Factors That Affect The Public Speaking Skills of Jhs Students of THSCDC

Taysan High School and Child
Development Center
FACTORS THAT AFFECT THE PUBLIC SPEAKING SKILLS OF THE

JUNIOR HIGH SCHOOL STUDENTS OF TAYSAN HIGH SCHOOL
AND CHILD DEVELOPMENT CENTER
A Thesis
Presented to
The Faculty and Staff of
TAYSAN HIGH SCHOOL AND CHILD DEVELOPMENT CENTER
Taysan, Batangas
In Partial Fulfillment
Of the Requirements for the Subject
PRACTICAL RESEARCH 1
HUMANITIES AND SOCIAL SCIENCES
Castillo, Mariel A.
Hornilla, Prince Carlo D.
Perez, Darlen Joy P.
October 2019
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CHAPTER I
Context and Rationale
Education is a knowledge that can be attained through studying
and analyzing different kind of prospect in daily lives. It affects the lives
of individuals by which can make difficulties easier. Education is also
learning of things that all an individual know is just not like that, but not.
It enhances different skills in terms of schooling. According to Solutech
(2019), without education people are incomplete and lives are useless.
Education helps to set a goal and go ahead by working on that
throughout the life. It improves the knowledge, skill, confidence level
and personality. It empowers human intellectually to interact with others
in life.
In the field of education, language plays an important role as a
medium for teaching and learning of the students. Language facilitates
communication in the sense of spreading information. This is used in
different institutes as a medium of communication to the students or
learners. With the use of language the speaking skill of the students are
being developed because language is used too in socializing.
Speaking is the delivery of language using the mouth. It can be
formal or informal. It is said to be formal speaking if it is used in formal
occasions like business, meetings and many more, while it is said to be
informal speaking if it is typically used with those persons they really
know well like family or friends or an informal talks. Speaking is

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important in an institute so as to individuals can easily connect with the
listeners.
Speaking as well encompasses public speaking, wherein it is an
art of delivering information to the audience. Public speaking is
assumed as a formal kind of speech in which a single person is facing a
cluster of spectators. Its purpose is to inform, persuade and entertain
onlookers. Public speaking too is a skill that is said to be a person must
attain. It is ability wherein a person is confidently facing the spectators
and delivering the speech without stuttering and fluctuating words.
Public speaking of students is a verbal speech wherein students
used to relay information in a large crowd. It is the ability of students to
communicate or to connect to the onlookers and share information
about some topics. Some of the students may undergo fear, anxiety,
and sometimes panic attacks. Most students are not born to be good
public speakers they are trained to become one. According to Cuncic
(2018), public speaking skills are valuable both in personal life and in
career. Even if individual don’t regularly engage in public speaking,
developing skills in this area will increase the confidence and reduce
anxiety about situations in which an individual may be called upon to
speak in public.
However students who often give speeches or presentations for
school still experience fear of having the idea of being stared at while in
front of spectators. A person is losing confidence, others are afraid of

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being judged, criticized, some have bad past experience about public
speaking, some are being influenced by the environment and some
have that kind of illness called glossophobia or speaking anxiety or the
fear of public speaking. With those factors, public speaking of the
students is affected. Instead of delivering the thoughts in an organized
manner an opposite happens, the speaker’s body language is
inappropriate, and some tends to overuse their words.
The purpose of this study is to recognize the factors that affect
the public speaking skills of the students of Taysan High School and
Child Development Center. Furthermore, the researchers aim to
formulate some activities and recommendation that will enable the
students to overcome the difficulties in public speaking and improve the
said skill on their own.
RESEARCH QUESTIONS
This study aims to evaluate the factors that affect the public
speaking skills of the junior high school students of Taysan High School
and Child Development Center.

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Specifically, it seeks answers to the following questions:
1. What is the demographic profile of the respondents relative to :
1.1. Age
1.2. Sex
1.3. Grade Level
2. How may the public speaking skills of the Junior High School
students of Taysan High School and Child Development Center
be described?
3. Is there a significant relationship between the demographic profile
and the public speaking skills of the respondents?
4. What are the factors that affect the public speaking skills of the
students?
5. Based on the result and findings, what enhancement activities
can be given to improve and develop the public speaking skills of
the students?
Conceptual Paradigm
The study focused on the factors that affect the public speaking
skills of the Junior High School students of Taysan High School and
Child Development Center.

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The paradigm shows the flow of the study based on input-
process-output.
Input Process
 Factors that affect
the public speaking
skills of the students of
Taysan High School
and Child Development
Center
 Quantitative
 The significant
Method
relationship between the
 Questionnaire
factors that affect the
public speaking of the
students and their skills
 Age: 12-18 years old
 Sex: Female and Male
 Grade: Grade 7- Grade
10
Output
 Enhancement
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Scope and Limitation of the Study
This study analyzes the factors that affect the public speaking
skill of Junior High School student of Taysan High School and Child
Development Center. This study displayed the researchers’ knowledge
of the subject and their ability to produce thoughtful and meaningful
ideas from information provided.

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The scope of this study will include junior high school students in
Taysan High School and Child Development Center with the age range
of 12-18 years old. The research’s main point are junior high school
students as respondents because the problem is highly evident to them
and the said problem lies within them.
The researchers limited this study to 100 respondents all studying
in Taysan High School and Child Development Center.
The study does not cover some schools due to inaccessibility.
The remaining schools in Taysan District are not included in the study.
Significance of the Study
The result of this study will be a great help to the students and
schools in developing effective techniques to strengthen the student’s
public speaking skills through activities and recommendations.
To the Administrations/Principal
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This study will be beneficial to them because they will be able to
plan an appropriate technique to develop student’s ability in terms of
public speaking
To the Guidance Counselor
This study will help them to identify student’s alterations and
capabilities. This will also help them to detect the signs of students
showing potential of weak public lecturer and be able to keep it from
happening.
To the Teacher
The result of the study can be the source and guide of the
teachers in constructing effective strategy to improve student’s public
speaking skills. This will serve as their basis to their pedagogy.
To the students
This study will help them to discover and recognize themselves
more. It will also help them to evaluate their self-ability in terms of
speaking in public. This will also serve as their guide to conquer the
factors that affects their public speaking skills.
To the future researchers
Ideas and concepts of this study will help the future researchers
to conduct studies relating to this matter. Contents of this research will
serve as reliable source for their future studies.
To the readers
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This study will be beneficial to them because readers will be
open-minded about the effective methods in improving their hitches in
public speaking.
Definition of terms
Ability. It is quality or state of being able. It is the competence in doing
something. Ability is used in the study which is involved in conducting
assessment processes.
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Communication. It is the act or process of learning about something by
reading, memorizing facts, attending school, etc. It is stated as one of
the affected factor in the problem of public speaking.
Confidence. It is a feeling or consciousness of one’s powers or of
reliance on one’s circumstances. It is used in the study to builds the
self-esteem which can help people confidently.
Factor. It is something that helps produce or influence a result. It is one
of the things that cause something to happen. This term is used in the
study as the things that affect the public speaking skills of the students.
Fear. It means afraid of something. It is stated as one of the factors
that affects the public speaking of the students.
Hindrance. It is a person or thing that makes a situation difficult. This
term make the respondent’s condition difficult.
Information. It is the knowledge that you get about someone or
something. It is used in the study as the collected data about the factors
that affect the public speaking skill.
Interact. It is about to talk or to do things with other people. This term is
used in the study to help students to have knowledge about the
surroundings and this is the basic way to enhance the public speaking
skill of an individual.
Interest. It is the feeling of wanting to learn more about something or to
be involved in something. It presents one of the factors that public
speaker are lacking to pursue their speech in public.

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Knowledge. It is condition of knowing something with familiarity gained
through experience. It is the awareness of something or the state of
being aware of something. It is used in the study to develop strategies
and skills in public speaking.
Language. It is the system of words or signs that people use to express
thoughts and feelings to each other. This term is used in the study as
the medium to interact.
Motivation. It is the act of giving someone a reason for doing
something. It is the condition of being eager to act or work. It is used in
the study as a factor in weighing student’s skill in terms of public
speaking.
Personality. It is the set of emotional qualities, ways of behaving, etc.
that makes a person different from other people. It is used in the study
to characterize the attitude of the public speaker.
Public speaking. It is the act or process of making speeches in public.
This term is used in the study as a variable.
School. It is an organization that provides instruction such as an
institution for the teaching of the children. It is where the entire study
revolves because of the respondents needed.
Skills. It is the ability to do something that comes from training,
experience, or practice. It is used in the study which is involved as a
thing to ponder in assessing the student’s public speaking skills.

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Speaking. It involves talking or giving speeches. It is used in the study
as the topic that leads in understanding the main topic.
Speech. It is the communication or expression of thoughts in spoken
words. This term is used in the study as a factor that affects the public
speaking skills of the students.
Students. They are the person who attends a school, college, or
university. Student is used in the study as the respondents.
Vocabulary. It is the collection of words and phrases usually
alphabetically arranged and explained or defined. This term is used in
the study as one of the factors in the study.
CHAPTER II
Brief Review of Literature
Conceptual Framework
This section presents the paradigm of the study which is
presented in Figure 1. It was presented to visualize the flow of the
researcher’s study. The frames were composed of input, process and
output which were arranged harmoniously to direct the main focus of

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the study. Also, the review of related studies is presented to support the
main focus of the study.
Conceptual Literature
Carpio et.al (2003) stated that man communicates daily through
language-he speaks, he listens, he reads, he writes. It is said that the
average person utters about 5,000 words daily, communicates orally
from morning till evening and conveys to other human beings his
thinking and his feelings. In a few cases, one communicates even when
asleep. He also stated that each person leaves in his own little world
would be shot if the individual where devoid of the ability to
communicate. Moreover, one needs words. Collectively, these words
from a language which man uses as his vehicle for expression. Words
serve as man’s principal symbols to present objects, events and ideas.
Of course, language is by no means the only tool for man’s
communication. There are other ways but then language takes
precedence over the others. Through language, man sends and
receives messages. Through language, man heralds his presence ,
greets, people, warns, threatens, expresses pain or joy, and directs
object action.
Flores, (2006) stated that building relationships, one cannot be
overly concerned with himself but must consider the needs, and wants
of others. It is through effective communication that contracts one basic
physical and social needs. Communication offers the chance to satisfy

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what the psychologist William Schutz called need “information”. The
“need for inclusion” is the need to be with others. Since communications
allows this need to be met, the “ability to communicate” is meaningful to
others. Communication also gives the chance to share one’s personal
reality with people from his own culture, as well as people from different
cultures. It is not uncommon to assume that one communicate only
because he want to communicate and all communication is too
purposeful, intentional and consciously motivated.
Bagasan (1997) stated that public speaking is something most
people don’t give much thought to, viewing it as a skill only politicians
and executives have to worry about. One of the many important aspects
of this vital volume is that professor Ramon N. Bagasan illustrates so
many situations that call for public speaking is, after all, much more than
just mounting a lectern and addressing an ordinance. Public speaking is
also an integral part of business meetings, church dimensions, and civic
activities. Even though most of us don’t realize its speaking in front of
others is an intrinsic part of our lives.
Wallach et.al (2004) stated that the public speaking anxiety (PSA)
is a common phobia. Although cognitive behavior therapy (CBT) is
preferred, difficulties arise with the exposure component (lack of
therapist control, patient's inability to imagine, self-flooding, and loss of
confidentiality resulting from public exposure). Virtual reality CBT
(VRCBT) enables a high degree of therapist control, thus overcoming

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these difficulties. This study examined whether VRCBT is an alternative
to CBT. Participants with PSA were randomly assigned to VRCBT (28
participants), CBT (30 participants), and wait list control (WLC; 30
participants). VRCBT and CBT were significantly more effective than
WLC in anxiety reduction on four of five anxiety measures, and on
subject's self-rating of anxiety during a behavioral task. No significant
differences were found on observer ratings of the behavioral task.
However, twice as many participants dropped out from CBT than from
VRCBT. Our results demonstrated that VRCBT is an effective and brief
treatment regimen, equal to CBT.
According to Blöte et.al (2008) this article reviewed the literature
on public speaking anxiety in the context of social phobia subtyping. In
total, 18 empirical studies on subtype issues related to public speaking
anxiety were analyzed. Results of the reviewed studies are discussed in
relation to their research method that is, whether it focused on
qualitative or quantitative aspects of subtype differences and whether it
used a clinical or community sample. Evidence supported the premise
that public speaking anxiety is a distinct subtype, qualitatively and
quantitatively different from other subtypes of social phobia. The
significance of this finding for social phobia studies using speech tasks
to assess participants’ state anxiety and behavioral performance is
discussed.
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According to Schreiber et.al (2012) in response to the demand for
increased accountability within the university classroom, there have
been calls for a new generation of rubrics that effectively assess
students' competence in several areas, including public speaking. This
article describes the development, test, and factor analyses of the
Public Speaking Competence Rubric (PSCR), an 11-item descriptive
rubric designed to be comprehensible to audiences both inside and
outside the communication discipline. Study 1, which involved an
assessment by five coders of 45 speeches, revealed a complex factor
structure and a need to clarify two of the items. Study 2, in which three
undergraduate students and one communication faculty person coded
50 speeches, revealed a relatively simple three-factor solution.
Comparison of PSCR scores with student speech grades also
supported the measure's predictive validity. The last part of the paper
describes the potential pedagogical and assessment applications for the
PSCR, the limitations of the study, and directions for future research.
Overall, the PSCR appears to be a consistent and accurate measure of
public speaking ability.
Harris et.al (2002) stated that the primary goal of this research
program was to investigate the effectiveness of virtual reality therapy
(VRT) in reducing public speaking anxiety of university students. The
prevalence and impact of public speaking anxiety as a type of Social
Phobia are discussed. Studies of VRT as an emerging treatment for

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psychological problems are reviewed. In the present study, eight
students completed VRT individual treatment and post-testing, and six
students in a Wait-List control group completed post-testing.
Assessment measures included four self-report inventories, self-report
of Subjective Units of Discomfort during exposure to VRT and
physiological measurements of heart rate during speaking tasks. Four
weekly individual exposure treatment sessions of approximately 15 min
each were conducted by the author serving as therapist. Results on
self-report and physiological measures appear to indicate that four
virtual reality treatment sessions were effective in reducing public
speaking anxiety in university students, corroborating earlier studies of
VRT's effectiveness as a psychotherapeutic modality. Future research
directions are discussed, primarily the need for research on younger
populations, to assess the effectiveness of VRT for earlier intervention
with public speaking anxiety.
Based on Guillén et.al (2000) the possibility of starting real
telemedicine or telepsychology systems was restricted by the cost of
the equipment and by the lack of adequate infrastructures. Nonetheless,
the technological advances we are witnessing at present have allowed
the publication of a series of pioneering works with good and promising
results. The analysis of what is happening in the field of telepsychology
points to an important development to come in the following years. This
work presents a telepsychology system to the treatment of public

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speaking fear. The system is composed of:(a) an assessment protocol
that gives the patient a diagnosis of his/her problem, including the
interference it is causing him/her, its severity, and the degree of fear
and avoidance it is producing;(b) a structured treatment protocol,
organized in separate blocks reflecting the patient’s progress; in this
way, it is possible to ensure that the patient does not skip any step in
the treatment (something quite common in the traditional self-help
manuals), gaining more control over the process; and (c) an outcome
protocol that assesses treatment effectiveness, not only at its end, but
also at every intermediate step. It is the first work in a promising
research line that examines the possibility of using the Internet for the
treatment of psychological disorders. If the program proposed here
achieves the necessary effectiveness and soundness, the range of
psychological problems to which the program could be applied will
broaden in the near future.
1987 Constitution of the Republic of the Philippines, Article III
Sec. 4 states “No law shall be passed abridging the freedom of speech,
expression, or of the press, or the right of the people to assemble and
petition the government for redress of grievances.
Oral communication is what in the past has been referred to as
public speaking. Oral communication is the ability to explain and
present ideas in clear English to diverse audience. This includes the
ability to tailor your delivery to a given audience, using appropriate

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styles and approaches, and an understanding of the importance of
nonverbal cues in oral communication. Oral communication requires the
background skills of presenting, audience awareness, critical listening
and body language (Oral Communication Skills 2006)
Growth in oral communication revolves around increasing fluency
and effectiveness. Students need to be able to speak clearly, using
appropriate volume. One need to be able to give directions, follow
directions, negotiate, ask questions and organize and present
information. One needs to adapt his speaking for different audiences,
purpose formats and topics. Talk serves two important functions, the
social and intellectual. Student’s oral language skills develop in
conjunction with their expanding social and awareness and their ability
to reflect upon and reconstruct experience. As a social function, talk
helps students adjust to ideas and ideas are reformulated to facilitate
students understanding. Within this function, students share information
and ideas with listeners by speaking informally and sharing through
conversation. Talk, as an intellectual function, shapes student’s
perception of the world and represents this perception as knowledge.
Talking encourages students to reproduce and transform knowledge
shift through observation, evaluate information, and compare views.
Talk that transforms knowledge increases student’s critical thinking
abilities and retention. Talk is also used to form relationship through
language (Oral Communication Skills 2006)

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Oral Communication is a vital component of the English
Language arts curriculum and provides the base for growth in reading,
writing and listening abilities. Oral literacy consists of both verbal and
non-verbal communication. It is important that non-verbal
communication is cultural and specific, and be aware of the difference
that may exist across culture when students express themselves non-
verbally.
Meanwhile, Elmhorst (2002) stressed that oral communication
involves speaking and listening. A great deal of one’s time in business
will be spend for speaking. For example, using telephone, attending
meetings, negotiating, and making presentations. All of these required
good oral communications skills. Good listening skills also enable one
to communicate better with others. Simple actions such as learning
forward in his seat, opening his arms and uncrossing his legs can let his
listeners know the value what he has to say. Through good listening, he
will be able to help speakers improve the quality of what he is saying to
others. Oral messages are usually not recorded for future reference.
Careful wording of sensitive message is more difficult with oral
communication that is with written communication. Listening, on the
other hand, begins with expression followed by recall of ideas. As
learning and applying the skills of oral English are closely related, the
classroom should be the place where the use of spoken language is
sensitively supported and where active listening is developed and

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valued. Oral communication skills enables students to make
connections between what they know and what they are learning, and
listening helps one to acquire knowledge and explore idea. These two
processes are simultaneously involved in oral communication.
Oral communication skills benefit students academically,
interpersonally, and in their future careers. Students who participate in
class discussion are more involve in their own learning. Students who
can express themselves will find it easier to give oral presentation in
class as well as to interact with their instructors and with other students.
The ability to speak is one key in oral communication, a skill that is
increasingly important in our society. Voice and diction is also included,
the studies of the physical bases of speech concentrating on helping
students improve vocal qualities such as articulation, pronunciation and
expressiveness (Oral Communication 2006)
On the other, Elmhorst (2002) stated that one of the essential
activities of the human race is communication or transmission of
thoughts from mind to the others. It is a process in which people share
thoughts, ideas and feelings with each other: it is a skill, which enables
one to sway millions, as shown in the writings of Plato, Shakespeare,
Hugo and our Rizal. Communication is an essential function of
civilization. Basically, it consists of writing, reading, speaking and
listening.
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Effective oral communication skills help students improve their
academic performance, increase their employment option, enhance
their subsequent professional competence and improve their own
personal effectiveness. Employers value good oral communication skills
for the reason that giving instructions and explanations is clearly
essential for the success of an organization. And also, engaging in
constructive debate and contributing to meetings and committees are
fundamental to the success of the organization (Oral Communication
2006).
Encarnacion et.al. (2003) stated that many ell-known persons
like Voltaire, Samuel Johnson, Benjamin Disraeli, Madame de Stael,
and Franklin Delano Roosevelt owed a great part of their fame to their
skill in conversation. These people are to be found who seem sensible
and pleasant in conversation. They ought, on the contrary, to reflect that
such keenness to please one or persuading other, and that to listen well
and answer to the point of most qualities one can have in conversation
ever begins, the expressions on people’s faces already communicate
are something , either interest on what the other person has to say,
pleasure in another person’s company, or anticipation of conversation.
Meanwhile, Francois as cited by Carpio et.al. (2003) stated
“silence is the safest policy if you are unsure of yourself”. As regards to
conversation, La Ruch efou could has this to say: one of the reason
why so few people are to be found who seem sensible and pleasant in
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conversation is that, almost every day is thinking about answering
clearly what is being said to him.
Virtually, everyone communicates at works. No matter what the
field, and no matter how much you know about your job, specialized
knowledge alone isn’t enough to guarantee success.
Adler et.al. (2002) stated that must successful people recognize
the role of communication skills have played in their career. In a survey
of college graduates in wide variety of fields, most respondents said
that communication skills were more important than the major subject
they had studied in college. Meanwhile ,in one surveys of business-
school alumni, oral skills were judged as “mandatory” or “very
important” by 100 percent of the respondents- even person who replied
– Communication skill are among the most prized assets job recruits
look for when hiring college graduates. Even in high specialized field,
employers consistently ranked communication skills above technical
knowledge when deciding whom to hire and whom to promote.
Moreover, Hybels et.al (2001) pointed out that many people
believe that effective communication is the key to success in work and
relationship. In a survey of 1,000 personnel managers, they listed oral
communication and listening as the most important skills for gaining
employment. Clearly, communication skills are crucial for upward
mobility in any organization, regardless or specific job or profession.

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Communication is also central focus of our lives. Few things absorb
more of our time each day than communication in one form or another.
Research Literature
The following researches were found relevant to the study at
hand.
In the study made by Dagohoy (2004) pointed that
communicative styles and techniques are shaped through the call
center agents, day-to-day interactions in the workplace and on the job
performances. The experiences in the workplace changed or improved
the way they communicate not only with the customers that they handle
but with other people outside the workplace as well. The individual as a
call center agent develop a communicative style that is adaptive to the
customer’s concerns and needs. This allows call center agents to the
types of customers that they handle in a cross culture context. It is
therefore constructed that s pluralist individual, the call center agent
uses a pluralist approach in communicating with customers. This is
significant to know, because if ever one decided to become part of a call
center, having good communication skills is a must to be able feel your
customer comfortable while conversing with you.

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BIBLIOGRAPHY
A. Books
Bagasan (1997) “Public Speaking and You”, The United States
Copyright Office library of Congress, United States
Carpio et.al. Private and public speaking. Rex Bookstore, 2003
Flores et.al. Effective Speech Communication. 3rd ed. National
bookstore 1998
B. Journal
Wallach et.al (2004) “Virtual reality cognitive behavior therapy for
public speaking anxiety: a randomized clinical trial”, Mary Ann Liebert,
Inc., USA
Blöte et.al (2008) “The relation between public speaking anxiety and
social anxiety: A review” Leiden University Institute for Psychological
Research, Developmental Psychology Unit, Wassenaarseweg 52, 2333
AK Leiden, The Netherlands

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Schreiber et.al (2012) “The development and test of the public
speaking competence rubric”,2018 Informa UK Limited, London UK
C. News Paper
Cyberpsychology & behavior (2002)
CyberPsychology & Behavior (2000)
D. Legal Documents
The 1987 Constitution of the Philippines Article III Section 4, Bill of
Rights
E. Online Resources
http://www.tea.state.tx.us/rules/tac/chapter110/ch110c.html
http://www.wintrop.edu/acadaff/assessment/Oral%20ASMT
%202002editedmar31%20s2003.pdf#search=’wintrop%20university
%20oral%20communication’ (8/8/19)
Carey et.al using Technology to Faster Authentic communication for
Second Language. Student. 1998.
Gullberg,Marianne.Gestures as a Communication Strategy in Second
Language Discourse. A Study of learners of French and Swedish
Examining the measures of and the relationship between Vocabulary

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knowledge, Oral Reading Fluency and Reading Comprehension Doctor
Candidate University of Oregon
www.Oralcommunication.Com.2006
Hingttgen,kathrene.Dr.Joe.Ayres.A review of related literature.
Arkamsas State University
https://www.google.com/url?
sa=t&source=web&rct=j&url=http://www.marilenabeltramini.it/materiali/
moduli0607/teachingspeaking.htm&ved=2ahUKEwjxkLz47YHkAhWGF
YgKHc1pCVUQFjAAegQIAhAB&usg=AOvVaw3Q8IqE9KlAIIDkgbmBTZ
JC (8/14/19)
sa=t&source=web&rct=j&url=http://www.marilenabeltramini.it/materiali/
moduli0607/teachingspeaking.htm&ved=2ahUKEwig1ZfM74HkAhVLEX
AKHUmVAUEQFjAAegQIAhAB&usg=AOvVaw3Q8IqE9KlAIIDkgbmBTZ
JC&cshid=1565768904395 (8/14/19)
sa=t&source=web&rct=j&url=https://www.coursehero.com/file/p5unc55/
Most-of-the-courses-taken-at-Shidler-thus-far-deal-with-how-to-excel-
in/&ved=2ahUKEwjX9tyw84HkAhVH7WEKHSkmCHAQFjABegQIARAB
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&usg=AOvVaw1Xqp9ZyyKmuCDLZMF5Fj3-&cshid=1565769958830
(8/14/19)
sa=t&source=web&rct=j&url=http://www.apjmr.com/wp-
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F. Unpublished Materials
Princess Diane Dagohoy, “The Modern Individual, An ethnographical
study on the Identity, Communicative Styles and Work Ethics of Call
center Agents” University of the Philippine, 2004.

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CHAPTER III
RESEARCH METHOD AND PROCEDURE
This chapter presents the research design, selection of the
subject of the study, the description of the instruments, the procedure
employed in accumulating the data and statistical tools applied in the
assessment and evaluation of data.
Research Design
The main objective of this study is to assess the factors that affect
the public speaking skills of the junior high school students of Taysan
High School and Child Development Center.
Best and Kahn (1998), as cited in Ebreo, et al., 2015, stated that
a descriptive study describes and interprets. It is concerned with
conditions or relationships that are held, process that are giving on,
effects that are evident, or trends that are developing. It is primarily
concerned with the presents although past events and influences as
they relate to current conditions.
Subjects of the Study
The respondents of the study are 100 populaces in the campus of
Taysan High School and Child Development Center.

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Data Gathering Instrument
The researcher drafted a questionnaire which was checked and
validated by their adviser. The questionnaire was distributed to its target
respondents and was collected after the answering phase.
This questionnaire will be used as the instrument of the study to
gather the other related data.
Construction of the Questionnaire. The instrument that will be
used is the questionnaire. The researcher based it in thorough readings
from books, magazines, pamphlets and other related materials
concerned on the evaluation of textbooks. From these materials, the
researcher formulated a draft of the instrument.
Validation of the Questionnaire. The first draft of the
questionnaire was presented to the adviser to seek comments and
suggestions. It was presented to a group of research practitioners
composed of a principal and teachers for their suggestions and
corrections. After all suggestions, the final draft of the questionnaire was
prepared.
Administration of the Questionnaire. The validated questionnaire
was reproduced and distributed to the respondents.

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Scoring of the Responses. After the questionnaire was retrieved,
the data was tallied, tabulated and interpreted using the following:
Percentage. It is used to analyze and interpret the response and
assessment of the respondents.
Data Gathering Procedures
The researchers formulated a set of questionnaires and they
submitted it to their evaluator for the comments and suggestions. This
questionnaire was used as the instrument of the study to gather the
other related data
After that, the researcher personally distributed and collected
politely the questionnaires from the respondents. Then, computation
and interpretation followed. The researchers gathered the relevant
literatures in libraries and online sources to provide support to the
findings of the study.
The data was tallied, tabulated and interpreted using statistical
treatment.
Statistical Treatment of Data
The data obtained from the respondents was tallied, tabulated and
interpreted using the following statistical tools.
Frequency. This is used to determine the tabular arrangement of
data by classes or categories together with their corresponding class
frequencies.
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Percentage. This is used to determine the product of given
frequency divided by the number of population, multiplied by one
hundred.
P-Value. This is used to determine the level of marginal
significance within a statistical hypothesis test representing the
probability of the occurrence of a given event.
Rank. This is used to determine the quotient of the total weighted
frequency divided by the number of population.
Standard deviation. This is used to determine the quantity
calculated to indicate the extent of deviation for a group as a whole.
Variance. This is used to determine how far a set of data is spread
out.
Weighted means. This is used to determine the set of particular
set of numbers with different level of weights.

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CHAPTER IV
PRESENTATION AND INTERPRETATION OF DATA
This section provides the presentation and interpretation of
data as collected in the data – gathering procedure by the researchers.
The appropriate statistical tools were applied in the data as presented in
the following tables and graphs.
Variables Rate of evidence
(%)
1.1. I am not afraid to speak in front of the huge 58
crowd
1.2. I can speak with mastery and with no 58
confusions
1.3. I observed proper intonation and voice quality 54
1.4. I use proper hand gestures, body movements, 54

and facial expression while speaking.
1.5. I can speak with audible and clear voice 50
1.6. There are times that I am disturbed or distract 50

by the audience leading to failure in public speaking.
Table 1. Students’ public speaking skills be described
relative to their academic activities and other formal conversation.

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Table 1 represents the public speaking skills that are described
relatively to their academic activities and other formal conversation. In
the findings, the primary skills are “afraid to speak in front of the huge
crowd and can speak with mastery and with no confusions” with the rate
of evidence of 58.00 %. Subordinated to this are “observed proper
intonation and voice quality and proper hand gestures, body
movements, and facial expression while speaking” with the rate of
evidence of 54.00%. “Can speak with audible and clear voice and
disturbed or distract by the audience leading to failure in public
speaking” are on the third rank with the rate of evidence of 50.00%.
Variables Rate of Evidence (%)

1.1 Fear of being stared at 66
1.2. Self-confidence 63
1.3. Fear to judgment and criticism 61
Table 2. Factors that affect the public speaking skills
The Table 2 exhibits how evident each factor affect the public
speaking skills of the students in Taysan High School and Child
Development Center. The leading factor is “fear of being stared at” with
the rate of evidence of 66.00%. The secondary element is “self-

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confidence” with the rate of evidence of 63.00%. The third constituent is
“fear to judgment and criticism” with the rate of evidence of 61.00%.
Variables P-value Significance Decision

1.1 Sex p>0.1 Not significant Accept Ho
at the 10% level

1.2 Age 0.05>p>0.01 Significant at Reject Ho
the 5% level
1.3 Grade 0.05>p>0.01 Significant at Reject Ho
level the 5% level
Table 3. Statistical Table for P-value and Testing Null Hypothesis

of Relative Variables
The table 3 presents the statistical table for P-value and testing
Null Hypothesis of relative variables. The researchers concluded that
the age and grade level of the respondents have significant
relationship to the status of the public speaking skills. Therefore, it
rejects the null hypothesis. On the contrary, the sex has no significant
relationship with the public speaking skill. It accepts the null hypothesis.
Research Title: FACTORS THAT AFFECT THE PUBLIC SPEAKING

SKILLS OF THE JUNIOR HIGH SCHOOL STUDENTS OF TAYSAN HIGH
SCHOOL AND CHILD DEVELOPMENT CENTER
I. Brief Description
This is a data gathering tool devised to solicit the needed information
for the study entitled “Factors That Affect the Public Speaking Skills of the
Junior High School Students of Taysan High School and Child Development
Center”. The questionnaire contains varied questions that are beneficial,
substantial and necessary to provide the needed data of the above-mentioned
research study. Rest assured that the data to be gathered will be treated
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confidentially and privately. Your response will be a great help for the
researchers and most especially for the success of the study.
II. Profile of the Respondent

Name (optional) : ______________________________________________
Age :
Address : ______________________________________________
Sex : ( ) Male ( ) Female
III. Questionnaire
General Direction: Read the following questions carefully. Follow the
directions accurately.
4 - Highly evident 2 - Partially evident

3 - Evident 1 - No evidence
1. How may your public speaking skills be described relative to your academic
activities and other formal conversation: (Please put a check.)
Variables 4 3 2 1
1.1. I can speak fluently in either English or Filipino.
1.2. I am not afraid to speak in front of the huge crowd.
1.3. Most of the times I know and master the topic that I
am speaking of.
1.4. I can speak with audible and clear voice.
1.5. I can speak with mastery and with no confusions.
1.6. I am aware of my audience and have the ability to
communicate to them.
1.7. I can pronounce the word accurately.
1.8. I observe proper intonation and voice quality.
1.9. There are times that I am disturbed or distract by the
audience leading to failure in public speaking.
1.10. I use proper hand gestures, body movements, and
facial expression while speaking.
2. How will you rate the factors that affect your public speaking skills? (Please
put a check.)
Variables 4 3 2 1
2.1. Fear of being stared at
2.2. Self-confidence
2.3. Experience in public speaking
2.4.Fear to judgment and criticism
2.5. Lack of knowledge
2.6. Lack of vocabulary
2.7. Lack of mastery about the topic
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2.8. Oral malfunctions
2.9. Interest in speaking
2.10. Health condition
2.11. Size of audience
2.12. Type of audience
Number of respondents: 100 (all are equal to 100)

Target Respondents: Junior High School students of Taysan High
School and Child Development Center
Location: Taysan Batangas
Range of Age: 12 to 18 years old
ACKNOWLEDEMENT
This is to express the sincerest gratitude of the researchers to the
people who extended assistance and cooperation in the completion of
the study. They are greatly indebted to the following:
To Ms. Virginia T. Gutierrez, the School Director, for her whole-
hearted acceptance and approval of this work.
To Ms. Mila V. Panganiban, the School Principal for her
acceptance and approval also of this modest work and great inspiration
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given to the researchers, and also for being an intelligent and very
supportive adviser for her excellent assistance and untiring efforts
completion of this study.
To Mr. Morris N. Carreal, the chairperson of the panel of
examiners, for his full concern and informative suggestions to upgrade
this study.
To Mr. Harold D. Carpio, thesis adviser for the motivation,
guidance, patience, comments and suggestions while doing the
research.
To the members of the panel, for helping the researchers in
organizing this paper through suggestions and advice.
To the library staff of Taysan High School and Child Development
Center and Lyceum of the Philippines University for the success in the
use of library facilities.
To all their friends and classmates, for their advice, friendship and
time spent together.
To the dearest and ever-loving parents who had given the
researchers the courage, will, strength and inspiration to pursue, and for
their unwavering support financially and morally, and for the love they
have given.
Above all, to Almighty God, for His undying love, blessing,
strength, guidance and wisdom He bestowed to use all the time.
M.A.C
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P.C.D.H
D.J.P.P
TABLE OF CONTENTS
TITLE PAGE………………………………………………………..………...i
APPROVAL SHEET…………………………………………….………......ii
THESIS ABSTRACT………………………………………………………..iii
ACKNOWLEDGEMENT……………………………………………………iv
DEDICATION………………………………………………………………...v
TABLE OF CONTENTS…………………………………………………….vi
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CHAPTER
I. THE PROBLEM
Introduction
Research Questions
Conceptual Framework
Scope and Limitation of the Study
Significance of the Study
Definition of Terms
II. REVIEW OF RELATED LITERATURE
Conceptual Literature
Research Literature
III. RESEARCH METHOD AND PROCEDURE
Research Design
Subject of the Study
Data Gathering Instrument
Data Gathering Procedures
Statistical Treatment of Data

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Questionnaire
IV. PRESENTATION, ANALYSIS,
AND INTERPRETATION OF DATA
V. FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Findings
Conclusions
Recommendations
BIBLIOGRAPHY
APPENDICES
A. Letter for the Distribution of Questionnaire
B. Questionnaire
CURRICULUM VITAE
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APPROVAL SHEET
In partial fulfillment of the requirements for the strand of

Humanities and Social Sciences, this thesis entitled “FACTORS THAT
AFFECT THE PUBLIC SPEAKING SKILLS OF THE JUNIOR HIGH
SCHOOL STUDENTS OF TAYSAN HIGH SCHOOL AND CHILD
DEVELOPMENT CENTER” which has been submitted by Mariel A.
Castillo, Prince Carlo D. Hornilla and Darlen Joy P. Perez is hereby
recommended for acceptance and approval for Oral Examination.
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Harold D. Carpio
Adviser
Approved by the Committee on Oral Examination with the grade of ___
PANELS OF EXAMINERS
MORRIS N. CARREAL
Chairman
MILA V. PANGANIBAN
Panel Member/ School Principal
Accepted and approved in partial fulfillment of the requirements of

Practical Research 1 for the strand of HUMANITIES AND SOCIAL
SCIENCES.
VIRGINIA T. GUTIERREZ
Date School Director
DEDICATION
This humble endeavor of sincerely
and whole heartedly dedicated to our parents,
teachers, friends, classmates and love ones.
This is also dedicated to the future educators,
mentors, and other researchers who will appreciate its contents;
and above all, to our Almighty God
for giving us knowledge and strength at all times.

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We devoted this work with all our efforts and sincerity.
M.A.C
P.C.D.H
D.J.P.P
CHAPTER V
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This section provides the findings, conclusions and
recommendations according to the presentation and interpretation of
data conducted by the researchers.
Findings
Based on the presentation and interpretation of data, these
findings have been formulated.

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1. The respondents are composed of Junior High School
student of Taysan High School and Child Development Center both
male and female with the age ranging from 12 years old until 18 years
old. The respondents are from grade seven until grade ten.
2. The topmost students’ public speaking skills that has been
described relative to their academic activities and other formal
conversation are the following, they are not afraid to speak in front of
the huge crowd and they can speak with mastery and with no
confusions with a relative frequency of 58.00%, they observed proper
intonation and voice quality and they use proper hand gestures, body
movements, and facial expression while speaking with a relative
frequency of 54.00% and they can speak with audible and clear voice
and here are times that they are disturbed or distract by the audience
with a relative frequency of 50.00%, leading to failure in public
speaking. Based on the respondents, those skills affect their public
speaking because most of the time they stutter, they forget what to say,
they show some mannerisms that are not suitable, and they are
distracted when they look at the spectator that causes the failure to
public speaking.
3. The researchers concluded that the age and grade level of the
respondents have significant relationship to the status of the public
speaking skills. Therefore, it rejects the null hypothesis. On the

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contrary, the sex has no significant relationship with the public
speaking skill. It accepts the null hypothesis.
4. The different factors that affect the public speaking skill of the
junior high school students of Taysan High School and Child
Development Center are due to their different anxieties. The
topmost factors are student’s fear of being stared at with a relative
frequency of 66.00%, self-confidence with a relative frequency of
63.00%, and fear to judgment and criticism with a relative
frequency of 61.00%. According to the respondents, being
petrified while the spectators are looking on them are the result of
having a low self-confidence and being frightened to judgment and
criticism.
5. Based on the result and findings, to improve and develop the
public speaking skills of the students there must be some
enhancement activities like boosting the physical appearance,
having some lesson’s reporting in front of the class, taking enough
sleep and calm disposition, making sure that the piece to be
delivered is mastered and of course praying for guidance before
facing the crowd.
Conclusions
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Based on the findings of the study, the following have been
concluded:
1. There are 100 respondents there are fifty-six females and forty-four
males. The age of respondents are ranging from 12 years old up
until 18 years old. They are from grade seven till grade ten.
2. The skills that affects their public speaking are , “they are not afraid
to speak in front of the huge crowd and they can speak with mastery
and with no confusions”, “they served proper intonation and voice
quality and I use proper hand gestures, body movements, and facial
expression while speaking”, and “they can speak with audible and
clear voice and here are times that I am disturbed or distract by the
audience, because most of the time they have speech disorder,
they fail to recall what to say, they display some behaviors that are
not appropriate, and they are confused when they look at the
spectators that causes the disappointment to public speaking.
3. The researchers concluded that the age and grade level of the
respondents have significant relationship to the status of the public
speaking skills. Therefore, it rejects the null hypothesis. On the
contrary, the sex has no significant relationship with the public
speaking skill. It accepts the null hypothesis.
4. Fear of being stared at, self-confidence, and fear to judgment and
criticism are the primary factors that affect the public speaking skill
of the Junior high school students.

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5. The researchers recommend that the uppermost antidote is building
positive personality, trusting their abilities, building up a positive
relationship to the onlookers, improving their speaking ability by
joining speaking related contest, practicing proper socialization with
a huge crowd, using effective language while communicating, and
watching for feedback and being able to adapt to it.
Recommendations
Based on the findings and conclusions, the researchers
recommend the following:
1. The public lecturer must build positive personality by having a
proper grooming and possessing an optimistic attitude and
behavior, trust their abilities, and they must build up positive
relationship to the spectators by being connected to them.
2. The public speaker must have sufficient sleep for at least 8
hours and calm disposition.
3. The speechmaker must be sure to master the piece with a
certain topic to be delivered to the spectators.
4. The public speaker must boost self-confidence by enhancing
the physical appearance, proper grooming, and avoiding
inappropriate mannerisms.
5. The school should provide activities that can develop the public
speaking skills of students.

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6. The teachers should modify their teaching to enhance the
communication skills of students.
7. The school plays a vital role in terms of the public speaking of
the students within the campus. The school must provide
counseling regarding the public speaking skill of the student.
8. The school must provide mentoring program about public
speaking.
9. The school must showcase the talent of the students in terms of
speaking in public by organizing some activities like spoken
poetry, impromptu speaking and many other speaking related
activities.
THESIS ABSTRACT
TITLE : FACTORS THAT AFFECT THE PUBLIC
SPEAKING SKILLS OF THE JUNIOR HIGH
SCHOOL STUDENTS OF TAYSAN HIGH
SCHOOL AND CHILD DEVELOPMENT
CENTER
RESEARCHERS : Castillo, Mariel A.
Hornilla, Prince Carlo D.
Perez, Darlen Joy D.
TYPE OF DOCUMENT : Thesis

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YEAR LEVEL STRAND: Grade 12- HUMSS
YEAR : 2019
INSTITUTION : Taysan High School and Child Development
Center
ADDRESS : Poblacion West Taysan, Batangas
NO. OF PAGES :
ADVISER : Mr. Harold D. Carpio
This study is entitled Factors that Affect the Public Speaking
Skills of the Junior High School Students of Taysan High School and
Child Development Center. The qualitative type of research design
was employed by the researchers with the set of guidelines as the
major instrument in gathering the data.
The respondents are composed of males and females from
Junior High School level in Taysan High School and Child
development Center.
Findings detailed that most of the time the public speaker have
speech disorder, fail to recall what to say, display some behaviors that
are not appropriate, and confused when looking at the spectators that
causes the dissatisfaction to public speaking. Remedies are drawn
upon interpreting the study such as boosting the physical appearance,
having some lesson’s reporting in front of the class, taking enough
sleep and calm disposition, making sure that the piece to be

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delivered is mastered and of course praying for guidance before facing
the crowd. Therefore, those preventive methods can lessen the
anxiety that the public speaker possess.
The researchers came out with the following recommendations.
In order to enhance the public speaking skill of the student, they build
positive personality, trust the abilities, and build up positive
relationship to the spectators, have sufficient sleep and calm
disposition, be sure to master the piece to be delivered, boost self-
confidence by enhancing the physical appearance, and pray for
guidance before they face the crowd.
To conclude, the students must established effective student
interaction activity with individuals by knowing the culture of both
spectator and speechmaker.

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CURRRICULUM VITAE
MARIEL A. CASTILLO
Address: Mabayabas, Taysan, Batangas
Mobile Number:
Email Address:
PERSONAL DATA
Name : Mariel A. Castillo
Birthday : November 03, 2001
Birthplace : St. Vincent Hospital Marikina City
Age : 18
Height : 5’0
Weight : 42 kg
FAMILY BACKGROUND
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Mother : Yolanda A. Castillo
Occupation: Deceased
Father : Marciano P. Castillo
Occupation: Tricycle Driver
EDUCATIONAL BACKGROUND
 Secondary Education
Taysan High School and Child Development Center
J.P Rizal St. Poblacion West Taysan, Batangas
A.Y. 2019-2020
 Primary Education
Mabayabas Elementary School
Mabayabas, Taysan, Batangas
A.Y. 2013-2014
TECHNICAL SKILLS
 Computer literate
PERSONAL SKILLS
 Punctual and dedicated
 Work well under pressure
 Good in motivating others
 Follow and analyze instructions
 Ability to work properly
 Possess leadership skills

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CURRRICULUM VITAE
PRINCE CARLO D. HORNILLA
Address: Tilambo, Taysan, Batangas
Mobile Number:
PERSONAL DATA
Name : Prince Carlo D. Hornilla
Birthday : July 06, 2001
Birthplace : Tilambo, taysan, Batangas
Age : 18
Height : 5’6
Weight : 50 kg
FAMILY BACKGROUND
Mother : Adelfa D. Hornilla
Occupation: Manager
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Father : Cancio Hornilla
Occupation: Self-Employed
 Taysan High School and Child Development Center
 J.P Rizal St. Poblacion West Taysan, Batangas
A.Y. 2019-2020
Tilambo Elementary School
Tilambo, Taysan, Batangas
A.Y. 2013-2014
TECHNICAL SKILLS
PERSONAL SKILLS
 Work well under pressure
 Follow and analyze instructions
 Ability to draw and/or sketch

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CURRRICULUM VITAE
DARLEN JOY P. PEREZ
Address: Dagatan, Taysan, Batangas
Mobile Number:
Email Address:
PERSONAL DATA
Name : Darlen Joy P.Perez
Birthday : August 15, 2001
Birthplace : Diane’s Maternity and Lying in Hospital Batangas
City
Age : 18
Height : 5’7
Weight : 50kg
FAMILY BACKGROUND
Mother : Joanna P. Perez

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Occupation: Occupational Therapist
Father : Donato M.Perez
Occupation : Driver
 Taysan High School and Child Development Center
 J.P Rizal St. Poblacion West Taysan, Batangas
A.Y. 2019-2020
Dagatan, Elementary School
Dagatan, Taysan, Batangas
A.Y. 2013-2014
TECHNICAL SKILLS
PERSONAL SKILLS
 Punctual and dedicated
 Proper time management
 Good in following instructions

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Taysan, Batangas
August 8, 2019
TO THE LIBRARIAN
_________________________________________
Sir/Madam :
Greetings of love and peace!
The bearers of this letter are Grade 12 students from Taysan High School and Child
Development Center who are currently taking Practical Research 1. They are having
their research study and need some necessary information for their papers. As part of
their study, the researchers need some data/information that will support their topic. Your
library has been proven a good place for the needed resources. The target information to
be retrieved from your library will be beneficial and substantial for their research papers.
With this intention, we are asking your good office to allow our research students to enter
your school and its library for research purposes. Rest assured that all of the resources
that will be used will be given care and proper treatment. Furthermore, the researchers
will keep their discipline on themselves and will do no harm upon the conduct of the said
activity. The information to be gathered from your library will be a great help to the
researchers, and most especially, for the success of their study.
Attached to this letter is the list of names of the researchers.
We earnestly hope for your kind consideration and favourable response. Thank you very
much and more powers to your academe.
Respectfully yours,
HAROLD D. CARPIO
Development Center
Research Adviser
Noted:
MILA V. PANGANIBAN
Principal

Taysan, Batangas
October 9, 2019
TO THE BARANGAY CAPTAIN

_________________, Taysan, Batangas
Sir/Madam :
their research study and need some necessary information for their papers. They crafted
and constructed questionnaires as their primary data – gathering tool to solicit
information that are beneficial and substantial for their research papers. The
questionnaire is intended to be distributed to target respondents to solicit the needed
data.
your Alternative Learning System School and distribute the questionnaire to the target
respondents within your vicinity. Attached to this letter is the questionnaire to be
distributed to the target respondents.
Rest assured that all of the information that will be obtained from the data-gathering
activity will be treated with confidentiality and privacy. Furthermore, the researchers will
keep their discipline on themselves and will do no harm upon the conduct of the said
activity. The response from the questionnaire will be a great help to the researchers, and
most especially, for the success of their study.
much and more powers to your institution.
Respectfully yours,
Development Center
HAROLD D. CARPIO
Research Adviser
Noted:
MILA V. PANGANIBAN
Principal

Taysan, Batangas
October 9, 2019
TO THE PRINCIPAL
__________________________________
_________________, Taysan, Batangas
Sir/Madam :
their research study and need some necessary information for their papers. They crafted
and constructed questionnaires as their primary data – gathering tool to solicit
information that are beneficial and substantial for their research papers. The
questionnaire is intended to be distributed to target respondents to solicit the needed
data.
your school premises and distribute the questionnaire to the target respondents within
your vicinity. Attached to this letter is the questionnaire to be distributed to the target
respondents.
Rest assured that all of the information that will be obtained from the data-gathering
activity will be treated with confidentiality and privacy. Furthermore, the researchers will
keep their discipline on themselves and will do no harm upon the conduct of the said
activity. The response from the questionnaire will be a great help to the researchers, and
most especially, for the success of their study.
much and more powers to your institution.
Respectfully yours,
HAROLD D. CARPIO
Research Adviser
Development Center
Noted:
MILA V. PANGANIBAN
Principal
****

Factors That Affect The Public Speaking Skills of Jhs Students of THSCDC

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Taysan High School and Child

FACTORS THAT AFFECT THE PUBLIC SPEAKING SKILLS OF THE

Context and Rationale

Education is a knowledge that can be attained through studying

of individuals by which can make difficulties easier. Education is also

It enhances different skills in terms of schooling. According to Solutech

Education helps to set a goal and go ahead by working on that

throughout the life. It improves the knowledge, skill, confidence level

and personality. It empowers human intellectually to interact with others

In the field of education, language plays an important role as a

medium for teaching and learning of the students. Language facilitates

communication in the sense of spreading information. This is used in

different institutes as a medium of communication to the students or

being developed because language is used too in socializing.

Speaking is the delivery of language using the mouth. It can be

formal or informal. It is said to be formal speaking if it is used in formal

occasions like business, meetings and many more, while it is said to be

informal speaking if it is typically used with those persons they really

know well like family or friends or an informal talks. Speaking is

Speaking as well encompasses public speaking, wherein it is an

art of delivering information to the audience. Public speaking is

assumed as a formal kind of speech in which a single person is facing a

cluster of spectators. Its purpose is to inform, persuade and entertain

onlookers. Public speaking too is a skill that is said to be a person must

attain. It is ability wherein a person is confidently facing the spectators

and delivering the speech without stuttering and fluctuating words.

Public speaking of students is a verbal speech wherein students

used to relay information in a large crowd. It is the ability of students to

communicate or to connect to the onlookers and share information

public speakers they are trained to become one. According to Cuncic

career. Even if individual don’t regularly engage in public speaking,

anxiety about situations in which an individual may be called upon to

However students who often give speeches or presentations for

front of spectators. A person is losing confidence, others are afraid of

speaking, some are being influenced by the environment and some

have that kind of illness called glossophobia or speaking anxiety or the

fear of public speaking. With those factors, public speaking of the

students is affected. Instead of delivering the thoughts in an organized

manner an opposite happens, the speaker’s body language is

inappropriate, and some tends to overuse their words.

The purpose of this study is to recognize the factors that affect

Child Development Center. Furthermore, the researchers aim to

formulate some activities and recommendation that will enable the

students to overcome the difficulties in public speaking and improve the

said skill on their own.

and Child Development Center.

1. What is the demographic profile of the respondents relative to :

1.3. Grade Level

students of Taysan High School and Child Development Center

3. Is there a significant relationship between the demographic profile

and the public speaking skills of the respondents?

5. Based on the result and findings, what enhancement activities

can be given to improve and develop the public speaking skills of

Child Development Center.

 Factors that affect

the public speaking

skills of the students of

Taysan High School

and Child Development

public speaking of the

students and their skills

 Age: 12-18 years old

 Sex: Female and Male