LA CONSOLACION UNIVERSITY PHILIPPINES

CATMON, CITY OF MALOLOS, BULACAN

BASIC EDUCATION DEPARTMENT

School Year 2021-2022

The Correlation of Public Speaking to the Self-Esteem of Senior High School HUMSS

Students

Submitted in Partial Fulfillment

of The Academic Requirements in 

Research Project

December 2021
 ABSTRACT

The aim of this study is to see the correlation of Public Speaking to the Self-Esteem of Senior

High School HUMSS Students. The researchers continued to study certain undiscovered

dynamic changes in people' social and cultural behavior since patterns may alter over time. In the

middle of the pandemic's impulses, online learning is a platform where experts combine a

collection of modalities and methodologies in teaching. Simple random sampling was utilized in

this study. The questions are distributed online using Google Forms. The researchers used

Google Form to analyze the data and discovered that pressure inconveniences in extracurricular

activities and academic achievement have an influence on students' self-esteem in public

speaking. The researchers discovered that public speaking anxiety is not age-specific, but that it

is most prevalent among students. It has been found that students are commonly terrified of

public speaking, with the primary reasons being a fear of being judged and a lack of confidence.

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 Acknowledgements

The researchers are grateful to everyone who opted to participate in our research study,

especially to Ms. Mariella Fernando, our head instructor in Practical Research 2 and Practical

Research 3. The conductors would like to express their gratitude to all survey responders as well

as the topic coordinators who made the survey possible.

By reviewing and approving our preliminary questionnaires, we were able to conduct this

research. This study is dedicated to all aspiring humanities researchers and other motivated

learners throughout the world, according to the researchers.

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 TABLE OF CONTENTS

Page

Cover page

Abstract

Acknowledgements

Introduction

Introduction………………………………………………………………………………7

Review of Related Literature and Studies………………………………………………..9

Related Theory……………………………………………………………………………11
Theoretical Framework…………………………………………………………………...13
Conceptual Framework…………………………………………………………………...15
Operational Framework…………………………………………………………………..16
Statement of the Problem…………………………………………………………………17
Scope and Delimitations………………………………………………………………….18
Significance of the study………………………………………………………………….18
Definition of Terms of the Study………………………………………………………….19

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Research Methodology…………………………………………………………………...22
Research Method…………………………………………………………………………22
Sampling Technique………………………………………………………………………23
Description of Respondents……………………………………………………………….24
Instrumentation……………………………………………………………………………25
Data Gathering Procedure…………………………………………………………………26
Statistical Treatment………………………………………………………………………26

Presentation, Analysis and Interpretation of Data

Sub Problem 1.1…………………………………………………………………………28

Table 2…………………………………………………………………………………...28

Table 3…………………………………………………………………………………...29

Table 4…………………………………………………………………………………...30

Table 5…………………………………………………………………………………...32

Graph 1 ………………………………………………………………………………….33

Graph 2…………………………………………………………………………………..34

Graph 3…………………………………………………………………………………..35

Result, Conclusion and Recommendations

Summary………………………………………………………………………………...36

Sub Problem 1.1…………………………………………………………………………37

Sub Problem 2.1…………………………………………………………………………37

Sub Problem 3.1…………………………………………………………………………39

Sub Problem 4.1…………………………………………………………………………39

Conclusions………………………………………………………………………………40

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 Recommendation…………………………………………………………………………41

References………………………………………………………………………………..42

Appendices

Survey Questionnaire…………………………………………………………………….45

Letter……………………………………………………………………………………..49

Chapter 1: The Problem and Its Related Literature

Introduction

The capacity to communicate in social and public situations influences a person's

professional advancement, aids in the building of relationships, and aids in the resolution of

conflict. Public speaking performances are distinguished not only by the information presented,

but also by the speakers' nonverbal behavior, which includes gestures, tone of voice, vocal

diversity, and facial expressions. Nonverbal communication exhibited via activities is an

important component of effective public speaking and interpersonal communication. Public

speaking abilities, on the other hand, are difficult to develop and need substantial training.

Furthermore, public speaking evaluation is sporadic and mainly reliant on human rating.

This skill to communicate in public is critical for professional success and effective

involvement in democratic societies (Smith & Sodano, 2011). However, in the workplace, young

professionals frequently fail to demonstrate strong presenting skills (Chan, 2011). Furthermore,

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these specialists see this capacity as one of the most common social phobias (Smith & Sodano,

2011). Students have frequently said that increased self-confidence is one of the most important

things they need to develop their oral communication abilities. Self-efficacy is defined as an

individual's belief that he can influence a situation and achieve favorable consequences. Self-

efficacy in oneself provides the motivation to overcome fear and negative ideas. Individual

beliefs in self-efficacy might impact how people react to stressful conditions when faced with a

tough job, in this case, public speaking

Speakers who are nervous before giving a speech frequently put the emphasis in the

incorrect place. Anxious presenters are more concerned with what the audience will think of

them and what they are delivering. Again, equal weight must be given to both the speaker and

the listener. Anxious speakers frequently try to minimize their uncomfortable sentiments by

being highly structured and prepared. Anxious presenters frequently put in a lot of time and

effort into preparing a very interesting speech but fail to successfully deliver that knowledge.

Though educational, public reading is neither as fascinating nor as successful as public speaking.

What is said (content), how it is spoken (delivery), and to whom it is stated must all be

considered (audience). "Public speaking, one type of human communication, is basically a

protracted formal presentation to a specified audience," write Verderber, Sellnow, and Verderber

(2011). As a result, learning to be a great public speaker can assist you to be more effective in

other areas of communication as well." A boost in confidence, enhanced speaking manner,

intonation pattern, and command of a certain language may all lead to a boost in professionalism

and personality. People can overcome these issues by rehearsing in small groups of peers and

then progressing to bigger audiences after they have gained adequate self-confidence.

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 Most people aren't born with the ability to talk in public; they must learn how to do so.

When they are placed in settings where they are the center of attention and must address an

audience, they suffer dread and anxiety, which can lead to nausea and heavy perspiration. Most

of them strive to avoid circumstances in which they must perform or talk in front of an audience,

but when it is necessary, they are distressed. Lucas claims that (2011), "There are a lot of folks

that can effortlessly communicate in a variety of scenarios." get afraid at the prospect of

speaking in front of a group a presentation" (p.9). Such persons must understand that they are not

alone in feeling these feelings; in fact, practically every speaker feels the same way. It is critical

that people recognize that there are more anxious speakers in the world than there are non-

nervous speakers.

The goal of this study is to identify and explore the origins of students' anxiety about

public speaking in undergraduate programs, as well as to provide strategies for overcoming their

fears. The reasons behind students' fear of public speaking and the consequences that fear causes

are discussed in this research. It contains a full overview of the research's findings and outcomes.

As a result, the following research questions will be examined.

Review of Related Literature and Studies

Various professions necessitate public speaking, however, most people are terrified to

speak out in public. It thus makes it an unpleasant interaction among most people and has a

negative impact on the quality of many performances. (Kimani, et al., 2019). According to a

research conducted by Kahl (2014), secondary school students frequently encounter public

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speaking anxiety, nevertheless formal education does not provide resources to help them cope

with this. To accomplish the activities, students must have self-assurance. Students that seem to

have strong self-esteem could easily complete their studies and are not hesitant to participate in

any activity. Students who lacked self-confidence struggled in school and were reluctant to

engage in any activities. (Moneva and Tribunalo, 2020).

As Revealed by Prentiss (2021), when CoVid-19 pandemic started everyone went to

online classes. In order to preserve campuses, secure and save the semesters and each student

and teacher,. Several instructors and learners were experiencing distance learning for the first

time, and they were naturally anxious. Moreover, public speaking and presentations brought a

whole new meaning with Zoom and Google meet sessions and cameras, and our speech anxiety

skyrocketed. Based on previous research, an awareness of our current conditions, and a

perspective toward the hereafter, we would build a selection of the recommended strategies to

educate students to effectively manage their speech anxiety with autonomy, competence, and

motivation.

In addition, English proficiency is valued highly, particularly among students studying

Humanities and Social Sciences Strand (HUMSS). The students' demographic profile, types of

English reading materials, time spent reading, genres of media, time spent seeing and length of

exposure to English conversations, frequency of code-switching, and quality of speaking

performance were all examined. The study found revealed respondents' speaking abilities are

unaffected by their general exposure to English speech. Nonetheless, students' speaking fluency

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was reported to be correlated to their exposure to English reading materials and media. (Gamotin

.F.T, 2021). Apart from this, self-esteem is a sense of value and competence is referred to as

self-esteem. While parental engagement refers to a parent's level of interest in their child's

educational journey. According to the findings done by Malbas, et al. (June 2020), possessing a

stronger self-esteem and parental involvement aids in the molding and attainment of better

academic accomplishment by youngsters.

Whereas communicating in a foreign language necessitates a fusion of cognitive and

psychological function. Many learners and Teachers lack adequate resources to provide

opportunities for students beyond the classroom. As a consequence of the study, it was

discovered that extending speaking activities to social media improves individuals' public

conversational skills and self-esteem. (Heldydiana and Su, 2019). Fear of speaking at the front of

a community of individuals is a popular fear that causes extreme psychological and physiological

responses.(Pull, 2012).

Related Theory

This study is supported by the various theories related to the two variables of the study of

learners' self-esteem to public speaking.

Morris Rosenberg Theory about Self-Esteem as Worthiness (1965)

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 Proposed a new definition of self-esteem As a result, the next significant school of

thinking and work was born. In the Woods He defined it in terms of a particular type of attitude,

one that is assumed to be founded on the impression of a sensation, namely a feeling about one's

own body. As a human, you have "worth" or "value." Hence,

As previously said, self-esteem is a good or negative attitude toward a certain object,

typically the self. High self-esteem, as shown in our scale items, reflects the notion that one is

"good enough"; the individual just believes that he is a person of value; he appreciates himself

for who he is, but he does not expect others to respect him. He does not always think of himself

as superior to others.

One thing to keep in mind while considering self-esteem as an attitude is that this perspective

places a larger emphasis on cognition than affect. This change to a more cognitive focus on self-

esteem allows it to be seen through the lens of attitude formation psychology. Of course, creating

attitudes about oneself is more difficult than forming attitudes about anything else, owing to the

fact that the perceiver is also the perceived object (Wylie, 1974). However, even back then,

social scientists had a good understanding of how attitudes are formed, how they operate, and

notably how to quantify them, signaling a huge shift in the discipline.

Sociometer Theory

Acknowledged that the primary objective of self esteem is to serve as a monitoring

system to individuals’ reactions towards the individuality, (Leary, 2000, 2004, 2012; Leary&

Baumeister, 2000) Which indicates that self-esteem increases with quantity of approval from the

others. An evolutionary psychological theory of self-esteem or “Sociometer theory” maintains

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self-esteem as a measure (os sociometer) of interpersonal connections. This theory was

developed as a response to psychological phenomena such as social emotions, interpersonal and

intrapersonal behaviors, personality beliefs, and rejection reaction. According to this theory, self-

esteem is an indicator of performance in social relationships and interactions that measures

acceptance and/or disapproval through others. The essential concept of sociometer theory is the

self-esteem system as a measure to evaluate the quality of an individual’s current and future

interactions. Additionally, this self-esteem measurement evaluates these different kinds of

correlations in terms of relation appreciation. Recognizing individuals makes them feel good

about themselves and their accomplishments and it makes a difference to the individuals lives.

Which is how people could see and appreciate the connections they hold with the individuals.

Relational devaluation occurs when one individual’s relational appreciation differs unfavorably.

Relational devaluation comes in the form of belonging to a group with either negative change

having allowed the sociometer gauge to emphasize these concerns, causing emotional discomfort

to act in order to establish and maintain interpersonal appreciation and restore balance in the

individual’s self esteem.

Theoretical Framework

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 Figure 1. The Theoretical Framework of the Study

The Theoretical framework depicts the flow of this study, whose major goal is to discover

how essential self-esteem is to a person's life in a variety of ways, as well as the influence of

public speaking on self-esteem. These Theories demonstrate that the individual’s response within

his or her fellow humans affects their self-esteem. It states that each individual's reaction has

both beneficial and detrimental effects, which could also develop a decrease or increase a

person's or student’s self- confidence. Any person's self-confidence could be developed by

increasing the number of people who support them. However, prior to obtaining quite enough

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self confidence, someone could proceed in a small organization where one would develop

adequate self-confidence. Additionally, possessing strong self-confidence could be considered

“enough” to a person, as a reason for it expresses that they “value” themselves.

Conceptual Framework

Figure 2. The Conceptual Framework of the Study

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 Figure 2. Presents the Conceptual Framework of the study It comprises the two variables

of study, which Public Speaking as an independent variable and Self-Esteem as the dependent

variable.

In Figure2. The independent variable of this study is Public Speaking, it involves a

number of social activities which require more than a person. Including a person’s confidence

with themself to interact and perform the process necessitated by public speaking. According to

the research done by Gamotin. F.T., 2021, the anxiety of a learner to respond in public would be

to speak in English where the students lack self-confidence to engage with this process.

Numerous pupils and teachers would not have enough resources to provide opportunities to

fulfill their needs as a student or an individual. The study discovered by Heidy Diana and Su.

2019, their study showed that increasing communication activities to social media enhances

people’s public conversational abilities and self-esteem.

Operational Framework

There are many Public Speaking activities that could help students gain confidence in

public speaking, and one of them is Speeches. This activity could benefit La Consolacion

University's Grade 12 HUMSS students. It has the potential to increase their self-esteem.

Many students have a lot of thoughts running through their heads, but when it comes to

verbalizing them, it can be difficult to understand them. As a result, preparing a speech and

reading it in front of their classmates might assist them in not just releasing their emotions and

feelings, but also in overcoming their fears of public speaking.

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Statement of the Problem

The main objective of the study is to determine what are the possible impacts of Public

Speaking to the Self-Esteem of Senior High School Students. This study seeks to provide

answers for the following questions.

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

1.1 Age

1.2 Gender

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2. What is the factor that causes the students to feel frightened in public speaking?

2.1 Social Pressure

2.2 Anxiety

2.3 Lack of Confidence

3. What crafted and developed strategy can be made to boost the self-esteem of Grade 12

HUMSS?

4. Is there a significant relationship between Public Speaking and self-esteem of respondents

among Grade 12 HUMSS?

Scope and Delimitations

This study is limited only to the Grade 12 HUMSS Students of the La Consolacion

University Philippines.

The general intent of this study is to know the possible impacts of public speaking to the

self-esteem of the Grade 12 HUMSS Students of the La Consolacion University Philippines with

the focus on students' self-esteem and how they will handle public speaking.

Senior high school level, school year 2021-2022 who are engaged or interested in the

HUMSS Strand. Their ages range from 16-20 years old.

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 The study will examine and identify the different factors that affect the student's self-

esteem and point of view regarding the issues unconsciously of The Impact of Public Speaking

to the Self-Esteem of Grade 12 HUMSS Students. Also, this study yearn to identify on how the

researchers can develop and assist the Grade 12 HUMSS Students to overcome their fear in

public speaking and how to boost their confidence that the Grade 12 HUMSS Students is

currently facing and the problem that may come into future.

This study will be conducted with a limited amount of financial resources and time

framework.

Significance of the study

The purpose of this study is to determine The Impact of Public Speaking on the Self-Esteem of

Senior High School HUMSS Students as delivered by special education teachers and students at

La Consolacion University Philippines in Malolos, Bulacan, and to measure its effectiveness

through the behaviors of each student.

Students. The students will be able to distinguish the importance of Google classroom and

Google meets in today's era of a pandemic. This study will also help the student to bring out the

problem that they’re going through to survive the new normal classes.

Teachers. This study will also help the teacher to know the opinion and problems of every

student in new normal classes. Teachers will be able to recognize the things that they have to do,

to make it easier for the students to understand their lesson easily.

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Parents. They will be more focused on their child’s education and safety. In that way, parents

will be more comfortable seeing their children studying indoors with the help of google

classroom and google meet.

Future Researchers. This study would help the student researcher to be aware and

knowledgeable about the usage and importance of google classroom and google meet in today’s

era of the pandemic. It would help them to be a better analyst in the future.

Definition of Terms of the Study

A. Public Speaking

Public speaking is the act of speaking to a group of people. The speech should be in a

structured and deliberate manner, delivered with sincerity. Every public speaking speech

usually will have a function, and it is intended to inform, influence or to entertain the

audience (Nadiah Ma`mun, 2018). At least, at the end of the speech, the audience should

be able to bring back a message that they can learn from the speech. Templeton and

Fitzgerald stated that public speaking has a speaker to stand before the audience to

deliver a speech in a structured manner, with the purpose of either persuading, informing

or entertaining the audience. Public speaking is quite similar to the presentation, where

the difference is the latter is usually meant for the commercial or academic environment

(Yee, Jafre, & Abidin, 2014). Public Speaking is described as giving a speech, subject

matter, or cloth in front of a target market with a purpose to offer them knowledge. The

target target market could be privy to the speaker`s subject matter or content material

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 whilst she or he speaks in public, and the target target market could be drawn in via way

of means of the speaker's presentation. The reason for public talking is to supply

statistics to the target market and to steer them in this type of manner so that they're

capable of supplying remarks on what they've heard. The purpose of public talking is to

have an effect on the target market's emotions, behaviors, and attitudes further to supply

facts.

B. Self Confidence

The overall judgment or appraisal of a person's self-confidence is described as whether

they accept or disapprove of themselves, like or detest themselves. This is similar to how

a person feels about oneself, as well as their self-esteem and competition. When someone

is confident and competent in coping with the word, he or she also believes that they may

expect success or failure (Salim, 2015). It is a feeling of self-worth or worthiness that one

has for oneself (Nadiah Ma'mun, 2018). One of the aspects of personality that is a belief

in their ability and can not be affected by others may behave according to want, cheerful,

optimistic, tolerant, and responsible is one of the aspects of personality that is a belief in

their ability and can not be influenced by others (Carnegie, 1991). According to the

researcher's conclusion, self-confidence is a personal attribute that includes a conviction

in one's own abilities, as well as being optimistic, objective, responsible, reasonable, and

practical.

C. Distress

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 Distress is defined as a sensation of uneasiness and unease that frequently interferes with

one's regular living activities (e.g. work, school, etc). Distress is an unpleasant subjective

form of sadness and anxiety that involves feelings of tenseness, restlessness, worry,

irritability, and fear.

D. Self-Esteem

It's a person's subjective emotive assessment of his or her own self-worth. It is an

individual's affective reaction to how they perceive themselves and how others perceive

them.

E. Public Speaking Anxiety

Public Speaking Anxiety is described as a state of anxiousness and trepidation or fear

generated by the prospect of something threatening during a performance (Jangir &

Govinda, 2017).

Chapter 2: Research Methodology

This section contains the method used in the study including the sampling technique,

design of research, instruments, and the procedures for analyzing the data.

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 The study will only be effective if advocates can demonstrate how the correlation of

public speaking on self-esteem affects HUMSS students' academic performance. The reason why

proponents believe that using numerous research methods to generate good descriptive study

outcomes is necessary.

Research Method

In this study, the descriptive method was applied to strengthen the research and make the

study more reliable and valid.

The study will only be considered successful if the proponents demonstrate how public

speaking may impact the confidence and self-esteem of HUMSS students at La Consolacion

University in the Philippines. The reason why proponents of the descriptive technique of

research felt the necessity to employ many methods of research in order to obtain good outcomes

The descriptive method of research is a way of gathering data and interpreting them in

order to accomplish this investigation. This study demonstrates how exercises observed for the

correlation of public speaking might alter the confidence and self-esteem of HUMSS students at

La Consolacion University in the Philippines.

Descriptive research is a study approach that may determine the existing condition. According to

Nassaji (2015), the purpose of descriptive study is to sketch and classify the phenomena.

Furthermore, Walliman (2011) defines descriptive research as data collection by observation.

Sampling Technique

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 A major factor that affects the accuracy of a study, one of which is the sampling

method utilized. P. claims that The respondents for this study were picked using a Simple

random sampling procedure, according to Bhardwaj (2019). Grade 12 HUMSS students from La

Consolacion University were selected as research participants for this study. Throughout the data

gathering process, these pupils were chosen at random. The most basic and extensively used

form of sample selection is simple random sampling. This approach involves drawing the sample

unit by unit, with an equal probability of selection, until the desired number of units is attained.

Because of the use of this technique, every person in the population has an equal chance of being

chosen as a subject or respondent for this study. As a result, it implies that this sampling method

is fair. However, an unbiased random sample as well as a representative sample are required in

order to draw inferences from the findings of this study. The purpose of this study is to describe

and assess the students' self-confidence in public speaking during the 2018/2019 academic year

at La Consolacion University's Advanced Speaking Class.

Description of Respondents

The respondents of our study are the Grade 12 HUMSS students of La Consolacion University

Philippines. The number of students in the grade 12 HUMSS strand at La Consolacion

University Philippines in Malolos, Bulacan is made up of 265 students divided into 6 sections.

The researchers used the Simple Random Sampling approach, in which individuals are selected

23
at random from a population. Only five of the 6 sections of the Grade 12 HUMSS strand with a

total of 159 students are targeted respondents of the researchers.

Table 1: Shows the population of the researchers' target responders in each section of

Humanities and Social Science Students.

HUMANITIES AND SOCIAL SCIENCES

STUDENTS

Strand & Section Students Total

F M

HUMSS 1 36
26 10

HUMSS 2 27 11 38

HUMSS 3 28 13 41

HUMSS 4 32 12 44

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 HUMSS 5 22 18 40

Instrumentation

The researchers provided survey questionnaires consisting of 10 questions in which it will

answer accordingly, also this will be the basis for the result that the researchers came up with. It

answers the questions (1) What is the demographic profile of respondents in terms of Age and

Gender? (2) What is the factor that causes the students to feel frightened in public speaking? (3)

What crafted and developed strategy can be made to boost the self-esteem of Grade 12 HUMSS?

(4) Is there a significant relationship between Public Speaking and self-esteem of respondents among

Grade 12 HUMSS?

Data Gathering Procedure

Once the research instrument for the study is approved, the researcher could process the survey

and other parts of chapter 2 of the study. The survey questionnaire that could provide responses

towards this study could be used for this study.

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 The researchers formally write a letter via email to ask permission to author of the

research that we use in the research instrument, Allen Christy.To use their research instrument in

this study. Participants could be interviewed via Google Forms provided by the researcher, and

the survey questionnaire could appear in the study’s research instrument. Due to the pandemic

situation, researchers may not be allowed to go to schools to conduct the survey and interview

with Grade 12 HUMSS Strand of La Consolacion University Philippines as respondents of the

study.

Statistical Treatment

1. Frequency and Percentage - This was used to determine what proportion of the respondents

belongs to a specific category. This will be used to answer the Statement of problem 1.

Formula: % = F x 100 N

Where: % is the Percentage F is Frequency

N is Total Number of Respondents

100 is Constant Value

2. Weighted Mean - This was used to determine the mean age and the final weight of each item

on the perceptual strengths of respondents. This will be used to answer the Statement of problem

2 and 3.

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 Formula: X = ∑FX

Where: X ∑ F X

X is Mean

∑ is Summation Symbol

F is Frequency

N is Number of Cases

3. Pearson Correlation - is a correlation coefficient commonly used in linear regression and

was used to determine the relationship of variables that was tested. This will answer the

Statement of Problem 4.

Chapter 3: Presentation, Analysis and Interpretation of Data

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This chapter presents, analyzes and interprets the gathered data through the use of questionnaires

and likert scale. Results of the data analysis are furtherly explained. The researchers formulated

questions based on the Statement of the Problem.

Sub problem 1.1. What is the demographic profile of respondents in terms of age?

Table 2

Frequency and Percent Distribution of the Respondents According to Age

AGE FREQUENCY PERCENTAGE (%)

15 yrs old 1 0.6 %

16 yrs old 1 0.6 %

17 yrs old 45 28.3 %

18 yrs old 96 60.4 %

19 yrs old 16 10.1 %

Total 159 100%

Table 2 shows the frequency and percentage distribution of the respondents when they are

grouped in terms of age.

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 Table 2 reveals that 1% of the respondents, or 0.6 percent, were both 15 and 16 years

old. It also reveals that 45 or 28.3% of the respondents were 17 years old, while 16 or 10.1%

were 19 years old. The majority of those who responded to our survey were 18 years old,

standing for 96 or 60.4 %

Table 3

Frequency and Percent Distribution of the Respondents According to Gender

GENDER FREQUENCY PERCENTAGE (%)

Male 44 27.7%

Female 115 72.3%

Total 159 100%

Table 3 shows the frequency and percentage distribution of the respondents when they

are grouped in terms of gender

Table 3 shows that 44 or 27.7% of responders are male, whereas the majority of

students 115 or 72.3% are female.

Table 4

Describing Students Self-Esteem According to the Causes of Public Speaking

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Findings

Scale 5 - Always

Scale 4 - Often

Scale 3 - Sometimes

Scale 2 - Rarely

Scale 1 - Never

Questions Scale Total Mean

5 4 3 2 1

Does extreme sadness affect

your performance every 52 44 52 9 2 159 3.85
time you speak to the
public?

Does the audience or other

external factors destruct you 53 44 53 7 2 159 3.87
from speaking in public?

Do you feel shy whenever

you speak in front of a large 74 33 37 14 1 159 4.04
crowd?

When you participate in a

class recitation, do you feel 38 50 62 9 0 159 3.74
more worthy and heard?

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Every Time you have done
reporting in class, do you 45 57 47 8 2 159 3.85
feel more confident after
your report?

In joining different activities

(extra curricular such as 31 56 40- 24 8 159 3.50
spoken poetry, singing and
the like), how many times
do you feel proud after you
join?

As a HUMSS student, how

many times do you feel
comfortable whenever you 31 57 71 5 1 159 3.69
share information to others
verbally?

In every public gathering

that you've attended, how
many times do you feel that 29 53 71 5 1 159 3.65
you have self trust when
you participate actively?

After you speak publicly, do

you feel a high level of self 35 62 55 5 2 159 3.60
esteem when you interact
with other individuals?

Weighted Mean 3.71

Numerical Coefficient Equivalent Value

4.01 - 5.00 Always

3.01 - 4.00 Often

2.01 - 3.00 Sometimes

1.01 - 2.00 Rarely

0.1 - 1.00 Never

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 Table 5. Value Interpretation

Based on the table 4, the mean score for question 1 is 3.85, for question 2 is 3.87, for question 3

is 4.04, for question 4 is 3.74, for question 5 is 3.85, for question 6 is 3.50, for question 7 is 3.69,

for question 8 is 3.65 and for question 9 is 3.60.

With a total of 74 responses, the survey reveals that many students answer "always" for they are

nervous speaking in front of a large crowd. Meaning, students are hesitant to speak in public,

especially in front of a large audience.

According to Levar Burton 2022, speaking in public is a stressful situation that can trigger a

fight-or-flight response.

Graph 1.

Graph 1. The relationship between students' self-confidence and public speaking.

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 Graph 1. The graph illustrates the strong positive correlation between the student’s

confidence and interacting with others to share information verbally. The Pearson correlation

coefficient is 0.6117 or 0.61.

Graph 2. The relationship between students' self-confidence and public speaking.

33
 Graph 2. shows that there is moderate positive correlation between the two variables which

is self trust and when they are participating in public gatherings. It shows that their self trust was

affected everytime they speak in public, with an average of 0.54 .

Graph 3. The relationship between students' self-confidence and public speaking.

Graph 3, represents that there is significant and strong positive correlation between students' self

esteem when speaking with other individuals, with an average of 0.70. This shows that speaking

with other individuals affects the self esteem of HUMSS students of La Consolacion University

Philippines.

34
 . Chapter 4: Result, Conclusion and Recommendation

This section discusses the conclusions made from the researcher's findings.

Summary

The Humanities and Social Science strand is extremely fond of live performances, which

frequently take place in a classroom environment. It also contains an Extra-Curricular activity in

which students are separated into groups and participate. Because students are exposed to other

learners, their communication, behavior, and performance may be affected. A descriptive method

was used as the research method in this study. The study's major goal is to examine The

Correlation of Public Speaking to the Self-Esteem of Senior High School HUMSS Students.

One hundred and fifty-nine (159) Grade 12-HUMSS students from six sections HUMSS

1,2,3,4,5, and 6 responded to the survey. The researchers utilized Google Forms as the data

collection tool, which includes 9 item questions arranged on a (5) point Likert scale.

Respondents are given the choice to decide based on their prior experience.

35
As a statistical tool, the researchers chose Google Forms. The end conclusion of the researchers'

research study is valuable for students and future researchers who may conduct research studies

connected to public speaking and the issues that prevent students from effectively performing

live.

The following are the key findings revealed by the study that the researchers are attempting to

quantify:

Sub Problem 1. 1 What is the demographic profile of respondents in terms of age?

1. There were only 0.6 % of the respondents were aged 15 years old

2. 0.6% also of the respondents were aged 16 years old

3. 28.3% of the respondents were aged 17 years old

4. 10.1% of the respondents were aged 19 years old

5. Standing for 96 or 60.4 % the majority of those who responded to our survey, aged 18

years old

Sub Problem 1.2 What is the demographic profile of respondents in terms of Gender?

1. 27.7% of responders are male, whereas the majority of students 115, or 72.3 percent are

female.

36
Sub Problem 2.1 What is the factor that causes the students to feel frightened in public

speaking? (Social Pressure)

1. A total of 1.2 percent of respondents answered never, claiming that the audience or other

external factors prevent them from speaking in public.

2. 4.4% of the respondents answers rarely

3. 44 of the respondents or 27.7 % answered often

4. Two of the options have the same percentage of 33.3% of the 159 respondents who

answer always and sometimes.

5. An AWM of 3.85 reveals that the respondents often find that audience or other external

factors prevent them from speaking in public.

Sub Problem 2.2 What is the factor that causes the students to feel frightened in public

speaking? (Anxiety)

1. Out of the 159 respondents, only 1.3% of the respondents answered never, claiming that

extreme sadness never affect their performance every time they speak to public

2. 5.7% percent of the respondents answers rarely

3. 27.7% of the respondents answered often

4. Two of the options have the same percentage of 32.7% of the 159 respondents who

answer always and sometimes.

5. An AWM of 3.87 reveals that the respondents often find that extreme sadness affect their

performance every time they speak to public

37
Sub Problem 2.3 What is the factor that causes the students to feel frightened in public

speaking? (Lack of Confidence)

1. Out of the 159 respondents, only 0.6% of the respondents answered never, claiming that

they never feel shy whenever they speak in front of a large number of crowd

2. 8.8% percent of the respondents answers rarely

3. 20.8% answered often

4. 23.3 answered sometimes

5. While 46.5 % of the majority of the population answered "Always"

6. An AWM of 4.04 reveals that the respondents often find they were feel shy whenever

they speak in front of a large number of crowd

Sub Problem 3.1 What crafted and developed strategy can be made to boost the self-esteem of

Grade 12 HUMSS?

1. 5.7% of the respondents answered rarely, 23.9% answered Always, 31.4% answered

often and out of the 159 respondents, 39% of them answered sometimes. The results of

the study indicate that some students of HUMSS, they feel more worthy and heard

whenever they participate in a class recitation

2. 1.3% of the respondents answered never, 5% answered rarely, 28.3% answered always,

29.6% answered sometimes and majority of the respondents 35.8% answered often. The

results of the study indicate that every time students have done reporting in class, they

feel more confident after they report

38
 3. 5% of the respondents answered never, 15.1% answered rarely, 19.5% answered always,

25.2% answered sometimes and majority of the respondents 35.2% answered often. The

results of the study indicate that in joining different activities (extra curricular such as

spoken poetry, singing and the like), they feel proud after they join

Sub Problem 4.1 Is there a significant relationship between Public Speaking and self-esteem of

respondents among Grade 12 HUMSS?

1. There is a significant relationship between Public Speaking and self-esteem. The findings

revealed a correlation between self-esteem and public speaking fear, as opposed to self-

esteem and fear of public speaking. The current study will help them determine the role

of distress and self-esteem on public speaking apprehension.

CONCLUSIONS

Based on the study's findings and outcomes, the researcher came to the following conclusions:

1. According to the data the majority of those who responded to our survey were 18 years old,

standing for 96 or 60.4 %.

2. The researchers found out that the majority of students who answered the survey were 115 or

72.3% female while the male who answered the survey were only 44 or 27.7% .

39
3. The study discovered that those who lack self-confidence have a negative perspective. Do not

believe in themselves as well as unpreparedness and speaking in public experience.

4. School participation indicates whether students have strong or low self-esteem.

5. The nervousness and shyness that a public speaker feels, as well as everyone else, experiences

before, during, and after a presentation.

6. According to the data, participating in extracurricular activities has minimal bearing on a

student's self-esteem.

7. During speech, the audience or the surroundings may distract some students in some manner.

8. Students uncomfortably speaking or conversing with others depends on the individual with

whom they were attempting to interact.

9. Participating in school activities may boost self-esteem, enhance social skills, develop

hobbies, and motivate students to try new things.

10. According to the findings, students who are afraid of speaking in public can perform well if

they adopt certain ways to overcome their concerns. Experience to a virtual environment can

boost student confidence and self-esteem and help students to handle any situation or fear that

they may feel.

Recommendation

40
 Based on the conclusion and finding, the researchers recommend the following;

(A Junior High Student who take HUMSS Strand on Senior High School)1. It would be more

productive to students if they make an effort to understand and learn new things to bring up the

difficulties they're facing with sustaining the new way of teaching.

2. Proper utilization of public speaking to self esteem could help teachers to know every

student's perspective and concern in current learning strategy. And able to determine what they

need to do in order to help students understand their lessons more efficiently.

3. It is recommended that additional research be performed to identify how HUMSS Students

Senior High School are aware of Public Speaking that may help boost their personality. And they

must recognize their own value in order to improve and develop themselves.

4.Parent mostly help to be more concerned about their children's education and safety. It will feel

more comfortable viewing their children's learning indoors through different ways using the

internet.

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EETWmJ6hSH7AuLjtSP17ky8EKPLvdXWRbQyZ8_6bFAGkQ1cPYtvBhVPm6R4IGA

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LAzwC&oi=fnd&pg=PA6&dq=public+speaking+confidence&ots=uuo8M4pF2s&sig=a_vcH-

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%20confidence&f=false

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response to three different types of virtual audience. Presence, 11(1), 68-78.

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University Surabaya.

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Appendices

Survey Questionnaire

Part I: Personal Information

Direction: Please answer all the questions as you can. Please write your answer in the space
provided corresponding to your answer.

Email Address: . Age: .

Full Name: . Gender: .

Grade & Section: .

Part II: Survey Questions

45
For SOP #2
1. Does extreme sadness affect your performance everytime you speak to the public?

5 - Always
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

2. Does the audience or other external factors destruct you from speaking in public?
5 - Always
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

3. Do you feel shy whenever you speak in front of a large number of crowd?
5 - Always
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

For SOP #3

4. When you participate in a class recitation, do you feel more worthy and heard?

46
5 - Always
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

5. Every time you have done reporting in class, do you feel more confident after your report?
5 - Always
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

6. In joining different activities (extra curricular such as spoken poetry, singing and the like),
how many times do you feel proud after you join?
5 - Always
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

For SOP #4

7. As a HUMSS student, how many times do you feel comfortable whenever you share
information to others verbally?
5 - Always

47
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

8. In every public gathering that you've attended, how many times do you feel that you have self
trust when you participate actively?
5 - Always
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

9. After you speak publicly, do you feel a high level of self esteem when you interact with other
individuals?
5 - Always
4 - Often
3 - Sometimes
2 - Rarely
1 - Never

48
To whom it may concern,

Good day! We are a research group from HUMSS 5-St.james who are now undertaking a study

called "The Correlation of Public Speaking to the Self-Esteem of Senior High School

HUMSS Students" as part of our Final Research Project. To conduct our survey, we

respectfully request your permission to include your sections as respondents in our study.

Rest assured that all information received from the survey will be kept strictly secure and used

solely for research purposes. We look forward to receiving your response.

49