Academic Performance in Relation To Public Speaking Anxiety

LA VERDAD CHRISTIAN SCHOOL
Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, theoretical framework, statement of the
problem, hypothesis, scope and limitation, conceptual framework, significance of the study
and the definition of terms used.
Introduction
From the moment a child learns to talk, he asks questions that make him literate
enough to deliberate a certain issue or topic that is appropriate for his age. As the child
blossoms and matures in age, he researches and learns things that are deeper and harder to
comprehend; this is where public speaking anxiety comes to take place. Even from the
beginning of modern civilization, many people have been plagued with an array of often
debilitating fears and anxieties about communicating with others especially in a public
performance context. The Roman orator Cicero, for example, enumerated some of the
physical and psychological manifestations of these communicative anxieties when, in 55
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B.C., he confessed that, "I turn pale at the outset of a speech and quake in every limb and
in all my soul” (De Oratore, p. XXVI).
One of the goals of communication education is to prepare individuals to become
effective communicators in a variety of environments, including the oral presentation
situation. This often requires a full amount of elbow grease and confidence such as
delivering an oral report in front of a certain group which could be pertaining to classmates,
colleagues, instructors, student body or even in front of a camera.
Recently, the Department of Education (DepEd) implemented the K-12 curriculum
wherein two years of education were added from the former one. This is where Grade 11
and 12 fills in the years where students get to pick their track containing different strands
that can be considered as a basic learning for their desired occupation. Humanities and
Social Sciences or HUMSS is one of the strands in line with the academic track which
exposes students in a field where voicing out your thoughts and opinions, performing,
public speaking and mass communication are basically playing a significant role in this
strand.
In line with this, Oral Communication in the Context is one of the core subjects in
Senior High School (SHS) curriculum which implies communication by mouth or simply,
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speaking. Also, it includes individuals conversing with each other, be it direct or telephonic
conversation. While studying, students are asked to demonstrate what they have learned by
participating in class activities such as writing speeches based on the principles of speech
writing as well as delivering it in accordance to effective speech delivery. Basically,
speeches, presentations and discussions are some of its forms wherein HUMSS students
are expected to be knowledgeable and good at since their strand is considered the most
exposed when it comes to the said field.
Meanwhile, disassembly of conveyed ideas is present to all students. To keep up
on expressing these ideas, an individual should properly organize his or her thoughts.
Unfortunately, everybody does not possess this ability to do so causing them to experience
difficulty in communicating with other people which often results to public speaking
anxiety, an unusual case for Humanities and Social Sciences (HUMSS) students. Having
this kind of anxiety shows a high chance of poor academic performance in their oral
communication subject. Public speaking anxiety is a feeling of nervousness or fear that
could be triggered when conducting a presentation in front of an audience. Reporting,
reciting or narrating face to face in front of their classmates and instructors are some of the
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factors that could trigger this kind of anxiety or also known as “stage fright”. In the wake
of this, a negative impact and chances of a lower grade on the performance task could be
observed on the student. According to Colman, A. M. (2006), public speaking anxiety is
not a mental disorder. Rather, it is a normal reaction to a stressful situation. Most people
experience some degree of anxiety prior to a performance, but some people may experience
more extreme anxiety that interferes with their ability to perform at all.
Based on a research, the biggest phobia out there isn’t spiders, heights or even
death, it is public speaking. In fact, statistics say that 3 out of 4 people or around 75% suffer
from speech anxiety—or as it is known in psych-speak, glossophobia. This may seem
alarmingly high, but for many, it is very relatable. Public speaking can be one of the most
stressful events, yet it seems to be one of the most unavoidable. Being able to verbally
communicate effectively to other individuals or to groups is essential in business, school,
as well as in one’s personal life. This necessary life skill requires training,
self-confidence, credibility, and personal attributes that can often be difficult to exercise.
The researchers’ goal is to successfully conduct this study to determine the
relationship between the academic performance of Grade 11 and 12 HUMSS students in
Oral Communication, and their Public Speaking Anxiety (PSA). In the end, this study
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would serve as a baseline, so the researchers can propose several solutions to whatever
findings the researchers will obtain. It is in this context that the researchers would like to
find out if the HUMSS students’ academic performances in the said subject has something
to do with their PSA, and to give an aid for those who suffer from this type of anxiety.
Hopefully, the present study will contribute towards positive and recommendatory
outcomes for students and learners alike to which can give benefits to their school
performance.
Background of the Study
According to the report of Scott and Wheeless (1977) in their investigation
regarding the relationship between communication anxiety and student achievement, the
most obvious effects of oral communication apprehension [PSA] on student achievement
involves instructional strategies which require the highly apprehensive student to
participate orally; for example, in public speaking.
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Highly apprehensive students exhibit performances substantially below the norm
when required to participate in such learning activities as making oral presentations
(Hamilton,1972; McCroskey and Sheahan, 1976). Such learning outcomes (i.e. lower test
scores, lower performance evaluations, lower overall grades) have been shown to be the
result of an interaction between the level of anxiety and the cognitive learning process
(Tobias, 1980).
Furthermore, students exhibiting high PSA maintain a less developed schema about
public presentation and would be expected to begin an academic course in public speaking
not only with higher than nominal levels of anxiety but also with less demonstrable
knowledge about public presentation.
On the other hand, persons with lower levels of anxiety would have little or no fear
of the public speaking course, be more disposed to participate in oral presentation as a
learning exercise, be more interested and more task-focused upon opportunities to learn
more about public speaking or less concerned about feelings of anxiety. Such persons
would, therefore, be expected to approach an academic public speaking course with a more
complex schema and more specific, detailed knowledge about public speaking. It is
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postulated, therefore, that persons low in PSA are likely to exhibit more accurate
knowledge about public speaking than would persons with higher anxiety.
Academic performance or how students deal with their studies and how they cope
with or accomplish different tasks given to them by their teachers. Students’ academic
performance particularly in subjects that require oral communication can serve as the
determining factor of their Public Speaking Anxiety level as it largely exposes them in
public setting.
With that in mind, the respondents chosen for this study were the Senior High
School students from the strand Humanities and Social Sciences (HUMSS) during the A.Y.
2018-2019 since they are considered to be the most shown off in public speaking context
especially in one of their core subjects, Oral Communication in the Context.
The school selected to conduct the research is La Verdad Christian School (LVCS),
a private school located at Sampaloc, Apalit, Pampanga that serves as a non-profit, non-
sectarian, non-stock institution which offers free and quality education to the poor and
deserving students.
The researchers chose La Verdad Christian School because it provides different
types of scholarships: Presidential, Academic, and Sports which can be either Partial or
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Full depending on the student status and academic performance in their previous schools.
With that in mind, the researchers sought to find out if this can also be an indicator why
HUMSS students have Public Speaking Anxiety since they need to maintain their grades
to sustain their scholarship status. Oral Communication in the Context is one of the core
subjects in Senior High School that is largely associated in public speaking. This study
would like to find out if their academic performance in this subject and current scholarship
status have something to do with their Public Speaking Anxiety (PSA).
Statement of the Problem
This study aims to know the relationship between the academic performance in Oral
Communication of Humanities and Social Sciences (HUMSS) students and their Public
Speaking Anxiety. This study is to be conducted during the A.Y. 2018-2019 in La Verdad
Christian School.
Specifically, this study sought to answer the following research questions:
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1. What is the demographic profile of the respondents in terms of:
1.1. Gender;
1.2. Age;
1.3. Scholarship Status
2. What is the academic performance of HUMSS students in Oral Communication?
3. What is the Public Speaking Anxiety (PSA) level of the respondents?
4. What is the significant relationship between a student’s Public Speaking Anxiety
(PSA) and academic Performance in Oral Communication?
5. Which among the coping strategies is the most relatable according to the student
respondent’s demographic profile?
Hypothesis
For statistical analysis of the study, the following null hypotheses were tested for
acceptable of rejection:
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1. There is no significant relationship between the student’s economic status and academic
performance in oral communication in relation to public speaking anxiety. Having a high
economic income does not determine whether one has public speaking anxiety, nor does it
have relations whether one is rich or poor.
2. There is no significant relationship among the student’s family background and the
academic performance in oral communication and to public speaking anxiety. One's family
background does not determine whether he/she is good at public speaking or he/she has
public speaking anxiety because PSA cannot be inherited, it is about the capacity of a
person to speak in a crowd or not.
Scope and Delimitations of the Study
This research was carried out to determine the academic performance in oral
communication in relation to the public speaking anxiety of the respondents. The
researchers are not concerned on other oral performances in different subject instead they
only chose Oral Communication which is a core subject that requires public speaking. This
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study was focused mainly on the academic performance of the students in oral
communication and their public speaking anxiety. The researchers want to know if there is
a significant relationship between their academic performance, scholarship status and
public speaking anxiety.
The respondents are the Grade 11 and 12 HUMSS students in La Verdad
Christian School A.Y 2018-2019. The total population of the respondents are one
hundred twenty-seven (127), sixty-seven (67) from Grade 11 HUMSS A and B and
sixty (60) from Grade 12 HUMSS A and B. The researchers did not correlate all the
demographic profile of the respondents since they were just used to find out for the
student’s identity.
Theoretical Framework
Students try to speak in front of other people, but they can’t find words in order to
express themselves. They have prepared speeches, but it seems like the words were
nowhere to be found in their brain. They like to stumble on their own words, own thoughts.
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Most of the students have an experience in public speaking. It can be once or multiple
times, but they still get nervous. Some students speak confidently while some struggle with
words. Some speak with poise, while others couldn’t look to the audience. Some of the
students’ speeches are fluently narrated while some are full of pauses. Students are
hesitating during the actual speech delivery. They are worried that what they say will just
embarrass themselves.
Action Assembly Theory, developed by John Greene, is a communication theory
which emphasizes psychological and social influence on human action. (Wikipedia,
2017). This theory shows how individual’s thoughts get transformed into action. A
procedural record is the center of this theory. It will show how a part of an individual’s
memory system affects the analyzation and how they execute this into actions.
This is where they assemble the message they will produce. Some people have a
procedural record that barely leave a trace in the mind while others are well-worn into long-
term memory.
This theory has been useful for topics such as hesitations during speaking. In this
theory, it says that individuals who plan more effectively are more fluent than those who
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do not. This theory said that planning before the presentation reduces the cognitive load of
the person at the time of message production. It will be easier for the students to calculate
the words that will come out in their mouth because they have already mastered what they
are going to say.
Moreover, this also aims to explain verbal and nonverbal messages by describing
the process that can be seen to those behaviors. There are some observations which gave
rise for this theory. It says that human behavior is repetitive and creative. Humans tend to
repeat movements where they can produce infinite number of combinations
Conceptual Framework
This study focused on the relationship of the academic performance in oral
communication context subject of the Humanities and Social Sciences student and their
public speaking anxiety level. The paradigm on the relation of the independent variables
on the dependent variable is presented in figure.

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A Study on the Academic Performance in Oral Communication of

Humanities and Social Sciences (HUMSS) Students in La Verdad Christian
School in Relation to their Public Speaking Anxiety
Independent Variables Dependent Variable
Student-Respondent Public Speaking

Profile Anxiety (PSA) Level of
the HUMSS student
Scholarship
Status
Academic
Performance
Average Grade in Oral

Communication in the
Context subject (1st Sem)
Figure 1. Conceptual Framework of the Study
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The independent variables of this study are the student-respondents profile
especially the student’s scholarship status and academic performance or average grade for
1st semester in Oral Communication in the Context subject.
Student-respondents profile includes students’ demographic profile in terms of age,
gender, and scholarship status. The academic performance includes the 1st semester grade
of the student in oral communication. The research also includes the computed Personal
Report of Public Speaking Anxiety (PRPSA) in the given questionnaire.
The dependent variable of this study is the public speaking anxiety level of the
student which will largely rely on the given independent factors.
Significance of the Study
The findings of this study are considered significant for its originality. The
researchers had in mind that the research materials gave significance to the following
sectors:
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 Students. 20% of the students suffer from PSA or Public Speaking Anxiety
(McCroskey, 1999) because students are afraid of making mistake in front of each
other. (Mestan,2017) Students are concerned about being perceived as looking
stupid in front of their fellow students. (Elkind, 1978) Therefore, the
results of this study would bring awareness to students, for them to avoid making
their classmate feel low while delivering a speech in class. In the end, it would
inspire the students to support each other and boost their confidence.
 Teachers. According to Price (1991), instructors had played a significant role in
the amount of anxiety each student had experienced in practical class. The findings
of this study would make the teachers know that the words they use create a big
impact among the students, which might affect the student’s PSA. It is essential for
a teacher to be gentle when giving a feedback about their students’ speech (Hamer,
2007). The teachers should be the one to help and practice the student to deliver a
speech in front of an audience well. This study would also guide them to help a
student to overcome his/her PSA.
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 Parents. This study would be a great help for parents who have children that suffer
from PSA. Parents have greater influence in motivating students to overcome their
stage fright. Parents can help in boosting their children’s confidence and enhancing
their skills in oral communication.
 Guidance Counselor. Counselor would have a deeper level of understanding why
students who have PSA prefer to avoid attending classes and skipping
circumstances that involve public speaking which may affect the students’
academic performance in class. (King’s College London, 2018). This would help
them in becoming more supportive and motivated to develop activities that can
further enhance students’ oral performances and help them overawed their PSA.
 School Administrators – The study will aid the school administrators to make
improvements with the school’s current curriculum and help the students be much
more comfortable in speaking in front of people. To bring awareness that they need
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to provide activities and events that will help students overcome their Public
Speaking Anxiety (PSA).
 Future Researchers. The future researchers could use this study as a reference for
their own research.
Definition of Terms
For clearer understanding of the readers about the contents of this paper, the
researcher included the definition of the following terms according on to their use in this
study:
HUMSS. Humanities and Social Sciences is one of the academic tracks offered in Senior
High School. This strand is designed for students who are planning to take up
Communication and other speaking-related courses. For this reason, respondents of the
study were drawn out from this strand.
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Oral Communication in the Context. One of the core subjects in Senior High School.
This subject largely exposes students to public speaking activities and presentations, a
determining factor of a student’s Public Speaking Anxiety (PSA).
Public Speaking Anxiety. Fear experienced by a person when delivering a speech in front
of vast audience. In this study, this serves as the dependent variable since the researchers
are trying to find its relation to the student’s scholarship status and academic performance
in Oral Communication.
Stage Fright. Sometimes referred by other experts as Public Speaking Anxiety (PSA).
Public Speaking. Activity usually performed in front of a crowd, like in school during oral
presentations and reporting especially in Oral Communication in the Context subject.
HUMSS students are regarded to be most exposed and good with this kind of speaking-
related activity.
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Anxiety. Feeling of nervousness experienced by an individual performing in front of many
people. HUMSS students usually suffer from this especially when delivering speeches and
reporting.
Academic Performance. Functions as independent variable in the study where a HUMSS
student’s Public Speaking Anxiety (PSA) will rely on. It describes how well a student
performs in school courses that are retained and graded for school records. Researchers
asked the HUMSS students regarding their average grade in Oral Communication to relate
this variable with their PSA.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes the review of literature and studies that are relevant to the
present study. This part of the study presents summation of reading from books, journals,
magazines, published and unpublished thesis made by the researchers in connection with
the problem in the study. These reviewed literature and studies either in whole or in part
found similarities and differences with the present literature.
This section of the research paper focuses on related works on the topics:
1. Student Academic Performance in Oral Communication in relation to their Public
Speaking Anxiety
1.1. Informative and Persuasive Speech
1.2. Public Speaking
1.3. Fear of Public Speaking
1.4. Academic Performance

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Foreign Literature
Public speaking is the art of using words to share information with an audience. It
includes speaking to audiences of any size, from a handful of seminar participants to
millions of people watching on television. Mastering public speaking requires first
differentiating between four of the primary types of public speaking: ceremonial,
demonstrative, informative and persuasive. (B. Brown, 2017)
There are many different types of public speaking: the ceremonial, demonstrative,
informative, and persuasive speech. The first type is the ceremonial speech. These speeches
mark special occasions. They are common at weddings, graduations and funerals—as well
as large birthday celebrations and office holiday parties. Ceremonial speaking typically
involves a toast and is personal with an intimate emotional connection to people hearing it.
Special occasions mark life events, celebrate milestones, and commemorate people and
situations; the speeches delivered at these types of events provide perspective on the
occasion, help the audience make sense of its significance, and can become a lasting part
of the memories formed from the event. (Slutsky et.al 1997).
The second type is the demonstrative speech that explains how to do something or
how something works. Objects or physical activity by the demonstrator must be exhibited.
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Visual aids (charts, graphs, maps, pictures, etc.) are optional and may be used to enhance
the demonstration but are not to take the place of objects or activity. The speech must be
instructive and present valuable and significant information. Its purpose is to develop skills
in expository speaking with emphasis on skill in exhibiting a process using objects or
physical activity.
This type of public speaking requires being able to speak clearly and concisely to
describe actions and to perform those actions while speaking. A demonstrative speaker
may explain the process behind generating power while cycling to power a toaster, for
example. The idea behind demonstrative speaking is that the audience members leave with
the knowledge about how to do something. (B. Brown, 2017)
While the third type of speech is the informative speech which uses descriptions,
demonstrations, vivid detail, and definitions to explain a subject, person, or place the
audience wants to understand. It makes a complex topic easy to understand or offers a
different point of view. It relies less on pathos and more on communicating information. It
also provides enlightenment regarding a specific topic the audience knows nothing about.
The aim of an informative speech is to help your audience to understand and to remember
the information you are presenting. Formative speech is to help your audience to
understand and to remember the information you are presenting.
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The topics covered in an informative speech should help the audience to understand
a subject better and to remember what they learned later. The goal of this type of speech is
not to sway the audience to the speaker’s point of view. Instead, the details need to be laid
before the audience so that they can make an educated decision or learn about a subject
they are interested in.
On the other hand, the last type of speech is the persuasive speech in which the
speaker has a goal of convincing the audience to accept his or her point of view. The speech
is arranged in such a way as to hopefully cause the audience to accept all or part of the
expressed view. Though the overarching goal of a persuasive speech is to convince the
audience to accept a perspective, not all audiences can be convinced by a single speech and
not all perspectives can persuade the audience.
This type of speaking requires practicing voice inflections and nuances of language
that will convince the audience members of a certain viewpoint. The persuasive speaker
has a stake in the outcome of the speech. Politicians, for instance, may want votes or a
groundswell of support for a pet project, while lawyers are trying to convince a jury of their
position—and clergy members are trying to win others over to their faith. The persuasive
speaker uses emotional appeals and strong language in speeches. (B. Brown, 2017).
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The easiest approach to speech delivery is not always the best. Substantial work
goes into the careful preparation of an interesting and ethical message, so it is
understandable that students may have the impulse to avoid “messing it up” by simply
reading it word for word. But students who do this miss out on one of the major reasons
for studying public speaking: to learn ways to “connect” with one’s audience and to
increase one’s confidence in doing so. You already know how to read, and you already
know how to talk. But public speaking is neither reading nor talking. Speaking in public
has more formality than talking. During a speech, you should present yourself
professionally.
There are four methods of delivery that balance too much and too little formality
when delivering a speech. The first method is impromptu speaking which is the
presentation of a short message without advance preparation. Impromptu speeches often
occur when someone is asked to “say a few words” or give a toast on a special occasion. It
is probably done in many times in informal and conversational settings.
According to Wikipedia, impromptu speaking is a speech and debate individual
event that involves a five to eight-minute speech with a characteristically short preparation
time of one to seven minutes.
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It is given with little or no preparation, yet almost always with some advance
knowledge on the topic. When called to speak "off the cuff" on the "spur of the moment,"
it is usually because the speaker is quite knowledgeable about the subject.
The advantage of this kind of speaking is that it’s spontaneous and responsive in an
animated group context. The disadvantage is that the speaker is given little or no time to
contemplate the central theme of his or her message. As a result, the message may be
disorganized and difficult for listeners to follow.
Comparatively, the second method of delivering a speech is the extemporaneous. It
is the presentation of a carefully planned and rehearsed speech, spoken in a conversational
manner using brief notes. By using notes rather than a full manuscript, the extemporaneous
speaker can establish and maintain eye contact with the audience and assess how well they
are understanding the speech as it progresses. This opportunity is also a chance to restate
more clearly any idea or concept that the audience seems to have trouble grasping.
In addition, according to Wikipedia, extemporaneous speaking provides 30 minutes
of preparation time, followed by a seven-minute speech. When preparation starts, speakers
are offered three questions to answer.
Moreover, speaking extemporaneously has some advantages. It promotes the
likelihood that you, the speaker, will be perceived as knowledgeable and credible. In
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addition, your audience is likely to pay better attention to the message because it is
engaging both verbally and nonverbally.
The disadvantage of extemporaneous speaking is that it requires a great deal of
preparation for both the verbal and the nonverbal components of the speech. Adequate
preparation cannot be achieved the day before you are scheduled to speak.
While the third method is manuscript speaking is the word-for-word iteration of a
written message. In a manuscript speech, the speaker maintains his or her attention on the
printed page except when using visual aids.
The advantage to reading from a manuscript is the exact repetition of original
words. In some circumstances this can be extremely important. For example, reading a
statement about your organization’s legal responsibilities to customers may require that the
original words be exact. In reading one word at a time, in order, the only errors would
typically be mispronunciation of a word or stumbling over complex sentence structure.
However, there are also disadvantages involved in manuscript speaking. First, it’s
typically an uninteresting way to present. Unless the speaker has rehearsed the reading as
a complete performance animated with vocal expression and gestures (as poets do in a
poetry slam and actors do in a reader’s theater), the presentation tends to be dull. Keeping
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one’s eyes glued to the script precludes eye contact with the audience. For this kind of
“straight” manuscript speech to hold audience attention, the audience must be already
interested in the message before the delivery begins.
The last method in delivering a speech is memorized speaking. It is the rote
recitation of a written message that the speaker has committed to memory. Actors, of
course, recite from memory whenever they perform from a script in a stage play, television
program, or movie scene. When it comes to this type of speech, memorization can be useful
when the message needs to be exact and the speaker does not want to be confined by note.
The advantage to memorization is that it enables the speaker to maintain eye contact
with the audience throughout the speech. One might probably present his or her speech in
a rapid “machine-gun” style that fails to emphasize the most important points. One might
also lose their place and start trying to ad lib, the contrast in their style of delivery will alert
their audience that something is wrong. More frighteningly, if the speaker goes completely
blank during the presentation, it will be extremely difficult to find their place and keep
going. To speak well, one must use both the visible and audible symbols of communicator
with skills. (Weaver et.al, 1961).
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Chaney (1988) and Gebhard (1996) define speaking as a process of building and
sharing meaning with verbal or oral form. Tarigan (1990) says that “Speaking is the ability
to pronounce articulation of sounds or words for expressing, stating and convey thoughts,
ideas and feelings. This helps a person understand one another as the message needed to
be said is conveyed through speaking.
As stated by Thornbury in Zyoud (2012) that speaking is an interactive and requires
the ability to cooperate in the management of speaking turn. In a similar study, Clark and
Clark (1997:223) state that in speaking, a speaker expresses his thoughts and feelings in
words, phrases, and sentences following a certain structure which regulates the meaningful
units and meaning of sentences. Cameron (2001) confirms that it is also
important to organize the discourse so that the interlocutor understand what the speaker
says.
Tarigan (1981) further explains that the main point of speaking is for
communicating, so one must convey the thinking and feeling effectively, and the speaker
must understand the meaning to be communicated in order to make other people understand
with what they are talking about. While Brown (2001) cites that when someone can speak
a language it also means that the speaker can carry on a conversation reasonably
competently.
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Richards and Renandya (2002) hold the position that effective oral communication
requires the ability to use the language appropriately in social interactions that involves not
only verbal communication but also paralinguistic elements of speech such as pitch, stress,
and intonation.
Another study by Brown (2007) implies that social contact in interactive language
functions is a key importance and in which it is not what you say that counts but how you
say it and what you convey with body language, gesture, eye contact, physical distance and
other nonverbal messages. Hance & Ralph (1965) state that “informative speaking is
widely varied branch of communication.” It replies to request for information or to convey
information.
Proposed by the Ohio State University Extension, “Good public speakers are made,
not born.” The skill is considered important enough that most of us are expected to look
beyond any personal discomfort and find a way through, yet valid reasons exist to
avoid the experience. The University of New Hampshire Cooperative Extension advises
against using distracting mannerisms during public speaking, yet these gestures may be out
of your control if you find yourself experiencing a nervous or fearful reaction.
In the first definition proposed by Nunan (2003), he stated that speaking is the
productive oral skill. It consists of producing systematic verbal utterances to convey
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meaning. In line with the definition aforementioned, Chaney (1988) and Gebhard
(1996:169) define speaking as a process of building and sharing meaning by verbal or oral
form. Furthermore, Tarigan (1990) says that “Speaking is the ability to pronounce
articulation of sounds or words for expressing, stating and convey thoughts, ideas and
feelings.” Speaking is an interactive process of constructing meaning that involves
producing, receiving and processing information. We must be able to make our speaking
can be understood by others clearly. As stated by Thornbury in Zyoud (2012) speaking is
an interactive and requires the ability to cooperate in the management of speaking turn.
In addition, Tarigan (1981) said that the main point of speaking is for
communicating, so we must convey the thinking and feeling effectively, and the speaker
must understand the meaning to be communicated in order to make other people understand
with what they are talking about.
Clark and Clark (1997) state that in speaking, a speaker expresses his thoughts and
feelings in words, phrases, and sentences following a certain structure which regulates the
meaningful units and meaning of sentences. The frequency of using the language will
determine the success in speaking skill. In other words, without practicing, it will be
difficult to speak English fluently.
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Equally important, the significance of organizing a discourse so that the interlocutor
understand what the speaker confirms in Cameron’s (2001) study. Speaking is important
for language learners because speaking is the first form of communication. They are
expected to be able to speak English accurately, fluently, and acceptably in the daily life.
Moreover, Brown (2001) cites that when someone can speak a language it means
that he can carry on a conversation reasonably competently. In addition, he states that the
benchmark of successful acquisition of language is almost always the demonstration of an
ability to accomplish pragmatic goals through an interactive discourse with other language
speakers.
On the other hand, Richards and Renandya (2002) state that effective oral
communication requires the ability to use the language appropriately in social interactions
that involves not only verbal communication but also paralinguistic elements of speech
such as pitch, stress and intonation. Moreover, nonlinguistic elements such as gesture, body
language and expressions are needed in conveying messages directly without any
accompanying speech
Another study done by Brown (2007) suggests that social contact in interactive
language functions is a key importance and in which it is not what you say that counts but
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how you say it what you convey with body language, gesture, eye contact, physical distance
and other nonverbal.
Public speaking is defined as a process of playing out a presentation that is centered
on an individual`s immediate discourse to a live gathering of people on an organized
manner with the main purpose to educate, impact or engage the public. Public speaking is
normally comprehended as the formal eye to eye discussion given by an individual to a
gathering of listeners (General purpose of speaking, 2012).
According to Slagel (2009,) public speaking is a communication practice where a
speaker shares his/her idea with an audience primarily through the speech. McKay (2000)
provided three key advantages of Public Speaking: 1) it develops critical thinking skills, 2)
encourages creativity, and 3) plays a key role in leadership.
Gaudry and Spielberger (1971) believe that “the presence of signs such as tremor
in the limbs, sweating of the hands and forehead and flushing of the neck and face, is
deemed to be an indication of anxiety.” The physical reactions mentioned by Gaudry and
Spielberger (1971) are some of the common anxiety indicators, but there are many other
obvious indicators such as fidgeting or stuttering that are exhibited by anxious people.
Liebert and Morris (1967), said that it has identified two types of anxiety reactions
33
The first type is emotionality which involves physiological reactions such as the
racing heart and behavioral reactions which include stammering and fidgeting. The second
type of anxiety reaction is worry which signifies a cognitive reaction. An example of this
is self-deprecating thoughts or task irrelevant thoughts. The feeling of worry in this context
is normally related to what the anxious person thinks of him or herself. The thoughts that
are playing in the mind of the anxious person could be negative ones which then result in
the high level of anxiety. Anxiety as a psychological factor its reactions are emotionality
worry, physiological cognitive e.g. racing heart, stammering, e.g. negative self-perceptions
fidgeting.
On the other hand, there are also occasions where anxiety may not be noticeable as
the anxious person might have only physiological reactions which are only known by the
person experiencing it. Some of the physiological reactions that could arise from anxious
or stressful situations are increased heart rate and blood pressure. These physiological
reactions could only be identified in more controlled laboratory situations (Gaudry &
Spielberger, 1971).
34
People identified public speaking as their number-one fear. Public speaking anxiety
even outranked such fears as going to the dentist, heights, mice, and flying." (Sheldon
Metcalfe, Building a Speech. Wadsworth, 2010)
Just like (Hill and Sarason, 1966) found that test anxiety both increases across the
elementary and junior high school years and becomes more negatively related to
subsequent grades and test scores. They also found that highly anxious children's
achievement test scores were up to two years behind those of their low anxious peers and
that girls' anxiety scores were higher than boys'. Finally, they found that test anxiety was a
serious problem for many children.
Anxiety as a general behavior, it is generally known as “an emotion based on the
appraisal of threat, an appraisal which entails symbolic, anticipatory, and uncertain
elements. These characteristics, broadly conceived, mean that anxiety results when
cognitive systems no longer enable a person to relate meaningfully to the world about him”
(Lazarus & Averill, 1972).
When anxiety strikes, the anxious person might not be able to think properly or
cannot make much sense of what he or she is doing or saying at that time, hence resulting
in the person not behaving in the way he or she should behave. If this situation takes place,
it could cause an embarrassment to the anxious person. Anxiety generally could be
35
identified through “such signs as pacing around the room, inability to sit in a chair for any
length of time, chain smoking and inability to 15 relax.” (Gaudry & Spielberger, 1971)
When a person becomes nervous, the anxiety reactions could give good or bad
effects to the anxious person. If the reactions are obvious, they can appear in the form of
“restlessness, tenseness of posture, increased rate of speech and general distractibility”
(Gaudry & Spielberger, 1971). These reactions may not only occur during public speaking,
but they could also happen in everyday conversations between people.
According to Pappamihiel (2002), “anxiety is a complex concept, dependent upon
not only one’s feelings of self-efficacy but also appraisals concerning the potential and
perceived threats inherent in certain situations.” People who experience anxiety often have
low self-esteem and even low confidence level. Thus, several different types of anxiety
have been categorized by psychologists Cattell & Schier, (1963).
They are “trait anxiety,” “state anxiety” and “situation-specific anxiety.” These
anxieties are simplified Types of anxiety Trait State Situation-specific Language Test
anxiety. Since the focus of this study is on language and test anxieties, trait and state
anxieties will not be discussed further.
36
Chan and Wu (2004) proposes that anxiety in general is seen as a psychological
concept. It has been called an emotional response to “a threat to some value that the
individual holds essential to his existence as a personality.” Anxiety influences our entire
being. It influences how we feel, how we carry on, and has genuine physical side effects.
Anxiety is frequently activated by worry in our lives. (Bettina, 2012)
Darwin, (1872) also thought of anxiety as “an emotional reaction that is aroused
when an organism feels physically under threat.”
Gaudry and Spielberger (1971) believe that “the presence of signs such as tremor
in the limbs, sweating of the hands and forehead and flushing of the neck and face, is
deemed to be an indication of anxiety.
Public speaking can be highly challenging, yet it is also a very rewarding
opportunity at the same time. The technical term for this fear of public speaking is “gloss
phobia.” Your ability to perform in front of a group of people is an essential skill for you
to develop and hopefully perfect over time. Public speaking is a fundamental aspect of
any student’s life, but it is also important for virtually any job down the road. (Harding,
2008). When the subject of public speaking arises, often the benefits derived from the
experience are covered. The disadvantages, if addressed at all, are only discussed as hurdles
to be overcome. (Alice Moon, 2016)

37
Most beginning speakers are scared when they speak initially especially before a
public. This kind of social fear is called “stage fright.” Trembling hands and knees,
tremulous voice, perspiring palms, dry mouths, forgetfulness, breathlessness, “butterflies
in the stomach” these are some manifestation of stage fright which roadblock to effective
oral communication are. Stage fright is a kind of social fear that can be minimized if not
completely eradicated. (Carpio et.al, 2003)
Public speaking is a task many people avoid whenever possible. In fact, it's been
said that people fear public speaking more than death. There are pros, though, to giving a
speech, presentation or even a toast, that to some may balance out those cons. Public
speaking can boost confidence and, when work-related, have positive effects on job
position and respect within the company. A successful public speaking engagement can
boost confidence and encourage the speaker to tackle other difficult tasks. It can be stress-
inducing to give a presentation or speech, and time-consuming as there are hours of
planning, writing and practicing involved with any public speaking engagement. There is
also the risk of embarrassment and failure, which can deplete self-esteem, although the
audience typically notices far less errors than the speaker imagines. (Kabrina McLaughlin,
2017).
38
According to the Social Phobia/Social Anxiety Association (n.d.), SAD is the third
largest mental health care problem in the world and the chance of developing SAD over a
lifetime is more than 13%. The symptoms of SAD are identical to those of the fear of public
speaking: extreme dread, automatic negative self-talk, racing heart, sweating, and constant,
intense anxiety. There appears to be no relationship between the fear of public speaking
and personal resourcefulness, education, or imagination, yet the loss in opportunity can be
significant (Wilder, 1999). It is a state of uneasiness and apprehension or fear caused by
the anticipation of something threatening. (Coping with Public Speaking Anxiety, 2004)
Public speaking or stage fright has been investigated and studied since the mid-
1930s. (Rossi and Seiler,1989).
Fear of Public Speaking is also known as Glossophobia which comes from fear of
being judged which comes from all the attention the audience are giving you while you are
speaking. (Calm Clinic, 2018)
Fear of public speaking, or 'Communication Anxiety' is often ranked higher than
death, for example McCroskey (1993) and Richmond and McCroskey (1995) found that
70-75% of adults fear public speaking. Even professionals get stage fright: Hahner,
Sokoloff, and Salisch (1993) found that 76% of experienced speakers feel some fear before
39
giving their speeches. Paradoxically, one way of combating fear of speaking is in knowing
that many others also feel this way.
Emory University presents in their study that “the fear of public speaking is
common in up to 88 percent of individuals with social phobia, and 34 percent of people in
the general population." For some, anxiety surrounding public speaking may be more than
a simple fear reaction; it may be a social phobia with more extreme physical manifestations
such as dread, a fight-flight response or even an anxiety attack. Negative experiences
during public speaking may serve to support these fearful feelings and unpleasant reactions.
Clinically speaking, fear is a phobia. According to the Diagnostic and Statistical
Manual (DSM) of Mental Disorders (American Psychiatric Association, 1994), a phobia
is: a persistent, irrational fear of a specific object, activity, or situation that results in a
compelling desire to avoid it. This often leads either to avoidance of the phobic stimulus
or to enduring it with dread. The medical field has identified more than 530 phobias
affecting the mental health of millions of people in every nation (Psychology Phobias
Glossary, n.d.). The National Institute of Mental Health estimates that phobias negatively
influence the quality of life of as much as twelve percent (12%) of the nation’s population,
some distressed to the point that they completely avoid certain places or situations because
of their fear. (Specific Phobias, n.d.).
40
Public speaking anxiety is a type of fear where a student is scared of being
examined or studied by an audience. This fear sometimes results to physical and emotional
reactions that can be a hindrance for the student to successfully give a speech or
presentation. These reactions include feelings of anxiety, worry, nervousness, trembling
or shaking, sweating and/or dizziness. (UW, 2018).
When facing an audience, one does not fear the process of speaking as such, but
rather the consequences of it, particularly the possibility of a negative response from our
listeners. (White et.al, 1954)
Horwitz and Cope (1986) also reported that students are very self-conscious when
they are required to engage in speaking activities that expose their inadequacies, and these
feelings often lead to "fear, or even panic" (p. 128).
Another study by MacIntyre and Gardner propose that fear of negative evaluation
is closely related to communication apprehension. When students are unsure of what they
are saying, fear of negative evaluation occurs, and they may doubt their ability to make a
proper impression. The inability either to express oneself or to comprehend another person
leads to frustration and apprehension.
41
Public speaking anxiety happens when fear strikes, logic, reason, and even language
to define the threat are unavailable. These are instinctive fear reactions where it shut downs
the high-level thinking brain of the student in order to survive (Cetlin, 2018).
Even those without particularly strong fear of public speaking tend to experience an
“illusion of transparency,” in which they overestimate the extent to which anxiety is
apparent to an audience (Savitsky & Gilovich, 2003).
This clearly means that people with public speaking anxiety may have the tendency
for people to overestimate the degree to which their personal mental state is known by
others which then gives emphasis to the “illusion of transparency”(e.g., Derryberry &
Rothbart, 1988; Lonigan, Vasey, Phillips, & Hazen, 2004). Derryberry and Reed (2002)
demonstrated that self-reported attentional control predicted performance on an objective
attentional control task: individuals with high trait anxiety were better able to overcome an
attentional bias for threatening information in a dot-probe task to the extent that they also
reported higher attentional control. For those with lower attentional control, the threatening
information interfered with task performance.
Ayduk and colleagues (2008) showed that rejection sensitivity was associated with
self-reported borderline personality symptoms only for those with low attentional control.
42
Gyurak and Ayduk (2007) found that low self-esteem predicted increased startle responses
to rejection-related stimuli unless participants also had high attentional control.
Furthermore, those who recall a bad experience of rejection and unappreciation are
highly prone to having a low degree of self-esteem which pushes a person to experience
anxiety prior to speaking in front of an audience
Stage fright has not previously been systematically assessed in actors. A survey was
therefore carried out of 178 senior full‐time drama students at six London colleges: 9.6 per
cent reported stage fright to be a severe problem, while 36.7 per cent considered it to be a
moderate problem. Levels of stage fright were higher in women than men but were not
associated with age or years of acting experience. Stage fright was positively
correlated with neuroticism and negatively associated with extraversion. The features of
performance adversely affected included physical components such as posture and breathe
control, and emotional aspects such as characterization. Factor analysis of cognitive coping
responses identified two independent dimensions—thoughts centered on panic or loss of
control and thoughts concerning physical collapse—that were associated with stage fright
independently of confounding factors such as neuroticism. Relaxation and meditation were
frequently used prior to public performance but were not associated with stage fright levels.
In contrast, self‐distracting behaviors and memory checking were more common in those
43
with higher performance anxiety. A variety of health‐related symptoms were reported to
increase prior to public performance, and difficulty eating properly, increased irritability
and more frequent skin rashes were associated with stage fright independently of negative
affectivity. The implications of these findings for aspiring actors are discussed.
According to Horwitz and Cope (1986), the subjective feeling of tension,
apprehension, nervousness and worry are associated with an arousal of the “autonomic
nervous system.” Weinberg and Gould (1995) explained that anxiety is a “negative
emotional state characterized by nervousness, worry and apprehension, and associated with
activation or arousal of the body. Prince (2002) added that anxiety can be described as a
“feeling unlike any other signal of distress.
Top CEOs advice that great leaders must be able to communicate ideas effectively,
they must be able to persuade, build support, negotiate and speak effectively
in public (Farrell, 2011). According to Mohammed (2010), the transmission perspective
focuses on the content of the topic and how the information is delivered to the student.
Social skills are important for preparing young people to mature and succeed in their adult
roles within the family, workplace, and community (Ten Dam & Volman, 2007)
44
Raja (2013) suggests “Communication has become one of the markers of social
solidarity, social ranking and professional capabilities and most of the components of the
language are learnt through this medium.”
There is a core set of skills that are necessary “both for a globally engaged
democracy and for a dynamic innovation fueled economy” (Rhodes, 2010, p. 10). In the
category of “intellectual and practical skills,” public speaking is listed as one of these core
skills. This is not particularly surprising given that communication skills are critical for
intellectual development, career trajectory, and civic engagement.
Constructivism is the theory that students need to discover, examine, construct, co-
construct, and re-construct the new knowledge before applying it (Mohammed, 2010).
According to Aristotle (Griffin 2006), the available means of persuasion are based on three
kinds of proof: logical (logos), ethical (ethos), and emotional (pathos). In this paper, these
proofs act as a road map to the student as they engage the curriculum. The ethical proof is
the way the speaker’s character is revealed through the message, and emotional proof is
the feeling the speech draws out of the hearers and the logical proof comes from the line
of argument in the speech (p. 320).
45
Silberman (2006) mentions five different learning domains designed to address the
basic public speaking student’s needs:
1. The History of Public Speaking
2. A Look at Stage Fright (Communication Apprehension Theory and
Expectation
3. Violations Theory) and the Fears Related to Public Speaking
4. Speech Organization and Preparation
5. Practice, Practice, Practice
A glimpse into history can offer the necessary insight to broaden a student’s public
speaking horizon (Fisher, 2010).
Communication Apprehension Theory (CA) is defined as the level of fear or
anxiety associated with either real or anticipated communication with another person
(McCroskey, 1984). Instruction in this area of research will contribute to the
communication-consulting field and give the student/client an understanding of CA.
Discussion on CA will also allow for more conversant ways to confront CA, and help those
individuals who experience it (Feeny, 2008).
46
Another advancement was the creation of more interpersonal communications
classes at the collegiate level instead of the traditional mandated public speaking
graduation requirement (McCroskey, 2009).
In recent studies, an examination of the influence of unwillingness to communicate,
self-esteem, and biological sex of students’ communication apprehension levels in a public
speaking classroom setting were able to support the idea that CA can be predicted among
certain people (Bodie, 2010; Pearson, Vevea, Child & Semlak, 2008; Richardson, 2003).
Scholar Judee Burgoon’s Expectancy Violation Theory (EVT) is another important
theory that helps us understand how we interact with others in a public speaking setting
(Griffin, 2006). Understanding EVT in the context of working with adult learners will help
identify the communicator characteristics, relationship factors, and the expectancy of these
students (Houser, 2006).
With an understanding of EVT and CA, it also addresses ways to manage both
conditions. One such method is known as Imagined Interactions (II). This practice can
help reduce the fear of communication in which individuals use mental imagery before and
after to prepare and review communication (Honeycutt, Choi, & DeBerry, 2009).
Learning communities can also be described as small sub-groups of students
characterized by a common sense of purpose that can be used to build a sense of group
47
identity, cohesiveness and uniqueness that encourages continuity and the integration of
diverse curricular and co-curricular experiences (Edwards & Walker, 2007).
Furthermore, in a study by Ubel, Routsong, Turk, Koesten, and Liang (2008), they
discovered that the only factor that proved to be a significant predictor of student
CA was the success of the humor applied to their speech. Their research indicates that
humor makes people feel less stress and less anxious.
In accordance to Savage (2007), many studies that have cross-culturally compared
high and low CA show that culture and national origin influence individuals’ levels of CA.
In this project, he also explored how CA relates to audience verbal and non-verbal
feedback.
Likewise, from a training article by Magnecca (2009), importance of
communicating a message to a listener in such a way that it draws the question of, “What’s
in it for me?” After all, the message to the listener must be one that evokes thoughts of
persuasion and even benefit in order to keep them interested.
Merriam (2008) proposed that adult learning theory is attending more to the various
contexts where learning takes place and to its multidimensional nature.
Certain attributes like course engagement (homework and class preparation,
previous public speaking experience, and writing skills); dispositions (perceived value of
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classroom attendance, motivation, affective learning, critical thinking, communication
apprehension, willingness to communicate, and self-esteem); and demographics
(biological sex, other family members with college degrees, number of class credits
attempted, and employment status) can contribute or take away from the students ability to
learn (Pearson, Vevea, Child & Semlak, 2008).
It is possible that learning to keep one's emotions under control before and during
a musical performance makes the crucial difference between success and failure" (Wolfe,
1990).
The Barrell, Medeiros, Barrell, & Price field study (1985) cited five causal elements
present in the performance anxiety experiences of three males and three females in a study
group at West Georgia College:
1. Perceived presence of significant others;
2. Consideration of the possibility of visible failure;
3. Feeling the need to avoid failure;
4. Uncertainty of the outcome;
5. Focus on self.
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Tobacyk's (1986) findings suggest that cognitive therapies that involve changing
one's understanding of self and performance might be effective in reducing performance
anxiety in musicians.
Distinguished by Wilson (1994, p. 203), "The most effective cognitive strategies
seem to be those that: (a) prepare the performer to accept a degree of tension and minor
mishaps as par for the course; (b) focus on the process and personal enjoyment of the
performance rather than audience evaluation of it; and (c) use positive, optimistic self-talk
and visual imagery rather than self-doubt or catastrophizing."
Ortiz (1988) proposed an instructional approach for minimizing stage fright, based
on insights from Buss's theory of audience anxiety: that audience anxiety correlates with
feelings of self-consciousness, characteristics of the audience, and the novelty of the
speaking role.
Fogle (1982) found that musical performance anxiety was reduced, and
performance quality improved considerably when students were given permission to make
mistakes.
In learning English, speaking is one of ability that must be mastered by the students.
As supported by Ur (1991) that of all the four skills (Listening, Speaking, Reading and
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Writing), Speaking seems intuitively the most important one. Speaking itself is an oral
communication that used to transfer information. Through speaking, we can express our
ideas to others. It is also useful as a tool of communication in understanding foreign
language. The first definition proposed by Nunan (2003:48) states that speaking is the
productive oral skill. It consists of producing systematic verbal utterances to convey
meaning.
Young students are preoccupied with their perception of their social evaluation and
as such, they assume that the audience is more concerned on the students’ appearance and
behavior rather than the message, thus, they are concerned about making mistakes and
being perceived as looking stupid in front of their fellow students. (Elkind, 1978)
Difficulty in speaking in class is probably the most frequently cited concern of the
anxious foreign language students seeking help at the Learning Skill Center (LSC).
Students often report that they feel comfortable responding to a drill or delivering prepared
speeches in their foreign language class but tend to "freeze" in a role-play situation. Some
students avoid talking because they are unprepared, uninterested, or unwilling to express
themselves, most anxiety stems from feelings of alienation in class, from a lack of
confidence, or because the students fear communication itself (Daly, 1991).
51
Speaking in class is most frequently difficult for anxious students even though they
are pretty good at responding to a drill or giving prepared speeches. (Coping with Public
Speaking Anxiety, 2004)
Penny Ur (1995:121) explains that there are four speaking problems faced by the
students, those are:
A. Inhibition. Unlike reading, writing and listening activities, speaking requires
some degree of confidence to the other students. They are often inhibited about trying to
say a foreign language in the classroom, worried about making mistakes, fearful of
criticism or losing face in front of their classmate, or simply shy of the attention that their
speech attracts.
B. Nothing to say. Even if the students are not inhibited, sometimes they cannot
think what they want to say in a topic. In this case, it is caused by the less of
prior knowledge and less of confidence. So that, they are not motivated to express
themselves beyond the guilty feeling that they should be speaking.
C. Low or uneven participation. In the classroom, there will be always dominant
students who always speak too much that can make difficult for more reserved students to
express themselves. Only one participant can talk at a time if he or she is to be heard, and
in a large group this means that each one will have only very little talking time. This
52
problem is compounded by the tendency of some students to dominate, while others speak
very little or not at all.
D. Mother-tongue use. In class where all, or several, the students who insist on
using their mother tongue are the students who fear of being criticized and need to be
encouraged to speak English. They feel easier using mother tongue rather than a foreign
language. The students feel unnatural to speak to one another in foreign language, and
because they feel less exposed if they speak in their mother tongue.
Gardner and MacIntyre (1994) explain the idea behind apprehension experienced
in relation to PSA is often related to a situation whereby the second language in which the
speaker is not fully competent is to be used in public speaking.
MacIntyre, Thivierge and MacDonald (1997) define PSA as “an individual’s level
of fear or anxiety associated with either real or anticipated communication in front of a
group of persons”
A public speaking that is shown just by talking in front of their friends when their
friends are in large group, that type of anxiety may be more related to social phobia. (Calm
clinic, 2018)
53
Fear of negative evaluation can occur in any social situation which has an
evaluative component and is particularly important in the language class where students
may feel as if they are constantly being evaluated by their instructor and peers. (Horwitz
and Young, 1991) Emphasized by Shams (2006), the fear of a negative evaluation occurs
if the speaker fears that the audience think that their pronunciation is weak.
The impact of competency in English language on PSA has been related to
insecurity or the absence of self-confidence (Gutierrez-Calvo & Miguel- Tobal, 1998), and
the lack of competence in public speaking. (Behnke & Sawyer, 1999; Westenberg, 1999)
Pappamihiel (2002: 330) expouns anxiety as a complex concept, dependent upon
not only one’s feelings of self-efficacy but also appraisals concerning the potential and
perceived threats inherent in certain situations.
King’s College London (2018) points out that students who are very anxious about
public speaking may avoid modules where this is required, rarely speak in seminars, or
decide against certain careers which require occasional speaking before a group.
Likewise, public speaking anxiety may become visible in students through different
physiological, psychological, and behavioral ways, so also would it be able to be dealt with
54
(Nelson et al. 2010). Public speaking anxiety can have negative impacts on the execution
of the classrooms (Menzel & Carrell, 1994).
“Public speaking and oral assessments are common in higher education, and they
can be a major cause of anxiety and stress for students,” Nash, Crimmins, and Oprescu
(2015) mentioned.
Consequently, MacIntyre (1995) revealed that speaking anxiety often interferes
with language learning. As a result, anxious students might fail to focus on the actual task
since they are usually more worried about avoiding making mistakes.
Genard (2015) advocates that some of the reasons why a speaker struggles with stage
fright is that they are concerned that other people might judge them, or because of their
past failures, or they are not satisfied with their abilities.
When a performer gives a public performance, there is awareness and some form of
engagement with the group of people who constitute the audience. Perceptions of this
“audience group” may affect the performer in various ways, sometimes contributing to
“stage fright,” sometimes stimulating the performer to an especially uplifting and thrilling
performance. Depending on their art form, performers may also be highly conscious of
another group (in some arts referred to as a troupe), their fellow actors, dancers, vocalists
or musicians. In this paper, we review relevant psychoanalytic, psychological and theater
55
literature. We then report on findings from an aspect of our qualitative research into
performance anxiety with musicians, actors, and public speakers who were interviewed
concerning their experiences of performing. These performers gave detailed reflections on
their relationship with audiences and fellow performers and experiences of performing,
including debilitating fright, but also those of an uplifting, joyous, sometimes spiritual
nature. (John Wiley & Sons, 2012)
Mostly, every student is nervous when giving a speech or presentation even if they
did it many times already. Therefore, experiencing speech anxiety is normal. Some students
look relaxed and confident is because they learned how to handle their anxiety. (University
of Pittsburgh, 2008)
Elias et al. (1997) suggest that those involved in guiding children and youth should
pay special attention to this domain : social skills allow people to succeed not only in their
social lives, but also in their academic, personal, and future professional activities. For
educators, it is increasingly obvious that learning is ultimately a social process (Bandura,
1986; Dewey, 1916; Vygotsky, 1978).
Meanwhile, Price (1991) procured that instructors also played a significant role in
the amount of anxiety each student had experienced classes" (p. 106)
56
Dupagne, Stacks, Giroux, (2007) in an article proclaimed that expectations often
hold true that students self-directed technology in students observing their communication
competency should enhance their communication experience and reduce their
apprehension toward that experience and improve their public speaking skills.
Hatzigeorgiadis, et al.’s (2009) research findings suggest that self-talk can cause
improvement for self-confidence and reduction for cognitive anxiety. Results obtained
from Tod, Hardy, & Oliver’s (2011) mediation-based analysis suggest that cognitive and
behavioral factors had the most consistent relationships with self-talk.
In addition, according to Lilyan Wilder states in her book, 7 Steps to Fearless
Speaking, the toll in lost opportunities and ministration exacted by the fear of speaking is
enormous. It can ruin your career advancement, it can be the difference between keeping
and losing a job. Fear of speaking can do the following: Lead you to believe you are less
competent and worthy than you are; keep your ideas from being heard; keep you from
applying for the position you really want; become a glass ceiling in your career; cost you
your job. Beyond influencing your career, the avoidance of impulsively sharing ideas
within a group setting can have a significant impact on your health and well-being.
57
Local Literature
According to Eduque (2017) public speaking is a fear we can all overcome. It is
something that we’ve all had to go through at some point in our lives, and while the
anxiousness that comes alongside it may never get easier, we can only just keep getting
better to conquer it – by working for it!
Public speaking anxiety is commonly referred to as stage fright or speech anxiety.
In medical terminologies, public speaking anxiety is referred to as "glossophobia." The
feeling of fear is always coming with several emotional and physical reactions that usually
hinder the person's capability to deliver his presentation or speech successfully. Additional
symptoms include an extreme feeling of anxiety, sweating, worry, shaking or trembling,
nervousness, dizziness and fainting. (Marley 2012)
A speaker is seen as well as heard. He creates visual as well as auditor impression.
Hence, he reveals much of what he is by the way he conducts himself physically. Thus, the
public speaker must aim at audibility, pleasantness, variety, animation, fluency and clarity
or his public discourse. These are attributes which lend to a successful speaker-listener
interplay. Bodily action helps the speaker in adjusting to the speaking situation. It affords
relaxation of muscles that it turns results in minimizing muscular tension which is one
58
source of stage fright. Action should not call attention to itself. It is integrated with the
words said. It serves the purpose of communication. (Carpio et.al, 2003).
Foreign Studies
A fear of public speaking is considered the number one fear among societies
population. It is also considered to be a social anxiety disorder where individuals suffer
from performance anxiety. The medical term referring to the fear of public speaking is
called “glossophobia.” The following statistics provide a in depth perspective to the current
state of public speaking phobias.
Of all the phobias out there, public speaking is considered the highest. It affects 3
out of 4 people or 75% of individuals that suffer from speech anxiety. It also accounts for
19% and most of those suffering from some form of phobia out there.
Those who suffer from the fear of public speaking, estimated 5.3 million Americans
suffer from a social phobia, with 74% suffering from speech anxiety.
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Yaikhong-Usaha (2012) affirmed that the communication anxiety of the Basic
Signal Officers in the English classroom at the Signal School was caused by the inadequate
chance for students to contribute in classroom communication, lack of confidence when
communicating English in the classroom, and by affective factors like interpersonal
evaluation, classroom activities and methods, as well as self- esteem.
According to Maclay and Osgood (1959) schema, these hesitations reveals various
levels of public speaking anxiety: (1) Repeats (2) False Starts (3) Filled Pauses (4) Unfilled
Pauses.
In fact, up to 20% of the student population experience high levels of fear of oral
communication (McCroskey, 1977)
(Skiöld, 1989) is a methodology lector who confirms that speaking-anxious people
are often those who are self-conscious and afraid of making fools of them, being laughed
at or bullied.
Tasee (2009) found that students with lower perceived language ability are more
anxious about speaking.
60
It is argued that the degree of anxiety in younger people would be higher,
particularly because of the fear of negative evaluation. Younger people tend to be more
self-conscious and have concerns about public self- image (Levpuscek & Videc, 2008).
Social Skills (2010) report that 20% of the population feels a specific fear of
embarrassment while speaking, writing, or eating in public. Similarly, McCroskey (1999)
reports that invariably 20% of students are faced with PSA.
Harmer (2007) argues that succeeding with speaking in class mostly depends on a
good atmosphere where students get along with each other. Harmer (2007) states that the
teacher’s role is very important in those situations. It is essential that the teacher is gentle
when giving feedback or correcting students while they are speaking. Sometimes students
may get stuck in a speaking activity and it is important that the teacher helps in a discrete
way without exposing the student. Feedback should always be given at the end of the
activity.
(Lanerfeldt, 1992) revealed that speaking anxiety is a speaking disorder such as
stuttering. Students with speaking anxiety are weaker as and less motivated than others,
which also influence their grades.
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Penny Ur (1996) mentions the four most common problems according to her are:
1. Inhibition.
2. Nothing to say.
3. Low or uneven participation.
4. Mother-tongue use. (p.120-121)
Foss and Reitzel (1988) also found that anxiety was reduced for many students
merely by knowing that they were not alone in their fears or beliefs.
As many as 10-20% of an average group of people feel very uncomfortable or
anxious at the prospect of speaking in public. Symptoms of anxiety can include a dry
mouth, blushing, increased perspiration and an increased heart rate. (Uppsala Universitet,
2018).
In addition, a study revealed that whether the individual is male or female, it does
not contribute in his/her public speaking anxiety. Because gender does not have any impact
on public speaking anxiety. Gaibani and Elmenfi (2014)
A study was conducted, and classified speech anxiety using the Q-methodology
analysis and found that about 40% of the total population feels nervous when given the
possibility of showing them in front of the audience. Lee (2014)
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Moreover, Gibson et.al (1980) found that around 85 percent of people reported
encountering some form of anxiety while talking with the public.
Woodrow (2006) also indicated that respondents attributed anxiety to a range of
factors. The major stressor identified by the participants was interacting with native
speakers and speaking in front of the class. Interaction with non-native speakers was not
considered a stressor by most of the sample students in the study (p.323).
According to Young (1990), speaking in the foreign language is not exclusively the
source of students’ anxiety, but speaking in front of the others is the real anxiety-evoking
situation.
Horwitz et al. (1986) indicate that anxious students are less willing to communicate
or use communicative strategies in the language classroom. Some of the issues underlined
in their study are worry and fear of students in speaking in front of the class. Horwitz et al.
(1986) claim that students with high level of anxiety also have difficulties concentrating,
often miss classes, have palpitations and can even experience sleep deprivation (p.125).
Their findings also show that learners expressed more anxiety over speaking than any other
language skill (Horwitz etal, 1986, pp.128-131).
63
Meanwhile, Samuelsson (2011) learned that speaking anxiety is the most common
form of social anxieties. Speaking anxiety is a specific social phobia that 15 - 20 % of
human population suffers of, and it could be a hindrance in studies and life in general.
Similarly, (Mestan, 2017) explained that students with speaking anxiety was due
to their fear of making a mistake while speaking in front of each other.
(Campbell & Larsson 2013) found out that near half of the students in their study
experienced more anxiety when giving a speech face-to-face in a classroom setting, and
that a little over a third of the students experienced more anxiety in web-based speech
setting.
According to Zhiping’s (2013) previous study, he argued that the fear of being in
public, shyness, and fear of speaking inaccurately affected students in a negative way,
effectively interfering with their oral speaking skills.
Mestan’s (2017) study added that a speaking anxiety increases according to the
students’ grade level.
Sandra, Robert and Max (2002) on their study examined the effectiveness of Virtual
Reality Therapy (VRT) in overcoming public speaking anxiety of university students.
Their sample comprised fourteen students divided into two groups. Students in group one
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experienced VRT individual treatment and post-testing, where the other students are in the
control group completed the post- test only. Results says that VRT sessions successfully
helped the students reduce their public speaking anxiety.
Furthermore, Akin and Kunzman (1974) showed a program that calculated to the
behaviorally condensed symptoms of PSA among students. The evaluation showed similar
results,that has taught the participants to control their anxiety by letting them face it through
exposing them again and again to the anxious situation. Hence, those who practice well
before they speak in public, are more likely to be confident and deliver good presentations.
(Mestan, 2017) disclosed in his study that students in Turkey in different grades,
ages and genders have speaking anxiety due to their negative feelings and fear of making
mistake while producing language orally. Also it was revealed that students have some
basic suggestions to overcome the anxiety but they do not use them, and they require
teachers’ help and support.
McCroskey (1970; 1992) conducted a study to determine the level of anxiety that
a student experiences while holding a speech. At the beginning of the semester, the students
were asked to fill out the questionnaire by approximating the level of distress that they
experience while holding a public presentation. After the teaching of affective strategies at
the end of the semester, the students were given the same questionnaire, with the above
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described instructions. The results of the study indicate that the students experienced
significantly less anxiety after they had been taught how to manage their distress, by means
of affective strategies. The implication for future research on assessment and amelioration
of public speaking anxiety are considered.
Local Studies
(University of the Philippines, 2010) In its study identified beginning Filipino
student’s attributions about their oral communication anxieties. Results revealed that
expectation, training and experience, audience, self-worth, rejection, verbal fluency,
preparation and previous unpleasant experience are the 69.11% of the total variance in the
data.
Spielberger (1985) conducted a study on anxiety, differentiated between trait and
state anxiety. He defines trait anxiety in terms of “relatively stable individual differences
in anxiety-proneness, that is, differences between people in the tendency to perceive
stressful situations as dangerous or threatening and in the disposition to respond to such
situation with more or less intense elevations in state anxiety” (10). State anxiety is seen
as the “more temporary condition while trait anxiety is the more general and long-standing
66
quality of trait anxiety”. The present study adopted Spielberger’s definition of trait anxiety.
Further, the STAI-trait anxiety instrument developed by Spielberger was used to measure
the trait anxiety level of beginning students in the University of the Philippines. This was
seen appropriate as the respondents have not been exposed to any training in public
speaking at the time of the study therefore there were no occasions to allow for measuring
state anxiety. But how they generally felt about public speaking, or their trait anxiety was
assumed to be obtainable. This trait anxiety was therefore measured.
Proctor et al. (1994) in Bippus and Daly (1999) conducted a study where they
discovered 4 factors why students experienced public speaking anxiety. These were:
evaluation and criticism, mistakes and failure, attention and isolation and unfamiliar
audiences. One limitation of this study was that the reasons were given only by the high
apprehensive students. There was therefore no comparison made with the low
apprehensives. Also, the study’s sample size was only 19. The present study examined and
extended the research conducted by Bippus and Daly (1999) by looking into the attributions
of beginning public speaking students in the Philippine setting specifically in a basic oral
communication course in the University of the Philippines. Further a comparison of
attributions given by high, moderate and low anxiety students was done to determine the
differences among them.

67
Synthesis of the Study
The related literature and studies mentioned will hopefully help the researchers in
clearly understanding the relevant concepts and subject matter on the topic “A Study on the
Student Academic Performance in Oral Communication of Humanities and Social sciences
(HUMSS) in La Verdad Christian School in Relation to their Public Speaking Anxiety.”
These literature and studies from local and foreign authors presented in this study
discusses the effects of public speaking anxiety in the academic performances of students
which results that it is a great factor affecting the grades of the students.
In this study, some factors that linked directly to the academic performance of
students were considered. These factors are student’s environment, classmates, teachers,
peer pressure, parental guidance and confidence of the student.
The resemblance of this study together with the other related literature were the
following: First, PSA is a common kind of anxiety it shows to people who have or haven’t
experience speak in in front of a mass. Second, class’ environment is great help to produce
a great speaker. Third, the teacher and parents should be careful enough in words to
encourage a student. And lastly, there are symptoms that shows when having a PSA.
Among all the related literature and studies, they were all agreed that there are some
technics to hide their PSA even if they are not confident with themselves speaking in front
68
of many people and to have self-confidence by having a support from the student’s
environment.
69
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the necessary data gathering procedures that were involved
in the study. This includes the discussion of the research design, respondents in the study,
the research locale details, sampling procedure, research instruments, data gathering
procedure and statistical analysis technique used to analyze the data.
Research Method Used
To achieve one of the goals of this study, the researchers utilize the use of
descriptive-survey method of research to measure the target academic performance of the
HUMSS students in a subject with regards to their public speaking anxiety. According to
Dr. Y.P. Aggarwal (2008), this type of research method is not simply amassing and
tabulating facts but includes proper analyses, interpretation, comparisons, identification of
trends and relationships. Also, Posinasetti (2014) stressed that this method is used to obtain
information concerning the current status of the phenomena to describe "what exists" with
respect to variables or conditions in a situation. The methods involved range from the
70
survey which describes the status quo, the correlation study which investigates the
relationship between variables, to developmental studies which seek to determine changes
over time. Moreover, this type of research addresses questions and satisfies curiosity about
certain phenomenon.
Population and Sampling Procedure
The population of the study included all the Grade 11 and 12 Humanities and Social
Sciences students of La Verdad Christian School. The researchers chose the Grade 11 and
12 HUMSS students as the respondents since the researchers belonged to one of these
classes, would not have difficulty in talking with their classmates and fellow HUMSS
students, and because they also believed that the Grade 11 and 12 HUMSS students would
provide the most accurate pieces of information needed for the research.
There were two sections of the Grade 11 HUMSS of La Verdad Christian School
included in this study. This includes: Grade 11 HUMSS-A, and Grade 11 HUMSS-B.
There are sixty-seven (67) officially enrolled Grade 11 HUMSS students and sixty (60) in
Grade 12 HUMSS students in the current school year 2018-2019. Since the population size
that has the set of characteristics that the researchers were interested in is typically very
71
small, the entire population also served as the sample size. The researchers also decided to
use the population of enrolled Grade 11 and 12 HUMSS students because all of them were
vital for the research.
To identify the population, the researchers utilized the use of total population or
universal sampling due to typically small population size where these will also serve as the
sample or respondents in the study.
Total population or universal was used by the researchers since their target
population of interest is significantly homogenous, HUMSS students who are exposed to
public speaking context. This is a type of purposive sampling where the whole population
of interest (i.e., a group whose members all share a given characteristic) is studied.
Gleaning information from the total population often gives deeper insights into a
target population than partial samples would be capable of. It has the potential to allow the
researchers to paint a much more complete picture, and greatly reduces guesswork. Also,
it eliminates the risk of biased sample selection that is often encountered in would-be
random study samples.
72
Description of the Respondents
Table 1
Distribution of Respondents According to Grade Level, Strand, Section and Gender
Grade Level Strand and Male Female Total

Section
11 HUMSS-A 6 28 34 (26.77%)
11 HUMSS-B 10 23 33 (25.98%)
12 HUMSS-A 9 20 29 (22.84%)
12 HUMSS-B 10 21 31 (24.41%)
TOTAL SAMPLE 35 (27.56%) 92 (72.44%) 127 (100%)
Table 1 shows the description of the participants in the study according to the grade
level, strand, section and gender emanated from the Senior High School. As displayed in
this table, majority of the respondents came from the Grade 11 HUMSS-A with a total
number of 34 or 26.77% of the total sample, followed by Grade 11 HUMSS-B with a total
of 33 or 25.98%, Grade 12 HUMSS-B with 31 or 24.41% and Grade 12 HUMSS-A with a

73
total of 29 or 22.83% of the overall respondents. Meanwhile, most of the respondents were
female with a total number of 92 or 72.44% while 35 or 27.56% were male.
Research Instrument
Survey or questionnaire serves as the major instrument used in this study to gain
concrete data and feedbacks from the respondents. On the topmost part of the survey
questionnaire, respondents were first asked to supply the following information called for
their: Name, Gender, Grade and Section, Age, Average in the Oral Communication in the
Context and Scholarship Status in order to distinguish their demographic profiles. The
survey questionnaire used throughout the study was composed of two parts: Personal
Report of Public Speaking Anxiety (PRPSA) and Coping Strategies to Public Speaking
Anxiety.
First part of the questionnaire or PRPSA aims to identify the students’ own
description and knowledge in public speaking which was used by Rodger Clayton Bednar
on his masteral thesis in communication studies in the year 1991 entitled “Effect of Public
Speaking Anxiety on Student Academic Learning in Oral performance Courses.” In this
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part, respondents were asked to indicate the degree to which the provided statements apply
to them by marking: 5 if they Strongly Agree, 4 if they Agree, 3 if they are Undecided, 2
if they Disagree, or 1 if they Strongly Disagree.
Personal Report of Public Speaking Anxiety (PRPSA) is composed of 34-items
questions. This instrument has established validity and reliability (McKroskey,1970). The
Personal Report of Public Speaking Anxiety was used to measure one’s level of Public
Speaking Anxiety (PSA). The PRPSA yields scores with a potential range of 34 to 170 and
has a hypothetical neutral score of 102. According to Richmond and McCroskey (1989),
scores on the PRSPA falling within the 34 to 84 range are indicative of very low anxiety;
85 to 92 indicates moderately low anxiety; 93 to 110 represents moderate anxiety; 111 to
119 suggests moderately high public speaking anxiety and scores between 120 and 170
indicate a very high level of anxiety about public speaking.
And in the second part or Coping Strategies in Public Speaking Anxiety (PSA)
which was originally formulated by the researchers using some references such as books,
articles and websites, it targets to provide some effective ways to combat this kind of
anxiety. Respondents worked on this section by ticking on which box they can relate to the
most with regards to their coping strategies; 1 for Never, 2 for Rarely, 3 for Sometimes, 4
for Often, and 5 for Always.
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Data Gathering Procedure
To formally start in collecting data needed, students were asked permission by the
researchers to conduct the said study. Completed through a recommendation letter from
the Research adviser and a formal request approved by the Research teacher and the
respondents themselves, the researchers started distributing the questionnaires to current
Grade 11 and 12 HUMSS students of La Verdad Christian School.
The researchers queried for a schedule when to administer the research instruments
for the students-respondents. During the data gathering, the researchers conducted a short
orientation about the purpose of the study before the instruments were administered to the
student-respondents. The researchers administered and retrieved the set of questionnaires
personally. The student-respondents were given a set of questionnaires, one part is the
unstructured type asking for their personal profile, while the other part is a structured type
of questionnaire consisting of an inventory of questions determining the students’ personal
report and knowledge on public speaking which an indicator of his public speaking anxiety
level is also.
76
The answers on the students’ instrument were tabulated and computed to answer
the questions in Chapter 1.
Statistical Treatment of Data
The data gathered from the respondents were interpreted through the following
statistical techniques and procedure:
1. Total Population or Universal Sampling
It is a type of purposive sampling technique that involves examining the entire
population (i.e., the total population) that have a particular set of characteristics (e.g.,
specific attributes/traits, experience, knowledge, skills, exposure to an event, etc.). Given
that, the population of HUMSS senior high school students in La Verdad Christian School
is relatively small, the researchers used this sampling method and to accurately distribute
the number of respondents each section.
To get the desired mean the formula given is:
Desired mean= N x %
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Where:
N is the number of population
% is the percentage given
The percentage given in this study is 100% while the total population is 122. To get
the accurate distribution of the respondents each section, the procedure is conveyed by the
researchers as below:
Number of students per section x Desired mean = number of respondents each section
Total Population
2. Percentage
The percentage was used to determine the profiles of the respondents. According
to Calmorin and Calmorin (2003), “this is a portion of a whole expressed in hundredths.
It is the value obtained by multiplying a number by a percent.
78
The formula of percentage is as follows:
P = f/N x 100
Where: P = Percentage
f = frequency of each variable
N = total number of population
3. Weighted Mean
According to Zulueta and Costales (2003), “this is used when variables being
studied are abstract or continuous such that they cannot be counted individually.”
The formula for an average weighted mean is as follows:
_
Where: x = average weighted mean
f = frequency
∑f = total number of respondents
∑fx = summation of weighted mean
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4. PRPSA
The Personal Report of Public Speaking Anxiety (PRPSA), which has 34 items, 5
step, Likert-type scale (McCroskey, 1970). The Likert scale is one-dimensional scale from
which the respondents will be choosing one option that reflects their opinion. There are
classically five options to be offered. In order to know the public speaking level of the
student, the researchers applied Likert scale method. This tool was used in the
questionnaire given to the respondents. This instrument has established validity and
reliability (McCroskey, 1970) as a measure of generalized context -based anxiety of public
speaking.
To determine your score on the PRPSA, complete the following steps:
Step 1:
Add scores for items 1, 2, 3, 5, 9, 10, 13, 14, 19, 20, 21, 22, 23, 25, 27, 28, 29, 30, 31, 32,
33, and 34
Step 2:
Add the scores for items 4, 6, 7, 8, 11, 12, 15, 16, 17, 18, 24, and 26
80
Step 3:
Complete the following formula:
PRPSA = 72 minus (Total from Step 2) plus (Total from Step 1)
5. Measures of Communication Bound Anxiety
According to McCroskey Measures of Communication Bound Anxiety the
following results will identify students’ level of anxiety. Scores must be between 34 and
170. If your score is below 34 or above 170, there must be a mistake in computing the
score.
Interpreting PRPSA score:
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Score Public Speaking Anxiety (PSA)

Level
Above 131 High
Between 98 and 131 Moderate
Below 98 Low Anxiety
6. Learner’s Grading Scale and Descriptors
As per Department of Education (DepEd) Order No. 8 series of 2015 or The Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program, the
learner’s progress is shown to the parents and students using these descriptors and grading
scale indicated in the report card. To assess the students’ academic performance in Oral
Communication, the researchers make use of this one to accurately interpret the average
grade provided by the respondents.
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Descriptors Grading Scale
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectations Below 75
7. Likert Scale
The Likert’s Scale was used to give verbal interpretations to the weighted mean
(which was used to calculate the average of the response that corresponds to weight) and
level of significance. It was organized, evaluated, and interpreted using the scale:
83
Weighted Mean Scale Verbal Interpretation
4.20 - 5.00 5 Always
3.40 - 4.19 4 Often
2.60 - 3.39 3 Sometimes
1.80 -2.29 2 Rarely
1.00 -1.79 1 Never
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
The chapter involves the presentation, analysis and interpretation of data. It presents
gathered data through survey conducted to the Grade 11 and 12 HUMSS students form
Senior High School in La Verdad Christian School, Apalit, Pampanga. Results were
presented based on the specific questions posed in Chapter 1 using tabular and textual
presentations.
Sub problem 1.1. What is the demographic profile of the respondents in terms of gender?
Table 2
Frequency and Percent Distribution Table of Respondents by Gender
85
Gender Frequency Percentage
Male 35 27.56%
Female 92 72.44%
TOTAL 127 100%
Table 2 shows that of the 127 student respondents, 92 or 72.44% of the respondents
are female and 35 or 27.56% of the respondents are male. It denotes that majority of the
Grade 11 and 12 HUMSS students studying at La Verdad Christian School are female.
Sub problem 1.2. What is the demographic profile of the respondents in terms of age?
Table 3
Frequency and Percent Distribution Table of Respondents by Age Group
86
Age Frequency Percentage
16 years old 34 26.77%
17 years old 54 42.52%
18 years old 34 26.77%
19 years old 3 2.36%
TOTAL 127 100%
Table 3 shows the age groups of the respondents of the study. Students belonged to
the group of 17-years old are 54 or 42.52% of the respondents. Followed by the 16-years
old with 34 or 26.77% same as the 18-years old with 34 or 26.77% of the respondents.
Next is the 19-years old with 3 or 2.36% of the respondents. The age group of 20-years old
with 1 or 0.79% and the 21-years old with 1 or 0.79% of respondents came with the least
students. Majority of the students belong to 17-years old, and this is because of the majority
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of the Grade 11 and 12 HUMSS students studying at La Verdad Christian School are 17
years old patterned to the implementation of the K to 12 curriculum wherein senior high
school students are supposed to be around 16 or 18 years old.
Sub problem 1.3. What is the demographic profile of the respondents in terms of
scholarship status?
Table 4
Frequency and Percent Distribution of the Respondents by Scholarship Status
Scholarship Status Frequency Percentage
Partial ESC 8 6.30%

Partial Voucher 98 77.17%
Full Academic 7 5.51%
Full Presidential 11 8.66%

Sports 3 2.36%
TOTAL 127 100%
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Table 4 shows that in 127 students, 98 or 77.17% are partial voucher scholar, then
11 or 8.66% are full presidential scholar. Followed by the partial esc with 8 or 6.30%
student, next is the full academic with 7 or 5.51% student. The least number of students
who are sports scholar are 3 or 2.36%. Majority of the Grade 11 and 12 HUMSS are partial
voucher recipient.
Sub problem 2. What is the academic performance of HUMSS students in Oral
Communication?
Table 5
Academic Performance in Oral Communication of Student Respondents from Grade 11

and 12 HUMSS
The data shows that 57 or 44.88% among the HUMSS student respondents
have a ‘Very Satisfactory’ academic performance in this core subject while 37 or 29.13%
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are ‘Outstanding.’ On the other hand, 30 or 23.62% of them have ‘Satisfactory’ and ‘Fairly
Satisfactory’ comprised of 3 or 2.36% of the total population.
Grading Scale Descriptor Frequency Percentage

90-100 Outstanding 37 29.13%
85-89 Very Satisfactory 57 44.88%
80-84 Satisfactory 30 23.62%
75-79 Fairly Satisfactory 3 2.36%
Did Not Meet
70-74 0 0%
Expectations
TOTAL 127 100%
Table 6
Academic Performance in Oral Communication of Student Respondents from 12

HUMSS-A
90

90-100 Outstanding 15 51.72%
80-84 Satisfactory 0 0%
75-79 Fairly Satisfactory 0 0%
Did Not Meet
70-74 0 0%
Expectations
TOTAL 29 100%
The data shows that 15 or 51.72% among the student respondents have an
outstanding academic performance in this core subject while 14 or 48.28% are very
satisfactory. It reveals that more than half of the respondents from this class are outstanding
performers and learners in their Oral Communication subject.
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Table 6.1
Academic Performance in Oral Communication of Male Respondents from 12

HUMSS- A
90-100 Outstanding 6 66.67%

Did Not Meet
70-74 0 0%
Expectations
TOTAL 9 100%
As shown in Table 6.1, 6 or 66.67% out of 9 respondents from this section have
outstanding academic performance in this subject area while 3 or 33.33% are very
satisfactory. It denotes that there are more outstanding male performing students in this
class.
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Table 6.2
Academic Performance in Oral Communication of Female Respondent from 12

HUMSS A

90-100 Outstanding 9 45%
85-89 Very Satisfactory 11 55%
Did Not Meet
70-74 0 0%
Expectations
TOTAL 20 100%
Table 6.2 presents the 11 or 55% of the student respondents from this section have
very satisfactory academic performance in this subject area and 9 or 45% are outstanding.
It reveals that more than half of the respondents from this class are very satisfactory
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Table 7

HUMSS-B

Did Not Meet
70-74 0 0%
Expectations
TOTAL 31 100%
The data shows that 16 or 51.61% among the student respondents have very
satisfactory academic performance in this core subject while 16 or 51.61% are satisfactory.
It reveals that more than half of the respondents from this class are very satisfactory
94
Table 7.1
Academic Performance in Oral Communication of Male Respondents from 12 HUMSS-

B

Did Not Meet
70-74 0 0%
Expectations
TOTAL 10 100%
As shown in Table 7.1, 7 or 70% out of 10 respondents from this section
have satisfactory academic performance in this subject area while 3 or 30% are very
satisfactory. It reveals that majority the respondents from this class are satisfactory
95
Table 7.2
Academic Performance in Oral Communication of Female Respondents from 12

HUMSS- B

Did Not Meet
70-74 0 0%
Expectations
TOTAL 21 100%
Table 7.2 presents the 12 or 57.14 % of the student respondents from this section
have very satisfactory academic performance in this subject area and 9 or 42.86% are
satisfactory. It denotes that there are more very satisfactory female performing students in
this class.
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Table 8

HUMSS-A

90-100 Outstanding 19 55.88%
Did Not Meet
70-74 0 0%
Expectations
TOTAL 34 100%
The data shows that 19 or 55.88 % among the student respondents have very
satisfactory academic performance in this core subject while 15 or 44.12 % are satisfactory.
It reveals that more than half of the respondents from this class are outstanding performers
and learners in their Oral Communication subject.
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Table 8.1

HUMSS- A
Did Not Meet
70-74 0 0%
Expectations
TOTAL 6 100%
As shown in Table 8.1, 4 or 66.67 % out of 6 respondents from this section
have outstanding academic performance in this subject area while 2 or 33.33% are very
satisfactory. It denotes that there are more outstanding male performing students in this
class.
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Table 8.2

HUMSS- A

90-100 Outstanding 15 53.57%
Did Not Meet
70-74 0 0%
Expectations
TOTAL 28 100%
Table 8.2 presents the 15 or 53.57 % of the student respondents from this section
have outstanding academic performance in this subject area and 13 or 46.63% are very
satisfactory. It reveals that more than half of the respondents from this class are outstanding
99
Table 9

HUMSS-B

Did Not Meet
70-74 0 0%
Expectations
TOTAL 33 100%
The data shows that 14 or 42.43 % among the student respondents have satisfactory
academic performance in this core subject while 13 or 39.39 % are of very satisfactory. On
the other hand, 3 or 9.09% of the respondents are outstanding and fairly satisfactory. It
reveals that more than half of the respondents from this class are satisfactory performers
and learners in their Oral Communication subject.
100
Table 9.1

HUMSS- B

Did Not Meet
70-74 0 0%
Expectations
TOTAL 23 100%
As shows in Table 9.1, 5 or 50% out of 10 male respondents of 11 HUMSS
B have very satisfactory academic performance in this subject area while 2 or 20% are
satisfactory and fairly satisfactory. However, 1 or 10% is outstanding performance. It
denotes that there are more satisfactory male performing students in this class.
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Table 9.2

HUMSS- B

Did Not Meet
70-74 0 0%
Expectations
TOTAL 10 100%
Table 9.2 presents the 11 or 47.82 % of the female student respondents from 11
HUMSS B have satisfactory academic performance in this subject area and 8 or 34.78 %
are of very satisfactory. Meanwhile, 2 or 8.70% have outstanding and fairly satisfactory in
performance. It reveals that more than half of the respondents from this class are very
satisfactory performers and learners in their Oral Communication subject.
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Sub problem 3. What is the Public Speaking Anxiety (PSA) level of the respondents?
Table 10
Frequency and Percent Distribution of 12 HUMSS-A Male Respondents according
to their Public Speaking Anxiety (PSA) Level
Score PSA Level Frequency Percentage
Above 131 High 0 0%
Between 98-131 Moderate 7 78%
Below 98 Low 2 22%
TOTAL 9 100%
As shows in table 10, 7 or 78% of the male respondents have moderate level
of public speaking anxiety while 2 or 22% of the male respondents have low level of public
speaking anxiety. No male student from 12 HUMSS A suffer from high level of public
speaking anxiety.
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Table 11
Frequency and Percent Distribution of 12 HUMSS-A Female Respondents
according to their Public Speaking Anxiety (PSA) Level

Above 131 High 3 15%
Below 98 Low 4 20%
TOTAL 20 100%
The data shows in table that 13 or 65% of the female students of 12 HUMSS A
have moderate level of public speaking anxiety, while 4 or 20% female students have low
level of public speaking anxiety. There are only 3 or 15% female students suffer from high
level of public speaking anxiety.
104
Table 12
Frequency and Percent Distribution of 12 HUMSS-B Male Respondents according

Above 131 High 0 0%
Below 98 Low 6 60%
TOTAL 10 100%
This table shows that 6 or 60% of the male students of 12 HUMSS B have low level
of public speaking anxiety, while 4 or 40% of them have moderate level of public speaking
anxiety. On the other hand, no male students from 12 HUMSS B suffer from high level of
105
Table 13
Frequency and Percent Distribution of 12 HUMSS-B Female Respondents

Above 131 High 0 0%
Below 98 Low 13 62%
TOTAL 21 100%
This table displays that 13 or 62% of the female students of 12 HUMSS B have low
level of public speaking anxiety, while 8 or 38% of them have moderate level of public
speaking anxiety. No female student of 12 HUMSS B suffer from high level of public
speaking anxiety.
106
Table 14
Frequency and Percent Distribution of 11 HUMSS-A Male Respondents according

Above 131 High 0 0%
Below 98 Low 2 33%
TOTAL 6 100%
The results revealed that 4 or 67% of the male students of 11 HUMSS A have
moderate level of public speaking anxiety while 2 or 33% of them have low level of public
speaking anxiety. The result also indicates that no male student of 11 HUMSS suffer from
high level of public speaking anxiety.
107
Table 15
Frequency and Percent Distribution of 11 HUMSS-A Female Respondents
Below 98 Low 7 25%
TOTAL 28 100%
The results revealed that 18 or 64% of the female students of 11 HUMSS A have
moderate level of public speaking anxiety, while 7 or 25% of them have low level of public
speaking anxiety. Out of 28 female students of 11 HUMSS A, 3 or 11% of them suffer
from high level of public speaking anxiety.
108
Table 16
Frequency and Percent Distribution of 11 HUMSS-B Male Respondents according
Above 131 High 0 0%
Below 98 Low 2 20%
TOTAL 10 100%
The results indicate that 8 or 80% of the male students of 11 HUMSS B have
moderate level of public speaking anxiety and 2 or 20% of them have low level of public
speaking anxiety. No male students of 11 HUMSS B suffer from high level of public
speaking anxiety.
109
Table 17
Frequency and Percent Distribution of 11 HUMSS-B Female Respondents
Below 98 Low 5 22%
TOTAL 23 100%
The result displays that 13 or 56% of the female students of 11 HUMSS B have
moderate level of public speaking anxiety and 5 or 22% of them have low level of public
speaking anxiety. Out of 23 female students of 11 HUMSS B, 5 or 22% of them suffer
from high level of public speaking anxiety.
110
Sub problem 4.1. What is the significant relationship between a student’s Public Speaking
Anxiety (PSA) and Academic Performance in Oral Communication in the Context subject?
Table 18
Distribution of the “Outstanding” Respondents and their Public Speaking Anxiety
Above 131 High 1 2.63%
Between 98-131 Moderate 26 68.42%
Below 98 Low 11 28.95%
TOTAL 38 100%
The results indicate that 26 or 68.42% of the outstanding respondents have
moderate level of public speaking anxiety and 11 or 28.95% of them have low level of
public speaking anxiety. While there is only 1 or 2.63% are high level of public speaking
anxiety.
111
Table 19
Distribution of the “Very Satisfactory” Respondents and their Public Speaking

Anxiety
Above 131 High 5 8.77%
Below 98 Low 19 33.33%
TOTAL 57 100%
The results indicate that 33 or 57.89% of the very satisfactory respondents have
moderate level of public speaking anxiety and 19 or 33.33% of them have low level of
public speaking anxiety. While there are 5 or 8.77% of the respondents have high level of
112
Table 20
Distribution of the “Satisfactory” Respondents and their Public Speaking Anxiety
Above 131 High 4 13.79%
Below 98 Low 9 31.03%
TOTAL 29 100%
The results indicate that 16 or 55.17% of the satisfactory respondents have
moderate level of public speaking anxiety and 9 or 31.03% of them have low level of public
speaking anxiety. While there are 4 or 13.79% of the respondents have high level of public
speaking anxiety.
113
Table 21
Distribution of the “Fairly Satisfactory” Respondents and their Public Speaking

Anxiety
Above 131 High 0 0%
Below 98 Low 1 33.33%
TOTAL 3 100%
The results indicate that 2 or 66.67% of the fairly satisfactory respondents have
moderate level of public speaking anxiety and 1 or 33.33% of them has low level of public
speaking anxiety. There are no respondents of fairly satisfactory suffer from high level of
114
Sub problem 5.1. Which among the coping strategies is the most relatable according to
the student respondent’s Gender?
Table 22
Weighted Mean Distribution of Male Student Respondents’ Most Relatable Coping
Strategies in Public Speaking Anxiety (PSA)
WEIGHTED SCALE VERBAL

COPING STRATEGIES
MEAN INTERPRETATION
1. Get relieved by being prepared or being 4.11 4 Often

familiar with your speech.
2. Practice in front of people (Friends, 3.21 3 Sometimes

Family, etc.)
3. Try to look on the bright side of things. 3.75 4 Often
4. Don’t think about other people’s 3.60 4 Often

opinion about you.
5. Try to come up with a couple of 3.55 4 Often

different solutions to ease your
nervousness.
6. Seek for suggestions from teachers, or 3.24 3 Sometimes

friends.
115
7. Change something about your way of 3.31 3 Sometimes

practicing to deal with a problem.
8. Use the experience from other people 4.15 4 Often

to deal with similar problems.
9. Try to control your disappointments or 3.69 4 Often

regrets about your speech.
10. Try to forget the whole thing. 3.33 3 Sometimes
11. Try to take a rest from memorizing 4.40 4 Often

your speech.
12. Accept reality and just try your best. 4.42 5 Always
13. Practice in front of the mirror. 3.01 3 Sometimes
14. Practice several movements you 3.80 4 Often

might do while delivering your speech.
15. Pray before delivering your speech. 4.68 5 Always
GRAND MEAN 3.75 4 Often
Table 27 reveals that majority of the statements under coping strategies were rated
‘Often’ by the male student respondents. The statement, ‘Pray before delivering your
speech’ received the highest weighted mean of 4.68. This implies that most of the male
students are able to deliver a speech when they pray before the speech. This was followed
by the statement, ‘Accept reality and just try your best (4.42)’ This suggests that students
116
are just accepting that they have no choice but to deliver a speech and just try their best.
Followed by the statement, ‘Try to take a rest from memorizing your speech.’ (4.40).’ These
suggests that students can deliver a good speech whenever they are not rushing in
memorizing their speech. The statements, ‘Use the experience from other people to deal
with similar problems (4.15).,’ ‘Get relieved by being prepared or being familiar with your
speech’ (4.11).,’ and ‘Practice several movements you might do while delivering your
speech.’ (3.80)’ This suggests that the students are relieved in delivering a speech whenever
they know what to do while delivering a speech. The statements, ‘Try to look on the bright
side of things.’ (3.75), ‘Try to control your disappointments or regrets about your speech
(3.69), and ‘Don’t think about other people’s opinion about you’ (3.60). Shows that
students can deliver a speech confidently whenever they don’t think about negative things.
The statements, ‘Try to come up with a couple of different solutions to ease your
nervousness’ (3.55), ‘Try to forget the whole thing (3.33), ‘Change something about your
way of practicing to deal with a problem.’ (3.31), ‘Seek for suggestions from teachers, or
friends.’ (3.24), ‘Practice in front of people (Friends, Family, etc.).’ (3.21), and ‘Practice
in front of the mirror.’ (3.01).’ These shows that students try some possible solutions that
can make their delivery of speech smooth as possible. The male respondents’ most relatable
coping strategy was rated 3.75, verbally interpreted as ‘Often’.
117
Table 22.1
Top Three Most Relatable Coping Strategies in Public Speaking Anxiety among
Male Student Respondents
COPING WEIGHTED SCALE VERBAL RANK

STRATEGIES MEAN INTERPRETATION
1. Pray before
delivering 4.68 5 Always 1
your
speech.
2. Accept 4.42 4 Often 2
reality and
just try
your best.
3. Try to take
a rest from 4.40 4 Often 3
memorizin
g your
speech.
The results indicate that the most relatable coping strategy of male student
respondent is ‘Pray before delivering your speech.’ with the weighted mean of 4.68 and
followed by the statements ‘Accept reality and just try your best.’ (4.42), and ‘Try to take
a rest from memorizing your speech.’ (4.40).
118
Table 23
Weighted Mean Distribution of Female Student Respondents’ Most Relatable

Coping Strategies in Public Speaking Anxiety (PSA)

COPING STRATEGIES
MEAN INTERPRETATION
1. Get relieved by being prepared or 4.23 4 Often

being familiar with your speech.

Family, etc.)

opinion about you.

nervousness.
6. Seek for suggestions from teachers, or 3.32 3 Sometimes

friends.



119

your speech.

Table 28 reveals that the statement, ‘Pray before delivering your speech.’ received
the highest weighted mean of 4.79. This implies that most of the female students are able
to deliver a speech when they pray before the speech. This was followed by the statement,
‘Accept reality and just try your best.’ (4.45). This suggests that students are just accepting
that they have no choice but to deliver a speech and just try their best. The statement, ‘Try
to take a rest from memorizing your speech.’ (4.42). These suggests that students can
deliver a good speech whenever they are not rushing in memorizing their speech. The
statements, ‘Get relieved by being prepared or being familiar with your speech.’ (4.23),
‘Try to look on the bright side of things.’ (3.84), ‘Try to control your disappointments or
regrets about your speech,’ (3.79.) and ‘Practice several movements you might do while
120
delivering your speech.’ (3.76). This suggests that the students are relieved in delivering a
speech whenever they know what to do while delivering a speech. The statements,
‘Practice several movements you might do while delivering your speech.’ (3.76), ‘Don’t
think about other people’s opinion about you.’ (3.75), and ‘Try to come up with a couple
of different solutions to ease your nervousness.’ (3.61). This shows that students are able
to deliver a speech confidently whenever they don’t think about negative things. The
statements, ‘Try to forget the whole thing.’ (3.44). ‘Change something about your way of
practicing to deal with a problem.’ (3.43). ‘Practice in front of people (Friends, Family,
etc.).’ (3.36), ‘Seek for suggestions from teachers, or friends.’ (3.32), and ‘Practice in
front of the mirror.’ (3.14). These shows that students try some possible solutions that can
make their delivery of speech smooth as possible. The female respondents’ most relatable
coping strategy was rated 3.84, verbally interpreted as ‘Often’.
121
Table 23.1
Female Student Respondents

1. Pray before
your
speech.
reality and
just try
your best.
3. Try to take
a rest from 4.42 4 Often 3
memorizin
g your
speech.
The results indicate that the most relatable coping strategy of female student
respondents is ‘Pray before delivering your speech.’ with the weighted mean of 4.79 and
is followed by the statements ‘Accept reality and just try your best.’ (4.45), and ‘Try to
take a rest from memorizing your speech.’ (4.42).
122
the student respondent’s Age?
Table 24
Weighted Mean Distribution of Most Relatable Coping Strategies in Public

Speaking Anxiety (PSA) among 16 years old Male Student Respondents
COPING STRATEGIES WEIGHTED SCALE VERBAL

MEAN INTERPRETATION

2. Practice in front of people 2.83 3 Sometimes
(Friends, Family, etc.)
3. Try to look on the bright side of 3.83 4 Often
things.
opinion about you.
nervousness.
6. Seek for suggestions from 3.17 3 Sometimes
teachers, or friends.
7. Change something about your 3.17 3 Sometimes
way of practicing to deal with a
problem.
123
8. Use the experience from other 4.17 4 Often

people to deal with similar problems.
9. Try to control your 3.17 4 Often
disappointments or regrets about
your speech.
11. Try to take a rest from 4.33 4 Often

memorizing your speech.
12. Accept reality and just try your 4.67 5 Always
best.

might do while delivering your
speech.
15. Pray before delivering your 4.33 4 Sometimes
speech.
Table 29 reveals that the statement, ‘Accept reality and just try your best.’ received
the highest weighted mean of 4.67. This implies that most of the 16 years old male students
are able to deliver a speech when they accept that they have no choice but to deliver a
speech and just try their best. This was followed by the statements,’ Pray before delivering
your speech.’ and ‘Try to take a rest from memorizing your speech.’ which tied at the
weighted mean of 4.33. The statements, ‘Use the experience from other people to deal with
124
similar problems.’ and ‘Get relieved by being prepared or being familiar with your speech.’
Also tied at the weighted mean of 4.17. The statements, ‘Try to look on the bright side of
things, (3.83), ‘Don’t think about other people’s opinion about you.’ (3.50). ‘’Practice
several movements you might do while delivering your speech.’ (3.50), and ‘Try to come
up with a couple of different solutions to ease your nervousness.’ (3.50). This shows that
students are able to deliver a speech confidently whenever they don’t think about negative
things and know what they are doing. The statements, ‘Change something about your way
of practicing to deal with a problem.’ (3.17), ‘Seek for suggestions from teachers, or
friends.’ (3.17). ‘Try to control your disappointments or regrets about your speech.’ (3.17).
‘Practice in front of the mirror.’ (2.83), ‘Try to forget the whole thing, (2.83).’ and
‘Practice in front of people (Friends, Family, etc.).’ (2.83). The 16 years old male student
respondents’ most relatable coping strategy was rated 3.60, verbally interpreted as ‘Often’.
125
Table 24.1
Top Three Most Relatable Coping Strategies in Public Speaking Anxiety among 16
years old Male Student Respondents

1. Accept
reality and 4.67 5 Always 1
just try your
best.
2. Pray before
delivering 4.33 4 Often 2.5
your speech.
3. Try to take a
rest from 4.33 4 Often 2.5
memorizing
your speech.
4. Get relieved
by being
prepared or 4.17 4 Often 3.5
being
familiar with
your speech.
5. Use the
experience
from other 4.17 4 Often 3.5
people to
deal with
similar
problems.
126
The results indicate that the most relatable coping strategy of 16 years old male
respondents is ‘Accept reality and just try your best.’ with the weighted mean of 4.67 and
is followed by the statements ‘Pray before delivering your speech.’ (4.33). ‘Try to take a
rest from memorizing your speech.’ (4.33). ’Get relieved by being prepared or being
familiar with your speech.’ (4.17) and ‘Use the experience from other people to deal with
similar problems.’ (4.17).
Table 25


MEAN INTERPRETATION
COPING STRATEGIES
1. Get relieved by being prepared or being 3.77 4 Often

familiar with your speech.

Family, etc.)
4. Don’t think about other people’s 3.31 3 Sometimes

opinion about you.
127
5. Try to come up with a couple of 3.46 3 Sometimes

nervousness.
6. Seek for suggestions from teachers, or 3.85 4 Often

friends.

8. Use the experience from other people to 3.38 3 Sometimes

deal with similar problems.


your speech.
12. Accept reality and just try your best. 4.15 4 Often
14. Practice several movements you might 3.77 4 Often

do while delivering your speech.
15. Pray before delivering your speech. 4.15 4 Sometimes
Table 30 reveals that the statement, ‘Pray before delivering your speech.’ and
‘Accept reality and just try your best.’ received the highest weighted mean of 4.15. This
implies that most the student can deliver a good speech by praying and doing their best.
128
This was followed by the statement, ‘Seek for suggestions from teachers, or friends.’
(3.85). This suggests that students are very much determined to learn and pursue by asking
suggestions so they could deliver a speech well. The statements, ‘Practice several
movements you might do while delivering your speech.’, ‘Get relieved by being prepared
or being familiar with your speech.’ and ‘Try to take a rest from memorizing your speech.’
which tied at the weighted mean of 3.77. The statements, ‘Try to look on the bright side of
things.’, ‘Try to control your disappointments or regrets about your speech,’ also tied at
the weighted mean of 3.54. and ‘Try to come up with a couple of different solutions to ease
your nervousness.’ and ‘Change something about your way of practicing to deal with a
problem.’ At the mean of 3.46. The statements, ‘Use the experience from other people to
deal with similar problems.’ (3.38). ‘Don’t think about other people’s opinion about you.’
(3.31), ‘Practice in front of the mirror.’ (3.23), ‘Practice in front of people (Friends,
Family, etc.).’ (3.00) and ‘Try to forget the whole thing.’ (2.92). This suggests that the
students greatly value their mindset before delivering a speech. The 17 years old male
student respondents’ most relatable coping strategy was rated 3.60, verbally interpreted as
‘Often.’
129
Table 25.1

1. Pray before 4.15 4 Often 1.5

delivering
your speech.
2. Accept reality 4.15 4 Often 1.5
and just try
your best.
3. Seek for
suggestions 3.85 4 Often 2
from teachers,
or friends.
4. Get relieved
by being 3.77 4 Often 3.5
prepared or
being familiar
with your
speech.
5. Try to take a
rest from 3.77 4 Often 3.5
memorizing
your speech.
6. Practice
several
movements 3.77 4 Often 3.5
you might do
while
delivering
your speech.
130
respondents is ‘Pray before delivering your speech.’ and ‘Accept reality and just try your
best.’ with the weighted mean of 4.15 and is followed by the statements ‘Seek for
suggestions from teachers, or friends.’ (3.85). ‘Get relieved by being prepared or being
familiar with your speech.’ (3.77). ‘Try to take a rest from memorizing your speech.’ (3.77)
and ‘Practice several movements you might do while delivering your speech.’ (3.77).
Table 26


COPING STRATEGIES MEAN INTERPRETATION

Family, etc.)

things.
opinion about you.

nervousness.
131
6. Seek for suggestions from teachers, 4.00 4 Often

or friends.
7. Change something about your way of 3.50 4 Often


9. Try to control your disappointments 3.80 4 Often

or regrets about your speech.

your speech.

Table 31 reveals that the statement, ‘Accept reality and just try your best.’ received
the highest weighted mean of 4.60. This implies that most of them can deliver a good
speech by just doing their best. This was followed by the statement, ‘Pray before delivering
your speech.’ (4.50). This suggests that students are praying before they deliver a speech
132
so they could deliver the speech well. Followed by the statement, ‘Try to take a rest from
memorizing your speech.’ (4.30). These suggests that students can deliver a good speech
whenever they are not rushing in memorizing their speech. The statements, ‘Practice
several movements you might do while delivering your speech.’ and ‘Try to look on the
bright side of things.’ which tied at the weighted mean of 4.20 and ‘Get relieved by being
prepared or being familiar with your speech.’ ‘Seek for suggestions from teachers, or
friends.’ at the weighted mean of 4.00. The statements, ‘Practice in front of the mirror.’
(3.90). ‘Use the experience from other people to deal with similar problems.’ (3.80). ‘Try
to control your disappointments or regrets about your speech.’ (3.80). ‘Don’t think about
other people’s opinion about you.’ (3.60) and ‘Change something about your way of
practicing dealing with a problem.’ (3.50). This suggests that the performance of the
student while delivering a speech are affected by other opinion about it. The statements,
‘Try to come up with a couple of different solutions to ease your nervousness.’ (3.40). ‘Try
to forget the whole thing.’ (3.10) and ‘Practice in front of people (Friends, Family, etc.).’
(3.00). Shows that there are possible strategies that can help you at least lessen your
nervousness while delivering a speech. The 18 years old male student respondents’ most
relatable coping strategy was rated 3.86, verbally interpreted as ‘Often’.
133
Table 26.1

1. Accept
reality and 4.60 5 Always 1
just try your
best.
2. Pray before
your
speech.
3. Try to look
on the 4.20 4 Often 3.5
bright side
of things.
4. Practice
several
movements 4.20 4 Often 3.5
you might
do while
delivering
your
speech.
respondents is ‘Accept reality and just try your best.’ with the weighted mean of 4.60 and
134
is followed by the statements ‘Pray before delivering your speech.’ (4.50). ‘Try to look on
the bright side of things.’ (4.20) and ‘Practice several movements you might do while
delivering your speech.’ (4.20).
Table 27

Speaking Anxiety (PSA) among 16 years old Female Student Respondents


2. Practice in front of people 3.60 4 Often

things.
opinion about you.

nervousness.
6. Seek for suggestions from 3.80 4 Often
7. Change something about your 3.80 4 Often
problem.
135


your speech.

12. Accept reality and just try your 4.40 4 Often
best.
13. Practice in front of the mirror. 4.00 4 Often

speech.
15. Pray before delivering your 4.80 5 Always
speech.
Table 32 reveals that majority of the statements under the coping strategies were
rated ‘Often’ by the student respondents. The statement, ‘Pray before delivering your
speech.’ received the highest weighted mean of 4.80. This implies that most of the 16 years
old female students are able to deliver a speech when they pray before the speech. This was
followed by the statement, ‘Accept reality and just try your best.’ (4.40). This suggests that
students are just accepting that they have no choice but to deliver a speech and just try their
136
best. The statements, ‘Practice in front of the mirror.’ ‘Try to look on the bright side of
things.’ and ‘Get relieved by being prepared or being familiar with your speech.’ which
tied at the weighted mean of 4.00. Followed by the statement, ‘Try to take a rest from
memorizing your speech.’ (3.90). Shows that the student must take a rest from memorizing their
speech and just relax for a better outcome. The statements, ‘Practice several movements you
might do while delivering your speech.’ ‘Use the experience from other people to deal with
similar problems.’ ‘Change something about your way of practicing to deal with a
problem,’ and ‘Seek for suggestions from teachers, or friends.’ Also, at the weighted mean
of 3.80. The statements, ‘Try to come up with a couple of different solutions to ease your
nervousness.’ (3.70), ‘Don’t think about other people’s opinion about you.’ (3.60).
‘Practice in front of people (Friends, Family, etc.).’ (3.60), ‘Try to control your
disappointments or regrets about your speech.’ (3.60) and ‘Try to forget the whole thing.’
(2.70). Shows that there are possible strategies that can help you at least lessen your
nervousness while delivering a speech. The 16 years old female student respondents’ most
relatable coping strategy was rated 3.83, verbally interpreted as ‘Often.’
137
Table 27.1
years old Female Student Respondents

1. Pray before
your
speech.
2. Accept
reality and 4.40 4 Often 2
just try your
best.
3. Get relieved
by being
prepared or 4.00 4 Often 3.5
being
familiar
with your
speech.
4. Try to look
on the 4.00 4 Often 3.5
bright side
of things.
5. Practice in
front of the 4.00 4 Often 3.5
mirror.
138
The results indicate that the most relatable coping strategy of 16 years old female
is followed by the statements ‘Accept reality and just try your best.’ (4.40), ‘Get relieved
by being prepared or being familiar with your speech.’ (4.00) and ‘Practice in front of the
mirror.’ (4.00).
Table 28



2. Practice in front f people (Friends, 3.40 3 Sometimes
Family, etc.)
things.
opinion about you.
139

nervousness.
problem.
your speech.
10. Try to forget the whole thing. 3 3 Sometimes


best.

speech.
speech.
the highest weighted mean of 4.86. This implies that most of the 17 years old female
140
students are able to deliver a speech when they pray before the speech. This was followed
by a statement, ‘Accept reality and just try your best.’ (4.19). Suggest that the students just
stop overthinking and just take the risk. The statements, ‘Get relieved by being prepared or
being familiar with your speech.’ and ‘Seek for suggestions from teachers, or friends.’
which tied at the weighted mean of 4.00. The statements, ‘Try to control your
disappointments or regrets about your speech.’ (3.95).’ Practice several movements you
might do while delivering your speech.’ (3.79). ‘Try to look on the bright side of things.
(3.74). ‘Use the experience from other people to deal with similar problems.’ (3.74). ‘Try
to take a rest from memorizing your speech.’ (3.74) and ‘Practice in front of the mirror.’
(3.74.) ‘This suggests that students are very much determined to learn and pursue greater
heights in their studies since try everything just to overcome their anxiety. The statements,
‘Don’t think about other people’s opinion about you.’ (3.72),’ Try to come up with a couple
of different solutions to ease your nervousness.’ (3.53). ‘Change something about your way
of practicing to deal with a problem.’ (3.53). ‘Practice in front of people (Friends, Family,
etc.).’ (3.40) and ‘Try to forget the whole thing.’ (3.00) This suggests that the students
greatly the way of delivering a speech. not. As a whole, the 17 years old female student
respondents’ most relatable coping strategy was rated 3.80, verbally interpreted as ‘Often.’
141
Table 28.1

1. Pray before 4.86 5 Always 1
delivering
your speech.
reality and
just try your
best.
3. Get relieved 4.00 4 Often 3.5
by being
prepared or
being
familiar
with your
speech.
4. Seek for 4.00 4 Often 3.5
suggestions
from
teachers, or
friends.
142
is followed by the statements ‘Accept reality and just try your best.’ (4.19). ‘Get relieved
by being prepared or being familiar with your speech.’ (4.00) and’ Seek for suggestions
from teachers, or friends.’ (4.00).
Table 29



things.
opinion about you.
nervousness.
143

problem.
your speech.


best.

speech.
speech.
Table 34 reveals that the statement, ‘Pray before delivering your speech.’
received the highest weighted mean of 4.71. This implies that most of the 18 years old
female students can deliver a speech when they pray before the speech. This was followed
by a statement, ‘Accept reality and just try your best.’ (4.42). Suggest that the students just
stop overthinking and just take the risk. The statements, ‘Try to take a rest from memorizing
144
your speech.’ and ‘Seek for suggestions from teachers, or friends.’ which tied at the
weighted mean of 4.10. The statements, ‘Get relieved by being prepared or being familiar
with your speech.’ and ‘Try to look on the bright side of things.’ which tied at the weighted
mean of (3.95) ‘Practice in front of the mirror.’ (3.80)’ ‘Use the experience from other
people to deal with similar problems.’ (3.71). ’Change something about your way of
practicing to deal with a problem.’ (3.57). ‘Try to control your disappointments or regrets
about your speech.’ (3.57) and ‘Practice several movements you might do while delivering
your speech.’ (3.57) ‘This suggests that students are very much determined to learn and
pursue greater heights in their studies since try everything just to overcome their anxiety.
The statements, ‘Try to come up with a couple of different solutions to ease your
nervousness’. (3.38), ‘Try to forget the whole thing.’ (3.24), Practice in front of people
(Friends, Family, etc.).’ (3.14) and ‘Practice in front of people (Friends, Family, etc.),
(3.40). The 18 years old female student respondents’ most relatable coping strategy was
rated 3.80, verbally interpreted as ‘Often.’
145
Table 29.1

1. Pray before
your
speech.
2. Accept
reality and 4.42 4 Often 2
just try
your best.
3. Seek for
suggestions
from 4.10 4 Often 3.5
teachers, or
friends.
4. Try to take
a rest from 4.10 4 Often 3.5
memorizing
your
speech.
146
is followed by the statements ‘Accept reality and just try your best. (4.42),’ Seek for
suggestions from teachers, or friends.’ (4.10) and ‘Try to take a rest from memorizing
your speech.’ (4.10).
Table 30

Speaking Anxiety (PSA) among 19 and above years old Male and Female Student
Respondents



things.
4. Don’t think about other people’s 3.20 3 Sometimes
opinion about you.
147

nervousness.

problem.
people to deal with similar
problems.
your speech.

12. Accept reality and just try your 4.60 5 Always
best.
14. Practice several movements 3.20 3 Often

you might do while delivering your
speech.
speech.
received the highest weighted mean of 4.80. This implies that most of the 19 years old and
148
above male and female students can deliver a speech when they pray before the speech.
This was followed by a statement, ‘Accept reality and just try your best.’ (4.60) Suggest
that the students just stop overthinking and just take the risk. Then the ‘Use the experience from
other people to deal with similar problems.’ (4.40) The statement ‘Seek for suggestions from
teachers, or friend.s’ and ‘Try to look on the bright side of things.’ which tied at the weighted
mean of (4.00) Then the, ‘Try to come up with a couple of different solutions to ease your
nervousness.’ (3.80). Next is the ‘Change something about your way of practicing to deal
with a problem.’ (3.60) same as ‘Try to control your disappointments or regrets about your
speech.’ (3.60) ‘Try to take a rest from memorizing your speech.’ (3.60) and ‘Practice in
front of the mirror.’ (3.60) The statements, ‘Practice several movements you might do
while delivering your speech.’ (3.20) Followed by ‘Practice in front of people (Friends,
Family, etc.).’ (3.00) and ‘Try to forget the whole thing’. (2.80). The 19 years old and above
male and female student respondents’ most relatable coping strategy was rated 4.80,
verbally interpreted as ‘Always’.
149
Table 30.1
and above years old Male and Female Student Respondents


delivering
your speech.
2. Accept 4.60 5 Always 2
reality and
just try your
best.
3. Get relieved
by being 4.40 4 Often 3
prepared or
being
familiar
with your
speech.
The results indicate that the most relatable coping strategy of 19 years old and above
male and female respondents is ‘Pray before delivering your speech.’ with the weighted
mean of 4.80 and is followed by the statements ‘Accept reality and just try your best.’ (4.60)
and ‘Get relieved by being prepared or being familiar with your speech.’ with 4.40
weighted mean.
150
Table 31

Speaking Anxiety (PSA) among Male and Female Student Respondents
WEIGHTED RANK SCALE VERBAL

1. Get relieved by being prepared 4.01 4 4 Often

or being familiar with your speech.
2. Practice in front of people 3.32 13 3 Sometimes

3. Try to look on the bright side of 3.87 6 4 Often
things.
4. Don’t think about other people’s 3.64 11 4 Often
opinion about you.
5. Try to come up with a couple of 3.68 10 4 Often

nervousness.
6. Seek for suggestions from 3.84 7 4 Often

7. Change something about your 3.60 12.5 4 Often

problem.
8. Use the experience from other 3.78 8 4 Often
problems.
9. Try to control your 3.60 12.5 4 Often
your speech.
10. Try to forget the whole thing. 3.00 14 3 Sometimes
151
11. Try to take a rest from 3.93 5 4 Often

12. Accept reality and just try your 4.18 2 4 Often

best.
13. Practice in front of the mirror. 4.09 3 4 Often
14. Practice several movements 3.76 9 4 Often

speech.
15. Pray before delivering your 4.63 1 5 Always
speech.
the highest weighted mean of 4.63. This implies that most of the male and female students
are able to deliver a speech when they pray before the speech. This was followed by a
statement, ‘Accept reality and just try your best.’ (4.18) suggest that the students just stop
overthinking and just take the risk. The next statement is ‘Practice in front of the mirror.’
(4.09). Then the statement, ‘Get relieved by being prepared or being familiar with your
speech.’ which has the weighted mean of (4.01). ‘Try to take a rest from memorizing your
speech.’ got 3.93 weighted mean. ‘Try to look on the bright side of things.’ (3.84). ‘Use
the experience from other people to deal with similar problems.’ (3.78) and ‘Practice
several movements you might do while delivering your speech.’ (3.76). The statements,
‘Try to come up with a couple of different solutions to ease your nervousness’. (3.68),
152
‘Don’t think about other people’s opinion about you.’ (3.64), ‘Change something about
your way of practicing to deal with a problem.’ (3.60) which tied with ‘Try to control your
disappointments or regrets about your speech’. (3.60). Then ‘Practice in front of people
(Friends, Family, etc.).’ (3.32) and lastly ‘Try to forget the whole thing.’ (3.00) The male
and female student respondents’ most relatable coping strategy was rated 4.63, verbally
interpreted as ‘Always.’
Table 31.1
Male and Female Student Respondents

delivering
your speech.
reality and
just try your
best.
3. Practice in 4.09 4 Often 3
front of the
mirror.
153
The results indicate that the most relatable coping strategy of male and female
is followed by the statements ‘Accept reality and just try your best.’ (4.18), and lastly
‘Practice in front of the mirror’ (4.09).
the student respondent’s Scholarship Status?
Table 32

Speaking Anxiety (PSA) among Full Scholar Student Respondents

1. Get relieved by being prepared 4.19 4.5 4 Often


154

things.
4. Don’t think about other people’s 3.94 7.5 4 Often
opinion about you.

nervousness.
6. Seek for suggestions from 4.13 5.5 4 Often

7. Change something about your 3.69 9 4 Often

problem.
8. Use the experience from other 4.19 4.5 4 Often
problems.
9. Try to control your 3.94 7.5 4 Often
your speech.


best.
13. Practice in front of the mirror. 4.13 5.5 4 Often

speech.
speech.
155
received the highest weighted mean of 4.63. This implies that most of full scholar students
are capable of using this coping strategy especially before performing in front of a crowd.
This was followed by a statement, ‘Accept reality and just try your best.’ (4.31). Suggests
that the students just stop overthinking and take the risk. Followed by ‘Try to look on the bright
side of things.’ with a weighted mean of 4.25. The statements, ‘Get relieved by being
prepared or being familiar with your speech.’ and ‘Use the experience from other people
to deal with similar problems.’ which tied at the weighted mean of 4.19. Next in line is the
‘Try to come up with a couple of different solutions to ease your nervousness.’ (4.06). The
statements, ‘Don’t think about other people’s opinion about you.’ and ‘Try to control your
disappointments or regrets about your speech.’ which tied at the weighted mean of (3.94.)
‘Practice several movements you might do while delivering your speech .’ (3.93), ‘Try to
take a rest from memorizing your speech.’ (3.63), ’Practice in front of people (Friends,
Family, etc.).’ (3.25), ‘Try to forget the whole thing.’ (2.63). This suggests that students
are very much determined to learn and pursue greater heights in their studies since they try
everything just to overcome their anxiety. The full scholar student respondents’ most
relatable coping strategy was rated 3.93, verbally interpreted as ‘Often.’
156
Table 32.1
Full Scholar Student Respondents

delivering
your speech.
reality and
just try your
best.
3. Try to look 4.25 4 Often 3
on the
bright side
of things.
The results indicate that the most relatable coping strategy among full scholar
student respondents is ‘Pray before delivering your speech.’ with the weighted mean of
4.63 and is followed by the statements ‘Accept reality and just try your best.’ (4.31) and
lastly ‘Try to look on the bright side of things.’ (4.25).
157
Table 33

Speaking Anxiety (PSA) among Partial Scholar Student Respondents



things.
opinion about you.
5. Try to come up with a couple of 3.55 10.5 4 Often

nervousness.

7. Change something about your 3.55 10.5 4 Often

problem.
problems.
9. Try to control your 3.54 10 4 Often
your speech.
158


best.

speech.
speech.
the highest weighted mean of 4.61. This implies that most of partial scholar students are
capable of using this coping strategy especially before performing in front of a crowd. This
was followed by a statement, ‘Accept reality and just try your best.’ (4.31). Suggests that
the students just stop overthinking and take the risk. Followed by ‘Get relieved by being
prepared or being familiar with your speech.’ with a weighted mean of 3.95. The
statement, ‘Try to take a rest from memorizing your speech.’ which got a weighted mean
of 3.92. Next in line is the ‘Try to look on the bright side of things.’ (3.82). The statement,
‘Seek for suggestions from teachers, or friends.’ entailed a weighted mean of 3.70.
‘Practice several movements you might do while delivering your speech.’ (3.71), ‘Use the
experience from other people to deal with similar problems,’ (3.67). ‘Try to take a rest
159
from memorizing your speech.’ (3.63), ‘Practice in front of the mirror.’ (3.58) and ‘Try to
control your disappointments or regrets about your speech’ (3.54). The statements, ‘Try to
come up with a couple of different solutions to ease your nervousness.’ and Change
something about your way of practicing to deal with a problem.’ which tied at the weighted
mean of 3.55. ‘Don’t think about other people’s opinion about you’ (3.51), ‘Practice in
front of people (Friends, Family, etc.).’ (3.28) and ‘Try to forget the whole thing.’ (2.98).
This suggests that students are very much determined to learn and pursue greater heights
in their studies since they try everything just to overcome their anxiety.
The partial scholar student respondents’ most relatable coping strategy was rated
3.71, verbally interpreted as ‘Often.
Table 33.1
Partial Scholar Student Respondents
160

delivering
your speech.
reality and
just try your
best.
3. Get relieved 3.95 4 Often 3
by being
prepared or
being
familiar
with your
speech.
The results indicate that the most relatable coping strategy among partial scholar
lastly ‘Get relieved by being prepared or being familiar with your speech.’ (3.95).
Table 34

Speaking Anxiety (PSA) among Sports Scholar Student Respondents
161



things.
opinion about you.

nervousness.

7. Change something about your 4.02 10 4 Often

problem.
problems.
9. Try to control your 4.00 11 4 Often
your speech.


best.
162

speech.
speech.
Table 34 reveals that all statements under school factors were rated ‘Often’ by the
student respondents. The statement, ‘Pray before delivering your speech.’ received the
highest weighted mean of 4.88. This implies that this is the most relatable coping strategy
among these sports’ scholar students. This was followed by the statement, ‘Accept reality
and just try your best. (4.44).’ The statements, ‘Get relieved by being prepared or being
familiar with your speech.’ which tied at the weighted mean of 4.30. The statements, ‘Try
to take a rest from memorizing your speech.’ (4.21). ‘Try to come up with a couple of
different solutions to ease your nervousness.’ (4.15), and ‘Seek for suggestions from
teachers, or friends.’ (4.11). ‘Use the experience from other people to deal with similar
problems.’ (4.09), ‘Practice in front of the mirror (4.04)’, ‘Practice several movements you
163
might do while delivering your speech.’ (4.03), ‘Change something about your way of
practicing to deal with a problem.’ (4.02), ‘Try to control your disappointments or regrets
about your speech.’ (4.00), ‘Don’t think about other people’s opinion about you.’ (3.96),
‘Try to look on the bright side of things.’ (3.5), ‘Practice in front of people (Friends,
Family, etc.).’ (3.38),’ and ‘Try to forget the whole thing. (3.25). Sports scholar student
respondents’ most relatable coping strategy was rated 3.71, verbally interpreted as ‘Often.’
Table 34.1
Sports Scholar Student Respondents
164

delivering
your speech.
reality and
just try your
best.
3. Get relieved 4.30 4 Often 3
by being
prepared or
being
familiar
with your
speech.
The results indicate that the most relatable coping strategy among sports scholar
lastly ‘Get relieved by being prepared or being familiar with your speech.’ (4.30).
165
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the brief description about the study’s concept, the findings,
the conclusions drawn from the results, and the recommendations formulated by the
researcher.
Summary
This research was conducted for the aim of determining the relationship of the
academic performances in oral communication and their public speaking anxiety level. The
descriptive-survey method of research was used in the study with the total of 127 students
as respondents. It was utilized to gather information regarding the demographic profile of
the students such as age, gender and scholarship status.
166
Findings
The data were analyzed, and the following findings were formulated in accordance
with the specific given questions under the statement of the problem.
Sub Problem 1. 1 What is the demographic profile of the respondents in terms of
Gender?
As shown in Table 2:
1. Majority of the students are female with the total number of 92 or 72.44%
2. 35 or 27.56% of the respondents are male.
Sub Problem 1. 2 What is the demographic profile of the respondents in terms of age?
As presented in Table 3:
1. 42.52% of the respondents are aged 17 years.
2. 26.77% are aged 16 years old.
3. There are only 3 or 2.36% students belonged to age 19 years old.
4. 1 or 0.79% students belonged to age 20 years old.
5. 1 or 0.79% of respondents belonged to age group of 21 years old.
167
6. Majority of the Grade 11 and 12 HUMSS students studying at La Verdad
Christian School are 17 years old patterned to the implementation of the K to12
curriculum wherein senior high school students are supposed to be around 17
or 18 years old.
Sub problem 1.3 What is the demographic profile of the respondents in terms of
scholarship status?
1. 98 or 77.17% of the respondents are partial voucher scholar.
2. 11 or 8.66% of the students are full presidential scholar.
3. 8 or 6.30% of the students are partial esc scholar.
4. 7 or 5.51% of the students are full academic scholar
Sub problem 2 What is the academic performance of HUMSS students in Oral
Communication
Table number 5 depicted that:

168
1. 44.88% of the HUMSS student respondents have a ‘Very Satisfactory’
academic performance in Oral communication.
2. 29.13% of the HUMSS students are of ‘Outstanding’
3. 23.62% of them are of ‘Satisfactory’
4. Comprised of 3 or 2.36% of the total population are ‘Fairly Satisfactory’
The table number 6 displays that:
1. 51.72% among 12 HUMSS A student respondents have an outstanding academic
performance in Oral communication.
2. 48.28% of them are of very satisfactory.
3. There are no satisfactory, fairly satisfactory and did not meet expectations in 12
HUMSS A respondents.
4. It reveals that more than half of the respondents from this class are outstanding
performers
169
1. 51.61% of respondents from 12 HUMSS B have outstanding academic
performance in Oral communication.
2. 51.61% of them are of very satisfactory.
3. There are no satisfactory, fairly satisfactory and did not meet expectations in female
12 HUMSS A respondents.
4. Majority of 12 HUMSS B students are satisfactory performers and learners in their
Oral Communication subject.
The table number 8 revealed that:
1. 55.88 % of the female respondents from 11 HUMSS A have very satisfactory
academic performance in Oral Communication.
2. 44.12 % are of satisfactory.
3. It reveals that more than half of the respondents from this class are outstanding
170
1. 42.43 % among 11 HUMSS B student respondents have satisfactory academic
performance in Oral Communication.
2. 39.39 % are of very satisfactory.
3. It reveals that more than half of the respondents from this class are satisfactory
Sub problem 3. What is the Public Speaking Anxiety (PSA) level of the respondents?
1. 78% of the male respondents of 12 HUMSS A only have moderate level of public
speaking anxiety.
2. 22% of the male respondents have low level of public speaking anxiety.
3. No male student from 12 HUMSS A suffer from high level of public speaking
anxiety.
171
1. 65% of the female students of 12 HUMSS A have moderate level of public speaking
anxiety.
2. 20% female students have low level of public speaking anxiety.
3. There were only 3 or 15% female students suffer from high level of public speaking
anxiety.
1. 60% of the male students of 12 HUMSS B have low level of public speaking
anxiety.
2. 40% of them have moderate level of public speaking anxiety.
3. No male students from 12 HUMSS B suffer from high level of public speaking
anxiety.
172
1. 62% of the female students of 12 HUMSS B have low level of public speaking
anxiety.
2. 38% of them have moderate level of public speaking anxiety.
3. No female student of 12 HUMSS B suffer from high level of public speaking
anxiety.
1. 52 or 56.52% of the female respondents have moderate level of public speaking
anxiety
2. 29 or 31.52% of them have low level of public speaking anxiety
3. 11 or 11.96% of the female respondents suffer from high level of public speaking
anxiety.
1. 18 or 64% of the female students of 11 HUMSS A have moderate level of public
speaking anxiety
2. 7 or 25% of them has low level of public speaking anxiety
173
3. Out of 28 female students of 11 HUMSS A, 3 of them or 11% of them suffer from
high level of public speaking anxiety.
1. 8 or 80% of the male students of 11 HUMSS B have moderate level of public
speaking anxiety
2. 2 or 20% of them have low level of public speaking anxiety.
3. No male students of 11 HUMSS B suffer from high level of public speaking
anxiety.
1. 13 or 56% of the female students of 11 HUMSS B have moderate level of public
speaking anxiety
2. 5 or 22% of them have low level of public speaking anxiety.
3. Out of 23 female students of 11 HUMSS B, 5 or 22% of them suffer from high
level of public speaking anxiety.
174
Sub problem 4.1. What is the significant relationship between a student’s Public Speaking
Anxiety (PSA) and academic Performance in Oral Communication in the Context subject?
1. 26 or 68.42% of the outstanding respondents have moderate level of public
speaking anxiety.
3. While there is only 1 or 2.63% has high level of public speaking anxiety.
1. 33 or 57.89% of the very satisfactory respondents have moderate level of public
speaking anxiety
2. 19 or 33.33% of them have low level of public speaking anxiety.
3. While there are 5 or 8.77% of the respondents have high level of public speaking
anxiety.
1. 16 or 55.17% of the satisfactory respondents have moderate level of public
speaking anxiety
175
3. While there are 4 or 13.79% has high level of public speaking anxiety
1. 2 or 66.67% of the fairly satisfactory respondents have moderate level of public
speaking anxiety
2. 1 or 33.33% of them have low level of public speaking anxiety.
3. There are no respondents for fairly satisfactory suffer from high level of public
speaking anxiety.
the student respondent’s Gender?
1. Majority of the statements under coping strategies are rated ‘Often’ by the male
student respondents
2. The statement, ‘Pray before delivering your speech’ received the highest weighted
mean of 4.68
3. This was followed by the statement, ‘Accept reality and just try your best.’ (4.42)’
176
4. Followed by the statement ‘Try to take a rest from memorizing your speech.’ (4.40).
1. Reveals that the statement, ‘Pray before delivering your speech.’ received the
highest weighted mean of 4.79.
2. This was followed by the statement, ‘Accept reality and just try your best, (4.45).
3. The statement, ‘Try to take a rest from memorizing your speech, (4.42).’
the student respondent’s Age?
1. Reveals that the statement, ‘Accept reality and just try your best.’ received the
highest weighted mean of 4.67.
2. Most of the 16 years old male students can deliver a speech when they accept that
they have no choice but to deliver a speech and just try their best
177
3. This was followed by the statements, ‘Pray before delivering your speech,’ and
‘Try to take a rest from memorizing your speech.’ which tied at the weighted mean
of 4.33.
1. Reveals that the statement, ‘Pray before delivering your speech.’ and ‘Accept
reality and just try your best.’ received the highest weighted mean of 4.15. This
implies that most the student can deliver a good speech by praying and doing their
best.
2. This was followed by the statement, ‘Seek for suggestions from teachers, or
friends.’ (3.85).
3. The statements, ‘Practice several movements you might do while delivering your
speech.’ ‘Get relieved by being prepared or being familiar with your speech.’ and
‘Try to take a rest from memorizing your speech.’ which tied at the weighted mean
of 3.77
178
1. Table 31 reveals that the statement, ‘Accept reality and just try your best.’ received
the highest weighted mean of 4.60. This implies that most of them can deliver a
good speech by just doing their best.
2. This was followed by the statement, ‘Pray before delivering your speech.’ (4.50).
This suggests that students are praying before they deliver a speech so they could
deliver the speech well.
3. Followed by the statement, ‘Try to take a rest from memorizing your speech.’ (4.30)
1. Reveals that majority of the statements under the coping strategies were rated
‘Often’ by the female student respondents.
2. The statement, ‘Pray before delivering your speech.’ received the highest weighted
mean of 4.80. This implies that most of the 16 years old female students can deliver
a speech when they pray before the speech.
179
3. This was followed by the statement, ‘Accept reality and just try your best.’ (4.40).’
This suggests that students are just accepting that they have no choice but to deliver
a speech and just try their best.
4. The statements, ‘Practice in front of the mirror.’ ‘Try to look on the bright side of
things.’ and ‘Get relieved by being prepared or being familiar with your speech.’
which tied at the weighted mean of 4.00
1. It reveals that the statement, ‘Pray before delivering your speech.’ received the
highest weighted mean of 4.86. This implies that most of the 17 years old female
students can deliver a speech when they pray before the speech.
2. This was followed by a statement, ‘Accept reality and just try your best.’ (4.19)’.
Suggest that the students just stop overthinking and just take the risk.
3. The statements, ‘Get relieved by being prepared or being familiar with your
speech’ and ‘Seek for suggestions from teachers, or friends.’ which tied at the
weighted mean of 4.00.
180
highest weighted mean of 4.71. This implies that most of the 18 years old female
2. This was followed by a statement, ‘Accept reality and just try your best.’ (4.42)’
3. The statements, ‘Try to take a rest from memorizing your speech and ‘Seek for
suggestions from teachers, or friends.’ which tied at the weighted mean of 4.10.
highest weighted mean of 4.80. This implies that most of the 19 years old and above
male and female students can deliver a speech when they pray before the speech.
2. This was followed by a statement, ‘Accept reality and just try your best.’ (4.60)
3. Then the ‘Use the experience from other people to deal with similar problems.’
(4.40).
181
highest weighted mean of 4.63. This implies that most of the male and female
2. This was followed by a statement, ‘Accept reality and just try your best.’ (4.18)
suggest that the students just stop overthinking and just take the risk.
3. The next statement is ‘Practice in front of the mirror.’ (4.09).
the student respondent’s Scholarship Status?
highest weighted mean of 4.63. This implies that most of full scholar students are
capable of using this coping strategy especially before performing in front of a
crowd.
2. This was followed by a statement, ‘Accept reality and just try your best’ (4.31).’
Suggests that the students just stop overthinking and take the risk.
182
3. Followed by ‘Try to look on the bright side of things’ with a weighted mean of 4.25.
highest weighted mean of 4.61. This implies that most of partial scholar students
can use this coping strategy especially before performing in front of a crowd.
2. This was followed by a statement, ‘Accept reality and just try your best’ (4.31).’
Suggests that the students just stop overthinking and take the risk.
3. Followed by ‘Get relieved by being prepared or being familiar with your speech.’
with a weighted mean of 3.95.
1. reveals that all statements under school factors were rated ‘Often’ by the student
respondents. The statement, ‘Pray before delivering your speech.’ received the
highest weighted mean of 4.88. This implies that this is the most relatable coping
strategy among these Sports scholar students.
2. This was followed by the statement, ‘Accept reality and just try your best. (4.44).’
183
3. The statements, ‘Get relieved by being prepared or being familiar with your speech
which tied at the weighted mean of 4.
Conclusions
Based on the results and findings of this study, the researcher concluded the
following:
1. Majority of the Grade 11 and 12 HUMSS students studying at La Verdad
Christian School are 17 years old patterned to the implementation of the K to 12 curriculum
wherein senior high school students are supposed to be within the age bracket, 16-18 years
old.
2. Maintaining grades of students belonging to various scholarship status did not
serve as an indicator of one’s Public Speaking Anxiety (PSA). Since in the case of full
scholars, either academic or presidential, their moderate level of PSA did not hinder them
to excel and perform well in their Oral Communication subject despite having the highest
maintaining grades among all the scholarship status. On the other hand, partial scholars
who mostly do not belong in the pilot section tend to have high level of PSA, and the
184
research sought in mind that this is a factor why these students have low grades or academic
performance in the aforementioned subject.
3. Female HUMSS students outnumbered the male in terms of class number, Public
Speaking Anxiety (PSA) level and academic performance in Oral Communication. There
are only few male students in the stated strand where most of them have moderate level of
PSA however, female with greater number and academic performance have acquired high
level of PSA especially those who do not belong in the pilot section.
4. Humanities and Social Sciences (HUMSS) strand is designed for the students
who want to go beyond the world and talk to a lot of people. This strand focuses on
improving one’s communication skills and interpersonal intelligence. Despite being
usually engaged in a public speaking context, HUMSS students should not be expected
with outstanding academic performance especially in the subjects that largely involves oral
performances. HUMSS students of La Verdad Christian School have a “Very Satisfactory”
academic performance in Oral Communication in the Context, a core subject in Senior
High School (SHS), where a learner’s progress is hugely emanated from Performance
Tasks, comprising about 50% of his or her grade. Some of the HUMSS student may have
low grades or poor academic performance which can be attributed to other factors: they
185
perform better in written works (silent workers) and they are not active verbally particularly
during class discussion or recitation.
5. Praying before delivering a speech. This coping strategy appeared to
be the most relatable among male and female, all ages, academic performance and
scholarship status of the respondents. This can be a proof of how effective the
institution’s mission and vision are as they have influenced the students spiritually
because praying can be considered as one of the most vital moral value that everyone
do not usually practice.
6. At the end of this study, the researchers were not able to determine the
significant relationship between the academic performance in Oral Communication and
Public Speaking Anxiety (PSA) due to inappropriate statistical treatment used
throughout the study however, comparison and interpretation of the results were
successfully done with the help of some references related to the topic.
186
Recommendations
Considering the findings and conclusion, the researcher recommends that:
1. Since the Public Speaking Anxiety (PSA) of the students can affect their grades
in oral communication, which is the core subject of HUMSS students, the students should
study and practice their speech more for them to be familiarized and this will lessen the
struggle in performing a good speech.
2. The administrator should conduct a program or seminar regarding the possible
options that can help the students overcome or at least be able to deliver a speech in front
of many people. This can help to make the students informed and well-oriented of how be
a good speaker.
3. Teacher should continue to create activities where a student will deliver a speech.
So that little by little the students can practice and enhance their speaking skills.
4. Guidance office may conduct a seminar with the parents to discuss some
measures on how to help their children in the possible strategies to present a good speech.
187
5. The future researchers may conduct a similar study tackling other academic
strands or other tracks as their respondents, if their public speaking anxiety affects their
oral communication subjects.
6. Future researchers may conduct further study via a more appropriate way or
interpretation of data like Chi-square test in order to find out the significant relationship
among the cited variables.
188
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191
APPENDICES
APPENDIX A
Survey Questionnaire
Directions: Please accomplish the questionnaire by supplying the information called for.
Name: ________________________ Average in Oral Communication (1st

Semester):
Gender: Male ( ) Female ( ) ____________________
Grade & Section: __________________ Scholarship Status: ______________
Age: ___________
I. Personal Report on Public Speaking
Please indicate the degree to which the following statements apply to you by
marking whether you: 5 if you Strongly Agree, 4 if you Agree, 3 if you are Undecided,
2 if Disagree, or 1 if you Strongly Disagree. Work quickly, just record your first
impression. Do not be concerned that some statements are given more than once.
192
5 4 3 2 1 8. I look forward
to giving a
1. While preparing speech.
for giving a 9. When the
speech, I feel instructor
tense and announces a
nervous. speaking
2. I feel tense when assignment in
I see the words class, I can feel
"speech" and myself getting
"public speech" tense.
on a course 10. My hands
outline when tremble when I
studying. am giving a
3. My thoughts speech.
become confused 11. I feel relaxed
and jumbled while giving a
when I am giving speech.
a speech.
12. I enjoy
4. Right after
preparing for a
giving a speech,
speech.
I feel that I have
13. I am in constant
had a pleasant
fear of
experience.
forgetting what
5. I get anxious
I prepared to
when I think
say.
about a speech
coming up. 14. I get anxious if
6. I have no fear of someone asks
giving a speech. me something
about my topic
7. Although I am
that I do not
nervous just
know.
before starting a
speech, soon 15. I face the
settle down after prospect of
starting and feel giving a speech
calm and with
comfortable. confidence.
193
16. I feel that I am

in complete
possession of
myself while
giving a
speech.
17. My mind is
clear when
giving a
speech.
18. I do not dread

giving a
speech.
19. I perspire just
before giving a
speech.
20. My heart beats

very fast just
as I start a
speech.
21. I experience
considerable
anxiety while
sitting in the
room just
before my
speech starts.
22. Certain parts

of my body
feel very tense
and rigid while
giving a
speech.
194
23. Realizing that 28. I feel anxious

only a little when the teacher
time remains announces the
in a speech date of a
makes me very speaking
tense and assignment.
anxious. 29. When I make a
mistake while
24. While giving a giving a speech, I
speech I know find it hard to
that I can concentrate on
control my the parts that
feelings of follow.
tension and 30. During an
stress. important
speech, I
25. I breathe faster experience a
just before feeling of
starting a helplessness
speech. building up
26. I feel inside me.
comfortable in 31. I have trouble
the hour or so falling asleep the
just before night before a
giving a speech.
speech. 32. My heart beats
very fast while I
27. I do poorer on present a speech.
speeches 33. I feel anxious
because I am while waiting to
anxious. give my speech.
34. While giving a
speech, I get so
nervous and I
forget facts I
really know.
195
To determine your score on the PRPSA, follow the steps mentioned below:
a.) Add scores for items 1, 2, 3, 5, 9, 10, 13, 14, 19, 20, 21, 22, 23, 25, 27, 28, 29, 30, 31,
32, 33, and 34;
b.) Add scores for items 4, 6, 7, 8, 11, 12, 15, 16, 17, 18, 24, and 26;
c.) Then, substitute the given in this formula:
PRPSA = 72-a+b
Where:
a=total score in step a; b=total score in step b
II. Coping Strategies
Please tick which box you can relate to the most with regards to your coping
strategies; 1 for Never, 2 for Rarely, 3 for Sometimes, 4 for Often, and 5 for Always.
196
5 4 3 2 1
1. Get relieved by 11. Try to take

being prepared or a rest from
being familiar with memorizing
your speech. your
2. Practice in front of speech.
people (Friends, 12. Accept
Family, etc.) reality and
just try your
3. Try to look on the
best.
bright side of things.
13. Practice in
front of the
4. Don’t think about mirror.
other people’s 14. Practice
opinion about you. several
5. Try to come up with movements
a couple of different you might
solutions to ease do while
your nervousness. delivering
6. Seek for suggestions your
from teachers, or speech.
friends. 15. Pray before
delivering
7. Change something your
about your way of speech.
practicing to deal
with a problem.
8. Use the experience
from other people to
deal with similar
problems.
9. Try to control your
disappointments or
regrets about your
speech.
10. Try to forget the
whole thing.
197
APPENDIX B
Letter of Approval
La Verdad Christian School Inc.

Mc Arthur Highway, Sampaloc, Apalit, Pampanga
January ___, 2019
Dr. Luzviminda E. Cruz
Principal and Administrator
Dear Dr. Cruz,
Good day!
We, the students from 12 Humanities and Social Sciences (HUMSS) - A are currently
conducting a research study entitled “A Study on the Academic Performance in Oral
Communication of Humanities and Social Sciences (HUMSS) students in La Verdad
Christian School in Relation to their Public Speaking Anxiety A.Y. 2018-2019” as partial
requirement in the subject Inquiries, Investigation and Immersion.
In relation to this, we humbly ask for your permission to conduct a survey among the
selected respondents of the aforementioned study.
Your approval to this will be highly appreciated. Thanks be to God!
Respectfully Yours,
Richard Mercado
Group Leader
198
APPENDIX C
Curriculum Vitae
MERCADO, RICHARD L.
#208 Barangay Pandaras, City of San Fernando,

Pampanga (CSFP)
Phone: 0966 -750- 3350
E-mail: mercadorecrec@gmail.com
OBJECTIVES:
To be more knowledgeable and gain experiences for continuous improvement. To
enhance my skills, understanding and to boost my self-esteem with enormous amount of
determination.
PERSONAL INFORMATIONS:
AGE : 18 y/o
GENDER : Male
CIVIL STATUS : Single
BIRTH DATE : January 14, 2001
NATIONALITY : Filipino
RELIGION : Roman Catholic
HEIGHT : 170 cm
WEIGHT : 61 kgs
LANGUAGE : Filipino, English
199
EDUCATIONAL BACKGOUND
Senior High School Humanities and Social Sciences (HUMSS)

(2017-2019) La Verdad Christian School (LVCS)
Sampaloc, Apalit, Pampanga
1st Honor in Grade 11 (With High Honor)

1st Honor in Grade 12 (With High Honor)
Editor-in-Chief of The Torch, English Publication
Junior High School San Matias National High School (SMNHS)

(2013-2017) L. Gomez Subdivision, San Matias, Sto. Tomas, Pampanga
Overall Rank 2 in Grade 10 (With High Honor)

Overall Rank 3 in Grade 9
Elementary Pandaras Elementary School

(2007-2013) Barangay Pandaras, City of San Fernando, Pampanga (CSFP)
Batch Valedectorian (Grade 6)

1st Honor in Grade 5
3rd Honor in Kindergarten
200
OLE, BERNARD B.
Third Avenue, Larlin Village, Brgy. Sampaloc, Apalit

Pampanga
Phone: 0909-916-8251
E-mail: Bernarian26@gmail.com
OBJECTIVES:
To utilize the skill and knowledge that I have learned and use it as a tool to further
enhancement.
AGE : 18 y/o
GENDER : Male
BIRTH DATE : April 21, 2000
RELIGION : MCGI
HEIGHT : 167 cm
WEIGHT : 45 kgs
201

Junior High School Villa San Isidro National High School

(2013-2017) Villa San Isidro Calauag Quezon

CAT Corporal Commander
Elementary Villa San Isidro Elementary High School

(2007-2013) Villa San Isidro Calauag Quezon
202
CELSO, CHESKA JENILLE S.
#91 San Nicolas 1st, Lubao, Pampanga

Phone: 0966-710-8586
E-mail: cheskajenille@gmail.com
OBJECTIVES:
To enhance my knowledge and skills on the various fields of communication and
broadcasting. To be a responsible broadcaster someday.
AGE : 18 y/o
GENDER : Female
BIRTH DATE : April 13, 2000
RELIGION : MCGI
HEIGHT : 169 cm
WEIGHT : 70 kgs
203

With Honors in Grade 12
Junior High School La Verdad Christian School (LVCS)

(2013-2017) Sampaloc, Apalit, Pampanga
Elementary Montessori School of Guagua

(2007-2013) Guagua, Pampanga
Rank 5 in Grade 6
Rank 7 in Grade 2
204
JOSE, ELOISA MARIE R.
Blk. 11 Lot 11 Phase 4 Jadevine St.

Vista Verde South, Mambog IV, Bacoor City, Cavite
Phone: 0915-333-9189
E-mail: eloisajoseee@yahoo.com
OBJECTIVES:
Mature, respectful and responsible senior high school student seeking for a
challenging work field as a social worker in any setting.
AGE : 17 y/o
GENDER : Female
BIRTH DATE : July 24, 2001
RELIGION : MCGI
HEIGHT : 153 cm
WEIGHT : 46 kgs
205


Junior High School Marvelous Faith Academy

(2013-2017) FTM Compound, Greenpoint Homes Avenue,
Mambog
Bacoor,Cavite
Elementary Hans Emmanuel Montessori

(2007-2013) Perpetual Village 4, Bacoor City, Cavite
206
LACAP, PATRICIA MAE M.
#275 Kurukan, San Vicente, Macabebe, Pampanga

Phone: 0936-271-8392
E-mail: lacappat6@gmail.com
OBJECTIVES:
To achieve my goal to become a psychologist. To gain more knowledge and skills
in the working field.
AGE : 17 y/o
GENDER : Female
BIRTH DATE : January 6, 2002
RELIGION : Roman Catholic
HEIGHT : 154 cm
WEIGHT : 43 kgs
207


Junior High School San Vicente San Francisco High School

(2013-2017) Brgy. San Francico, Macabebe, Pampanga

Elementary Meysulao Adventist Elementary School

(2008-2013) Meysulao, Calumpit, Bulacan
Batch Salutatorian in Grade 6

2nd Honor in Grade 5
(2007-2008) San Vicente Ferrer Elementary School

San Vicente, Macabebe, Pampanga
208

Academic Performance in Relation To Public Speaking Anxiety

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LA VERDAD CHRISTIAN SCHOOL

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, theoretical framework, statement of the

and the definition of terms used.

physical and psychological manifestations of these communicative anxieties when, in 55

in all my soul” (De Oratore, p. XXVI).

One of the goals of communication education is to prepare individuals to become

effective communicators in a variety of environments, including the oral presentation

colleagues, instructors, student body or even in front of a camera.

Recently, the Department of Education (DepEd) implemented the K-12 curriculum

writing as well as delivering it in accordance to effective speech delivery. Basically,

exposed when it comes to the said field.

Meanwhile, disassembly of conveyed ideas is present to all students. To keep up

communication subject. Public speaking anxiety is a feeling of nervousness or fear that

could be triggered when conducting a presentation in front of an audience. Reporting,

observed on the student. According to Colman, A. M. (2006), public speaking anxiety is

from speech anxiety—or as it is known in psych-speak, glossophobia. This may seem

communicate effectively to other individuals or to groups is essential in business, school,

The researchers’ goal is to successfully conduct this study to determine the

relationship between the academic performance of Grade 11 and 12 HUMSS students in

Background of the Study

According to the report of Scott and Wheeless (1977) in their investigation

most obvious effects of oral communication apprehension [PSA] on student achievement

involves instructional strategies which require the highly apprehensive student to

participate orally; for example, in public speaking.

Highly apprehensive students exhibit performances substantially below the norm

when required to participate in such learning activities as making oral presentations

knowledge about public presentation.

of the public speaking course, be more disposed to participate in oral presentation as a

especially in one of their core subjects, Oral Communication in the Context.

The researchers chose La Verdad Christian School because it provides different

status have something to do with their Public Speaking Anxiety (PSA).

Statement of the Problem

Specifically, this study sought to answer the following research questions:

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

1.3. Scholarship Status

2. What is the academic performance of HUMSS students in Oral Communication?

3. What is the Public Speaking Anxiety (PSA) level of the respondents?

4. What is the significant relationship between a student’s Public Speaking Anxiety

(PSA) and academic Performance in Oral Communication?

respondent’s demographic profile?

performance in oral communication in relation to public speaking anxiety. Having a high

have relations whether one is rich or poor.

person to speak in a crowd or not.

Scope and Delimitations of the Study

communication in relation to the public speaking anxiety of the respondents. The

a significant relationship between their academic performance, scholarship status and

public speaking anxiety.

The respondents are the Grade 11 and 12 HUMSS students in La Verdad

Action Assembly Theory, developed by John Greene, is a communication theory

which emphasizes psychological and social influence on human action. (Wikipedia,

are going to say.

repeat movements where they can produce infinite number of combinations

This study focused on the relationship of the academic performance in oral

on the dependent variable is presented in figure.

A Study on the Academic Performance in Oral Communication of

Independent Variables Dependent Variable

Student-Respondent Public Speaking

Average Grade in Oral

Figure 1. Conceptual Framework of the Study

The independent variables of this study are the student-respondents profile

1st semester in Oral Communication in the Context subject.

Student-respondents profile includes students’ demographic profile in terms of age,