can be included in rating student participation, such as tutors and observers,
this is not common (Armstrong & Boud, 1983
2.8 if they feel that what they have to say is important and interesting. Neer and Kircher (1989) added
that students dealing with classroom apprehension felt more comfortable participating only when they
became familiar with their peers and therefore felt more comfortable in expressing themselves. The
authors explained that classroom apprehension can be mitigated by allowing students to prepare for
discussion prior to class. By doing so, they become more comfortable with the subject matter and can
organize their thoughts so that they would be able to participate in classroom discussion. This can be
done through homework (Fassinger, 1995), readings (Cohen, 1991), role play with classmates, and
brainstorming. Furthermore, students who are not native English speakers are less likely to participate in
classroom discussion in English due to a lack of confidence in their language abilities thus lowering the
level of participation in the classroom (Kao & Gansneder, 1995; Tatar, 2005).
2.9 In terms of possible solution to overcome students’ fear of mistakes, Zua (2008) gives several
suggestions. First, she suggests that emotional bonds between students and teachers should be build.
This way, the students are expected to feel comfort with their teacher and believe that the teacher will
help them if they make mistake. Second, Zua further states that the teacher should improve the
students' concentration when learning English. This can be done, as she suggests, by creating a
supporting learning atmosphere. Finally, the last suggestion is that the teacher creates a harmonious
atmosphere that can reduce students’ nervousness. In this context, how to deal with errors in
conversational English of students is worth discussing and emphasizes that mistakes in communication
are keys to carry out a communication.
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2.10 Anxiety is a feeling of tension, apprehension and nervousness associated with the situation of
learning a foreign language (Horwitz et all cited in Nascente, 2001). Further Nascente writes that, among
other affective variables, anxiety stands out as one of the main blocking factors for effective language
learning. In other words, anxiety influences students in learning language. Therefore, paying attention to
this factor of learning should also be taken into consideration. The fact that anxiety plays an important
role in students’ learning is also shared by other researchers like Horwitz (1991) as cited in Sylvia and
Tiono (2004). He believes that anxiety about speaking a certain language can affect students’
performance. It can influence the quality of oral language production and make individuals appear less
fluent than they really are. This explanation suggests that teachers should make an attempt to create a
learning atmosphere which gives students more comfortable situations in their learning activity
C. Foreign Study
2.11 It is commonly understood that students’ lack of confidence usually occurs when students realize
that their conversation partners have not understood them or when they do not understand other
speakers. In this situation, they would rather keep silent while others do talking showing that the
students are lack of confidence to communicate. In response to this, Tsui cited Nunan (1999) says that
student who lack of confidence about themselves and their English necessarily suffer from
communication apprehension. This shows that building students’ confidence is an important part of
teacher’s focus of attention. This means that the teacher should also learn from both theories and
practical experience on how to build the students’ confidence
2.12 It is mentioned in the literature that motivation is a key to students’ learning success (Songsiri,
2007). With regard to the issue of motivation in learning, Nunan (1999) stresses that motivation is
important to notice in that it can affect students’ reluctance to speak in English. In this sense, motivation
is a key consideration in determining the preparedness of learners to communicate. Zua (2008) further
adds that motivation is an inner energy. She says that no matter what kinds of motivation the learners
possess it will enhance their study interest. It has been proven in many studies that students with a
strong motivation to succeed can persist in learning and gain better scores than those who have weaker
motivation of success showing that building students motivation to learn is urgent for every teacher
2.13 In order to study the foreign language anxiety, one can distinguish the anxious students from
normal students. Many students at least in some aspects of language learning experience the foreign
language anxiety and the reactions of anxious students can be vary from one another (Horwitz et al.,
1986). In their study, they suggested that anxious students often complain about the difficulties of
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recognizing the target language sounds and structures, and understanding the content of the lesson is
problematic. Also thesestudents are usually comfortable with written test but they often “freeze” as
they are asked to take part in a role-play situation. Moreover, Horwitz et al. (1986) in their study
suggested that anxious students avoid using complicated and difficult messages and structures in their
speech which is the result of the effect of anxiety on communication strategies of the language learners.
Liu (2006) noted that if a high anxious student is asked to present orally in classroom, his tense can be
seen in his voice, and his legs will shake during the presentation. Liu concluded that this is one of the
reasons that students with anxiety try to avoid participating in class activities and discussions. In her
study, Liu found out that more than one-third of the students show the signs of anxiety while presenting
orally in English classroom.
2.14 A professor’s tone with a student is also of importance when looking at classroom Recitation . If
professors are constantly negative towards students, criticize them, and ignore them, students are less
likely to participate within the classroom (Wade, 1994). This can be tied into having a direct negative
affect on a students’ confidence levels and instilling fear in students which as a result, causes low
participation (Rocca, 2009). Myers and Rocca (2000) stated that when professors challenge students
verbally, students perceive this as looking down on them in turn become defensive which hinders their
willingness to participate.
2.15 Faculty play an important role in engaging students in their classroom. Given that professors are
seen as the leaders of authority within the classroom, the way they build their relationships with
students is critical in getting them to participate (Karp & Yoels, 1976; Wade, 1994; Weaver & Qi, 2005).
Faculty authority can hinder participation and studies have shown that effective ways to deal with this
include, learning students’ names, creating a climate of respect and openness, and allowing students to
refer to them by first names (Fassinger, 1995; Nunn, 1996). Classes with higher participation levels
perceive their professors to be approachable, minclusive, promoters of discussion, and supportive
(Fassinger, 2000).
D. Local Study
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CHAPTER III
RESEARCH METHOLOGY
This chapter presents the research design, population and research of the
study, instruments, and data collection procedure which are used in carrying out
about theSTUDY ABOUT THE EFFECTS OF THE NEGATIVE FACTORS
AFFECTINGTHEAPPREHENSIVENESS IN RECITATION IN GRADE 12 STUDENT IN ST.
FRANCISTECHNICAL INSTITUTE SY.2019-2020 will take after their Senior High
School
A. RESEARCH DESIGN
The research ers used Quantitative Reasearch Specifically, case study. Reasearch
means in depth study of a particular research problem rather than a sweeding statistical
survey or comprehensive comperative inquiry. It is often used to narrow down a very broad field
of research into one of a few easily researchable example. The case study research design is
also useful for testing whether a specific theory and model actually applies to phenomena in the
real world It s a usefull design when not lunch is known about an issue or phenomena
B. SAMPLING TECHNIQUES
The technique that we use in getting the sample in this research is snowball sample.
Where it is based only on the abilities and interests of respondents.
Snowball samplingcan happen in a number of ways, but generally it is when a group of people
recommends potential participants, for a study, or directly recruits them for the study.The
researchers likely to used the descriptive sampling because it is the easiest sampling and and it is
also the easiest way to got a respondents .
C. Locale of the Study
RESPONDENTS AND SUBJECT OF THE STUDY

The researcher selected the Grade 12 Students in St. francis technical institute
INSTRUMENTATION
The instrumentation used in this research is a survey questionnaire. It is an instrument
consisting of a series of question for the purpose of gathering information from respondents.
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Researchers used this instrument because it can use a large number of people relatively easily
and less time consuming
INTERVIEW
CONSTRUCTION OF THE INSTRUMENT
VALIDATION OF THE INSTRUMENT
ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENT
STATISCAL TREATMENT OF THE STUDY

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Chapter IV
Presentation, Analysis and Interpretation of Data

This chapter shows the presentation, analysis and interpretation of data on the survey
questionnaire given to the respondents and all of the information that be research gathered.
Part 1 Demographic Profile of the Respondents
Table 1.1
AGE FREQUENCY PERCENTAGE
16-17 19 38%
18-19 29 58%
20 2 4%
Total: 50 100%
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Table 1 shows that there were 4% or 2 respondents have an aged of 20 years old, 58% or 29 of
the respondent have an aged of 18-19 years old, and 38% or 19 respondents have an aged of 16-
17 years old.
Table 1.2
GENDER FREQUENCY PERCENTAGE
Male 22 44%
Female 28 56%
Total: 50 100%
Table 1.2 shows the gender profile of the respondents, shows that there are 22 or 44% of the
respondents were male, and 56% or 28 of the respondents were females.
Table 1.3
STRANDS FREQUENCY PERCENTAGE
H.E 14 28%
HUMMS 11 22%
ICT 11 22%
ABM 6 12%
GAS 3 6%
STEM 3 6%
I.A 2 4%
TOTAL 50 100%
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Table 1.3 shows the strands profile of the respondents, shows that there are 14 or 28% of the
respondents are H.E, 11 or 22% of the respondents are Humms, 11 or 22% of the respondents are
Ict, 6 or 12% of the respondents are Abm, 3 or 6% of the respondents are Gas, 3 or 6% of the
respondents are Stem, and 2 or 4% of the respondents are I,A.
PART II
STATEMENT W F P WF WM V1 R
1. Have you been

laughed out during
recitation in your YES 2 38 76% 76
class.
NO 1 12 24% 12
TOTAL: 50 100% 88 1.76
2. Are you shy or

ashamed is reciting
in class. YES 2 26 52% 52
NO 1 24 48% 24
(02) 514 5119/ 0905 670 6848
TOTAL: 50 100% 76 1.52
3. Did it affect your

grades.
YES 2 31 62% 62
NO 1 19 38% 19
TOTAL: 50 100% 81 1.62
4. Did your grades

decrease.
YES 2 24 48% 48
NO 1 26 52% 26
(02) 514 5119/ 0905 670 6848
TOTAL: 50 100% 74 1.48
5. Do you think it is
important to
recite. YES 2 42 84% 84
NO 1 8 16% 8
TOTAL: 50 100% 92 1.84
6. Have you felt to

lose your interest
going to school. YES 2 24 48% 48
(02) 514 5119/ 0905 670 6848
NO 1 26 52% 26
TOTAL: 50 100% 74 1.48
7. Did you lost your

interest going to
school. YES 2 27 54% 54
NO 1 23 46% 23
TOTAL: 50 100% 77 1.54
8. Have you over

regret not reciting
because you know YES 2 33 66% 66
the answer is
(02) 514 5119/ 0905 670 6848
correct.
NO 1 17 34% 17
TOTAL: 50 100% 83 1.66
9. Have you lost your

confidence in
memorizing. YES 2 26 52% 52
NO 1 24 48% 24
TOTAL: 50 100% 76 1.52
10. Are you shy with

the people around
you that is why you YES 2 30 60% 60
(02) 514 5119/ 0905 670 6848
are afraid to recite
NO 1 20 40% 20
TOTAL: 50 100% 80 1.6
11. Are you not

attending your
class that’s why YES 2 20 40% 40
your grades
decreased.
NO 1 30 60% 30
TOTAL: 50 100% 50 1
12. Have you been

embraced in class
that’s why youre YES 2 25 50% 50
(02) 514 5119/ 0905 670 6848
not reciting.
NO 1 25 50% 25
TOTAL: 50 100% 75 1.5
13. Are you hesitant to

recite because of
bullying. YES 2 23 46% 46
NO 1 27 54% 27
TOTAL: 50 100% 73 1.46
14. Did your social life

was affected
because of being YES 2 27 54% 54
(02) 514 5119/ 0905 670 6848
shy.
NO 1 23 46% 23
TOTAL: 50 100% 77 1.54
15. Have you been

reprimanded by
your teacher YES 2 26 52% 52
because of not
being able to find
courage to recite.
NO 1 24 48% 24
TOTAL: 50 100% 76 1.52

(02) 514 5119/ 0905 670 6848
CHAPTER V
A. SUMMARY
This research is aimed at students who have lost the ability to recite due to many
reason having a bully in a student or many others. We want to know the negative effects of
fear of reciting and we want to find answers to the different study and from different opinion
of study experience fear in participation there will be experiences that will have the fear of
being rebuffed. We want to give you an answer. And it also can have an impact on
your grades if you are an educated student but don't have the courage to recite because you
are afraid of what other people will say. Your grades became low because you don't have the
courage to recite.
There is also a lack of self-confidence because they are afraid to answer even when
they are right , this study have the factors and causes of this problem so that we're might help
some student or other people happen this kind of problem in themselve , in this research help
us and other student to prevent to apprehension in recitation.
B. CONCLUSION:
The result of our survey was that the students rated the students as incapable of
reciting, and we also learned of the different responses of students who had difficulty
speaking. And there we found that many experienced students who are afraid of being
relocated also know that many young people are ashamed of being relocated and many
say that
They have low grades and that they have poor grades. they think that their grades
will be higher because of fear of recite. We also know that many students are losing their
appetite for learning because they are losing confidence in themselves. Those who have
experienced this have come a long way since in our research they have had the
opportunity to express their feelings.
C. RECOMMENDATION:
D. BIBLIOGRAPHY:
E. APPENDIX:
(02) 514 5119/ 0905 670 6848
CURRICULUM
VITAE
(02) 514 5119/ 0905 670 6848
MARK RYAN P. MACARILAY

0008 SAMPALOC STREET CALOOCAN CITY
Kiko camarin Caloocan City
Markryanmacarilay@gmail.com
PERSONAL INFORMATION
Date of Birth: February,18,2001 Place of birth: Bernardino
hospital queszon city
Age: 18 years old Civil status: Single
Citizenship: Filipino Religion: Catholic
Height: 5'8ft Weight: 60 kgs.
Father's Name: Vicente L. Macarilay Occupation: Electrician
Mother's Name: Nida Pusing Occupation: House wife
SCHOLASTIC BACKGROUND
SECONDARY : St. Francis technical institute SY: 2019-2020
Maligaya High School SY: 2014-2018
PRIMARY: KING JAMES CHRISTIAN SCHOOL S.Y. 2008-2014

(02) 514 5119/ 0905 670 6848
AYSON ADONAIS
144 MELCHORA AQUINO ST AREA D
CAMARN CALOOCAN CITY
Date of Birth: June 8, 2002 Place of birth: Quezon city
Height: 5’9ft Weight: 52kgs
Father’s Name: Pablo R. Arias Occupation: OFW
Mother’s Name: Ma. Consolacion M. Arias Occupation: Housewife
SECONDARY: St. Francis Technical Institute SY: 2019-2020
Camarin High School SY: 2014-2018
PRIMARY: Patabog Elementary School SY: 2008-2014

(02) 514 5119/ 0905 670 6848
AERON A. LUMAWON
973 VILLAMOR ST. CALOOCAN CITY
Date of Birth: February,26,2002 Place of birth: Quezon city
Citizenship: Filipino Religion: Christian
Height: 5'6ft Weight: 40 kgs.
Father's Name: Alexander B. Lumawon Occupation:
Mother's Name: Marivic A. Javier Occupation:
SECONDARY : St. Francis technical institute SY: 2019-2020
Camarin high school Caloocan city SY: 2014-2018
PRIMARY: Camarin D Elementary school S.Y. 2008-2014

(02) 514 5119/ 0905 670 6848
JOHN JERICK B. JUDIT
1278 MATAHIMIK
ST. PANGARAP VILLAGE CALOOCAN CITY
Date of Birth: May 1, 2002 Place of birth: Caloocan City
Age: 17 Civil status: Single
Height: 5’7 Weight: 57
Father’s Name: Resty Judit Occupation:
Mother’s Name: Clydel B. Judit Occupation:
Secondary: St. Francis Technical Institute SY: 2019-2020
Mlq High School SY:2014-2018
Primary: Mlq Elementary School SY:2008-2014

(02) 514 5119/ 0905 670 6848

Negative Factors in Recitation

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Negative Factors in Recitation

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St.

Francis Technical Institute

THE NEGATIVE FACTORS AFFECTING THE APPREHENSIVENESS IN

Camarin Caloocan City

In Partial Fulfillment of Requirement in Senior High School

JUDIT, JOHN JERICK

MACARILAY, MARK RYAN P.

This research entitled THE NEGATIVE FACTORS AFFECTING THE

Approved by the panel on oral examination on , 2019 with the grade of

Mrs. Maricel Timuat-Marayag

Accepted in partial fulfillment of the requirements in Senior High School.

JUDIT, JOHN JERICK

MACARILAY, MARK RYAN P

Title THE NEGATIVE FACTORS AFFECTING THE APPREHENSIVENESS

Researchers ADONAIS, JAYSON

JUDIT, JOHN JERICK

MACARILAY, MARK RYAN P

Institute St. Francis Technical Institute

Degree Senior High School

Adviser Ms. Honey Borleo

Certification and Approval Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Certification of Originality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Table of contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii

CHAPTER 1: THE PREOBLEM AND ITS BACKGROUND

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Scope and Limitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

CHAPTER 2: REVIEW OF RELATED LITERATURES AND STUDIES

CHAPTER 3: RESEARCH METHODOLOGY

Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Respondent of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION AND

Appendix 2 Survey Questionnaire . . . . . . . . . . . . . . 41

PROFILE OF THE RESEARCHERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

THE PROBLEM AND ITS BACKGROUND

B. Background of the study

C. STATEMENT OF THE PROBLEM

1. What is demographic profile of apprehensiveness in academic performance in terms with

2.3 Birth order

2.4 Grade level

3. What are the daily academic performance of the grade 12 students

3.3 Class standing

4.2 lacks in confidence

D. Significant of the study

H. Scope and delimition

Review O Related Literature And Studies

C. Locale of the Study

RESPONDENTS AND SUBJECT OF THE STUDY

CONSTRUCTION OF THE INSTRUMENT

VALIDATION OF THE INSTRUMENT

ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENT

STATISCAL TREATMENT OF THE STUDY

Presentation, Analysis and Interpretation of Data

Part 1 Demographic Profile of the Respondents

STRANDS FREQUENCY PERCENTAGE

1. Have you been

TOTAL: 50 100% 88 1.76

2. Are you shy or

TOTAL: 50 100% 76 1.52

3. Did it affect your

TOTAL: 50 100% 81 1.62