SAN JOSE NATIONAL HIGH SCHOOL

SAN JOSE CAMARINES SUR

S.Y 2022-2022

“ UNDERSTANDING ANXIETY AND

FEAR IN PUBLIC SPEAKING OF
GENERAL ACADEMIC STRAND
STUDENTS OF SAN JOSE NATIONAL
HIGH SCHOOL “

RESEARCHERS

KLINE JOSEPH PAGA

MARK JAY PENA
RUDEN TORRES
RAYMARK GAVARRA
KHANDY LEIH AREVALO
ELLA JANE NAVEA
 TABLE OF CONTENTS

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

INTRODUCTION....................................................................................................1-3

STATEMENT OF THE PROBLEM..........................................................................3

SIGNIFICANCE OF THE STUDY...........................................................................4-5

SCOPE AND DELIMITATION.................................................................................5-6

DEFINITION OF TERMS........................................................................................6

CHAPTER 2: REVIEW OF THE RELATED LITERATURE

RELATED LITERATURE........................................................................................7-11

RELATED STUDIES...............................................................................................7-11

SYNTHESIS............................................................................................................12

THEORITICAL FRAMEWORK……………………………………………………….12-14

CONCEPTUAL FRAMEWORK……………………………………………………..15-16

CHAPTER 3: METHODOLOGY

RESEARCH METHOD……………………………………………………………17

RESEARCH DESIGN…………………………………………………………….17-18

POPULATION OF THE STUDY………………………………………………….18-19

SAMPLING PROCEDURE.....................................................................................19

RESEARCH INSTRUMENT……………………………………………………….19-20
DATA GATHERING PROCEDURE………………………………………………..20
 CHAPTER 1
PROBLEM AND ITS BACKGROUND

INTRODUCTION

According to Carneige “Great speakers are not born,they’re traines”. Even

you are born without a talent in speaking in public you can always train for it and

hone this skill to the next level, each time you train there will be always an

improvement. But some people are afraid to speak to public especially the students.

The school helps students develop their public speaking skills, but they still cannot

develop their public speaking because of their fear and anxiety. This two factors

affects the students opportunity to hone their skills in public speaking.

According to American Psychiatric Association, anxiety refers to anticipation of

a future concern and is more associated with muscle tension and avoidance

behavior. Fear of public speaking is a common form of anxiety. It can range from

slight nervousness to paralyzing fear and panic. Many people with this fear avoid

public speaking situations altogether, or they suffer through them with shaking hands

and a quavering voice. Glossophobia( strong fear of public speaking) is a very

common phobia characterized by strong fear of public speaking. Individuals with

glossophobia may avoid speaking in public, as they typically experience fear and

anxiety when speaking in front of a group of people.

This kind of fear greatly affects the chance of students to improve their skills in

public speaking and affects the students academic performance especially in class

reporting or presentation. Having fear in public speaking, the students cannot

express their thoughts towards other people and share their ideas during speech,

meeting, and class presentation. This could be a big problem in their future jobs

during interview, project proposal, meeting, speech etc., because if now they are too

afraid to speak in front of many people due to the fact that they are not honing their

public speaking skills now that they are still a student.

Public speaking anxiety is a very common among both college students

and the general population. Some estimates are that as many as 20-85% of people

experience more or less anxiety when they need to speak in public. This may lead to

avoiding certain courses or even majors where oral presentations are required,

never speaking in class, or deciding against certain careers because they would

require occasional speaking before a group. Students who are very anxious about

public speaking in class may sometimes also avoid social events they would like to

attend or may not talk to classmates they would like to get to know.

Public speaking anxiety is a very common among both college students and

the general population. Some estimates are that as many as 20-85% of people

experience more or less anxiety when they need to speak in public. This may lead to

avoiding certain courses or even majors where oral presentations are required,

never speaking in class, or deciding against certain careers because they would

require occasional speaking before a group. Students who are very anxious about

public speaking in class may sometimes also avoid social events they would like to

attend or may not talk to classmates they would like to get to know.

One of the things that students must learn and practice is public speaking, but

many of them struggle with it. These issues, which include fear and anxiety, have an

impact on how pupils practice public speaking. Because pupils are unable to express
their thoughts or impressions to others, this is tremendously upsetting. Students that

struggle with public speaking in class due to anxiety and fear end up receiving low

grades as a result. Due to this issue, it will also hinder their job search or potential

future employment. Students in the general academic strand at San Jose National

High School also experience situations like this, and this study seeks to clarify and

understand why these students experience anxiety and fear when speaking in front

of an audience.

STATEMENT OF THE PROBLEM:

This study seeks to find out the reasons of having anxiety and fear among

general academic strand (GAS) students of San Jose National High School.

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

a.) Age

b.) Gender

c.) Grade level

2.) What are the reason of the general academic strand students in their fear and

anxiety in public speaking?

3.) What are the experience of the respondents in public speaking? Positive or

Negative.

4.) How do the respondents overcome their anxiety and fear in public speaking?

SIGNIFICANCE OF THE STUDY

 This study is significant to the students, public speakers and future

researchers and these are the benefits they can gain in this study;

This study will beneficial to the following;

Student: It is crucial for GAS students to understand their anxiety and fear of public speaking

since it directly benefits them. By identifying and resolving these issues, students can come

up with helpful solutions to overcome their anxieties and advance their public speaking

abilities. By highlighting the particular worries GAS students face, our research can help

develop appropriate solutions for them. Students can ultimately grow more self-assured,

improve their communication abilities, and flourish in both academic and professional

environments.

Public Speaker: For those who communicate in public, including leaders, professionals, and

even those who are not academics, this research is important. The study provides useful

insights and coping methods that can be used to overcome these difficulties by providing

light on anxiety and fear associated with public speaking. Public speakers can acquire

techniques to control their fear, increase their confidence, and give more powerful

speeches, which will increase their efficacy in their jobs and the audience's participation.

Future Researchers: Future researchers might build on the research on anxiety and fear in

public speaking among GAS students to go deeper into this topic. It may serve as a

foundation for additional research on related topics. Future studies can add to the body of

knowledge and aid in the creation of interventions and practices that are supported by

research to reduce anxiety and fear related to public speaking in a variety of educational

contexts
SCOPE AND DELIMITATION

This study focused on the reasons of having anxiety and fear in public speaking

among general academic strand students of San Jose National High School

academic year 2022-2023. The study is limited to the determined students that

experienced anxiety and fear before and during public speaking among general

academic strand students of San Jose National High School academic year 2022-

2023.

DEFINITION OF TERMS

These are following terms that are oftenly used in the study;

Public speaking- the art of effective oral communication with an audience.

Anxiety- is the mind and body's reaction to stressful, dangerous, or unfamiliar

situations. It's the sense of uneasiness, distress, or dread you feel before a

significant event. A certain level of Anxiety helps us stay alert and aware.

Fear- an unpleasant emotion caused by the belief that someone or something is

dangerous, likely to cause pain, or a threat.

Phobia- is an anxiety disorder defined by a persistent and excessive fear of an

object or situation.

Glossophobia- fear of public speaking

 CHAPTER 2

REVIEW OF RELATED LITERATURE

INTRODUCTION

This chapter will present related literature and study, this will also present

theory related to this study to help us identify and understand the reason of having

anxiety and fear in public speaking among general academic strand students of San

Jose National High School. This will also include synthesis based on the literature

and studies gathered by this study.

Public speaking is the act of purposefully communicating information to an

audience in a formal setting, with the aim of influencing the listeners. It is a skill

necessary in various aspects of life, allowing individuals to promote ideas, deliver

speeches at events, and participate in debates. The skill of public speaking is often

considered very hard because of the internal and externals pressures that float over

us such as anxiety and fear. Anxiety may be defined as apprehension, tension, or

uneasiness that stems from the anticipation of danger, which may be internal or

external (Diagnostic and Statistical Manual of Mental Disorders, 1980). In addition,

According to psychology research, fear is a primal emotion that involves a universal

biochemical response and a high individual emotional response. Fear alerts us to the

presence of danger or the threat of harm, whether that danger is physical or

psychological. Sometimes fear stems from real threats, but it can also originate from

imagined dangers. While fear is a natural response to some situations, it can also

lead to distress and disruption when extreme or out of proportion to the actual threat.

Foreign Studies

According to Pull (2012), Public-speaking anxiety is a highly prevalent disorder,

leading to excessive psychological and physiological reactivity. It is present in a

majority of individuals with SAD and there is substantial evidence that it may be a

distinct subtype of SAD. It is amenable to treatment including, in particular, new

technologies such as exposure to virtual environments and the use of cognitive–

behavioral self-help programs delivered on the Internet. The purpose of the was to

assess the extent to which social anxiety, specifically fear of public speaking, was

induced by the virtual audience and the extent of influence of degree of immersion

(head mounted display or desktop monitor. The current paper describes a follow up

study conducted with 40 subjects and the results clearly show that not only is social

anxiety induced by the audience, but the degree of anxiety experienced is directly

related to the type of virtual audience feedback the speaker receives. In particular, a

hostile negative audience scenario was found to generate strong affect in speakers,

regardless of whether or not they normally suffered from fear of public speaking

Pertaub, et..al (2001). According to Ebrahimi, et..al (2019), Fear of Public Speaking

(FoPS) or public speaking anxiety is a type of social anxiety and the single most

commonly feared situation in the population. FoPS is disabling with negative

occupational, academic, and social consequences, reported by up to one third of the

population. FoPS in adolescence and adulthood is associated with an increased risk

of developing generalized social anxiety disorder with further impairments. Since the

last review on FoPS, a significant number of randomized controlled trials (RCTs)

have been conducted assessing the effects of novel interventions with innovative

modes of delivery. Raja (2017) showed that students who fear public speaking can

perform well if they use certain strategies to fight their fears. 75% participants

admitted their fear of public speaking and 95% participants agreed that if proper

counseling, instruction and coaching is provided, this fear can be overcome.

Research revealed that exposure to virtual environment can facilitate student

confidence and enables themto face audience irrespective of the size. According to

Perven, et..al(2018) Individuals who have fear speaking publically suffer from strong

fear in social performance situations and social sphere.(Stein, Walker, & Forde,

1996). If students tend to be more anxious while speaking infront of opposite gender

(c) if there is an association between reduction in public speaking fear in students

and adaptation of effective psycho-physiological strategies for language learning.

Public speaking anxiety has a strong relationship with the adaptation of psycho-

physiological strategies and can be reduced effectively. According to Bartholomay,

et..al (2016), Anxiety disorders can result in a variety of negative outcomes. Social

anxiety and public speaking anxiety in particular often result in impairment in career

prospects. In a recent study, Blume, Dreher, and Baldwin (2010) found that

individuals with public speaking anxiety were less able to demonstrate critical

thinking skills in group discussion situations. Aside from impairment in the work

sector (e.g., lower employment rates, lower socioeconomic status, lack of

advancement), people with significant public speaking anxiety may also experience

mediocre academic performance, enhanced feelings of loneliness or social isolation,

and lower overall quality of life (Beidel, Turner, & Dancu, 1985). According to

Panayiotou et..al (2017), Individuals with anxiety disorders, including social anxiety,

typically display distress and arousal when faced with their feared stimuli (Larsen et
al., 2002, Clark, 2005, p. 198). For example, socially anxious individuals worry about

their anxiety being obvious to others (Mansell and Clark, 1999) and show elevated

arousal during evaluative threat (Panayiotou and Vrana, 1998) and in vivo exposure

(Gerlach et al., 2001, Larsen et al., 2002).

Local Studies

In the study of Pontillas (2020), focuses on helping the students face their fear in

public speaking, which interferes their oral communication skills. The teacher-

researcher introduced an intervention called Popsispeak. It was found out that

Popsispeak is an effective intervention in helping students elevate their oral

communication skills and reduce their public speaking anxiety. The study conducted

by Fagsao (2021) aims to discover the different factors that cause speaking anxiety.

Oral presentations, oral lesson demonstrations, and oral speaking presentations

have been transcribed and found out major themes that cause glossophobia

problems, i.e., linguistic obstacles, audience’s manifestation, mastery of the topic

and particular motives. Knowing what causes these problems, this study proposed

the DISRUPT strategy to reduce students’ public speaking anxiety effectively.

Bayang et..al (2019) stated that the common struggle of students is to recite in front

of the class wherein they are evaluated by their audience and are affected by their

internal bias toward thir skill to perform. This is a form of public speaking anxiety

(PSA) that inhibits the quality of the performance. In the study of Maala (2018) stated

that for some students, verbal communication in the classroom can produce physical

and emotional anxiety that can profoundly affect their ability to succeed in the

academic platform. Communication apprehension (CA) is a pervasive, multifaceted

phenomenon that has been studied at multiple levels by several researchers. With

the use of PRCA-24 (the Personal report of communication apprehension)

developed by McCroskey (1985), results show that public speaking is the most

anxiety-provoking classroom activity for the respondents and that it is significantly

correlated with their speech class grades.

The study of Plandano et..al (2023) aimed to find out the public speaking anxiety ,

anxiety levels as Trait Anxiety, Context Anxiety, Audience Anxiety, and Situation

Anxiety.The findings revealed that students experienced very high Audience Anxiety

while only high Trait, Context and Situation Anxieties. Furthermore, the findings

found no significant difference in the participants’ level of anxiety This means that

anxiety level remains the same regardless of age, sex, and year level. Hence, it is

recommended that public speaking should be offered as a subject to all degree

programs at the tertiary level especially for teacher education programs. Also, the

school administrators should encourage more public speaking activities in and out of

the school where students would participate in such public speaking events to hone

skills, thus, minimizing public speaking anxieties. The results of study conducted by

Lignes et..al (2020) showed that many students had fear of public speaking.

Judgment was the main reason why they suffer from the fear of public speaking,

thereby leading the students to lose their confidence and affecting their

communication skills. The results showed that preparedness avoided mental block to

the students. The researchers also found out the solution to overcome the fear of

public speaking by learning how to speak confidently. The study also discussed

different factors that affect the students’ public speaking skills. Lastly, it includes

recommendations that can help the students to overcome their fear in public

speaking. The study of Castello and Gonzalez (2019) aimed to provide a view to our

readers, most especially College students who have a fear of public speaking, and

the reasons behind it to effectively overcome such feeling. Findings revealed that the
students were agreeable that they have a fear of public speaking. Based on the

enumerated reasons, lack of confidence contributes to a significant factor why fear is

noted in front of an audience. The researchers recommend that a workshop and

training about public speaking be conducted to help the students develop self-

confidence and practice their skills.

Synthesis

The studies and literature reviewed indicate that public speaking anxiety is a

prevalent and highly feared disorder among General Academic Strand (GAS)

students at San Jose National High School. It has negative consequences on

students' occupational, academic, and social aspects. However, interventions such

as virtual environments, cognitive-behavioral self-help programs, workshops, and

training can effectively reduce anxiety and improve oral communication skills.

Creating a supportive environment, providing counseling and instruction, and

gradually exposing students to public speaking opportunities are important

strategies. Offering public speaking as a subject and encouraging participation in

public speaking events can further enhance students' confidence and skill

development, ultimately helping them overcome their fear of public speaking.

Theoretical Framework

This study is supported by the theory of Communication apprehension. This theory

was proposed by James C. MacCroskey in 2001. According to McCroskey (2001),

communication apprehension is the broad term that refers to an individual’s “fear or

anxiety associated with either real or anticipated communication with another person

or persons”. At its heart, communication apprehension is a psychological response to

 evaluation. When it comes to communication apprehension, our physical responses

are often not well adapted to the nature of the threat we face, as the excess energy

created by our body can make it harder for us to be effective public speakers. But

because communication apprehension is rooted in our minds, if we understand more

about the nature of the body’s responses to stress, we can better develop

mechanisms for managing the body’s misguided attempts to help us cope with our

fear of social judgment. McCroskey (2001) argues that there are four types of

communication apprehension: anxiety related to trait, context, audience, and

situation. If you understand these different types of apprehension, you can gain

insight into the varied communication factors that contribute to speaking anxiety.

Figure 1 will show how the different types of communication apprehension affects

public speaking.

TRAIT ANXIETY CONTEXT ANXIETY

AUDIENCE COMMUNICATION SITUATION

ANXIETY APPREHENSION ANXIETY

ANXIETY AND FEAR IN PUBLIC

SPEAKING
Some individuals have a predisposition towards communication apprehension,

known as trait anxiety. This means that regardless of the context, audience, or

situation, these individuals generally feel more uncomfortable than the average

person. While trait anxiety is not the same as shyness, people with high trait anxiety

are more likely to avoid public speaking situations, which can further exacerbate their

nervousness due to lack of experience or skill. However, with adequate preparation

and practice, individuals with trait anxiety can learn to give effective public speeches

when necessary, even if they may never develop a liking for public speaking.Context

anxiety refers to anxiety prompted by specific communication contexts. Some of the

major context factors that can heighten this form of anxiety are formality, uncertainty,

and novelty. For some individuals, it is not the communication context that prompts

anxiety; it is the people in the audience they face. Audience anxiety describes

communication apprehension prompted by specific audience characteristics. These

characteristics include similarity, subordinate status, audience size, and familiarity.

Situational anxiety in communication is caused by the combination of various factors

such as the audience, time, and context. Each communication event has its own

unique set of dimensions, including physical, temporal, social-psychological, and

cultural aspects. When these dimensions come together in a specific communication

situation, it can lead to situational anxiety. The researchers used this theory as a

basis to have a deeper understanding of why students among general academic

strand are having anxiety and fear in speaking in public.

INPUT PROCESS OUTPUT
TITLE:CONCEPTUAL FRAMEWORK 1.) Find work of literature, 1.) Giving conclusions to
“UNDERSTANDING ideas and theories that will this study will help us
ANXIETY AND FEAR IN support this study. understand why students
PUBLIC SPEAKING experience fear and
AMONG GENERAL anxiety when speaking in
ACADEMEMIC STRAND public. We will also
STUDENTS OF SAN summarize all the data
JOSE NATIONAL HIGH 2.) We will be able to collect from this study.
SCHOOL” the data required for this
study by conducting
interviews with students in
2.) Giving enlightenment to
the general academic
1.) Demographic profile of those students or people
strand who experience
the respondents; that have fear and anxiety
anxiety and fear when
in public speaking to
a.) age speaking in public.
understand why this kind
b.) gender of problem happens to
them while or before
c.) grade level speaking in public.
2.) Find the reason of
having anxiety and fear in
3.) By gathering data, this 3.) Providing advice on
public speaking among
study will have more of the how to solve or get
general academic strand
information that it need. through this kind of issue
students and have a
deeper understanding for the pupils and serving
about it. as an example for
individuals who have
3.) Determine the different encountered this
experiences of students in phenomenon.
public speaking and find
out if it is positive or
negative.
4.) Find out how the
students overcome their
fear and anxiety in public
speaking.
Figure 1. Conceptual Framework
 The conceptual framework of the study is shown in Figure 1. It consists of

key variables, each of which has a significant contributing component that can be

used to pinpoint the phenomenon under study.

Figure 1 depicts the study's input, or the goals or significance of conducting this kind

of research, the process by which you can provide additional feedback and solutions

to those goals, and the output by which you can provide readers and researchers

with conclusions and recommendations for conducting the study again or for

replicating it and providing a deeper understanding of this phenomenon or problem

The first column lists the input that is relevant to the study's purpose and the actions

that must be taken to advance this studies resolution. The second column lists the

process, which has a variety of ways or methods to move forward with the actions

based on what the purpose wants to say about them. The final one is the output,

which includes the study's final product, effect, or even result.

With this Ipo model, we can state that this study may be resolved through the direct

point of acting, beginning with what is the study's objective or purpose, the methods,

ways, or action-taking process, and how it is done or the result, manifesting that this

study may simply give recommendations or solutions through this conceptual

framework.
 CHAPTER 3

METHODOLOGY

RESEARCH METHOD

The study we were conducting will use qualitative research design. The

goal of qualitative research design is to have a comprehensive understanding of a

subject by the examined human perspective. Qualitative studies deal with concepts,

the subjects perceptions, opinions and beliefs in their whole can't be quantified in

numbers. Creswell (2012) asserts that qualitative research is a tool for examining

and comprehending the significance that different people or groups assign to a social

human condition. New questions arise during the study process and gathering

practices; gathering data from individual and their environment; and interpreting the

data developing inductively, moving from specifics to broad principles, and creating

interpretations of details significance. According to Creswell (2012) too, qualitative

methods are divided into five types; there are phenomenological, grounded theory,

ethnography, case study and narrative research. The researchers use the qualitative

research method because we want to understand more and know more of their

perspective of why they are having anxiety and fear when speaking in public.

RESEARCH DESIGN

This study will use the narrative research design, one of the five types of qualitative

research design. Polkinghorne (1995) asserts that narrative investigation is a

subcategory of qualitative research that is not new to qualitative researchers. study

approaches that depict human behavior through narratives. Narrative study, in the

opinion of Creswell et al. (2007), examines the life individual people's experiences

across time. One kind of research is narrative research. It involves gathering,

thinking about, and acting upon people's lived experiences. 2007 (Josselson). A

technique for understanding and enquiring is narrative inquiry. a participant's

experience by working together with the researcher, across time, in a location or

locations, and in interactions with social milieus 2000 (Clandinin & Connelly). As

stated by Connelly and Clandinin in 1990 In narrative inquiry, participation occurs

from beginning to conclusion, therefore plot As consultation over written material

occurs, outlines are continuously changed. resources and as more information is

gathered to establish crucial points in the updated tale.

POPULATION OF THE STUDY

The respondents of this study are the GAS students of San Jose National

High School academic year 2022-2023. They were chosen by the following criteria;

a.) Students that has experience in public speaking.

b.) Students that have anxiety and fear while speaking in public.

c.) Students that wants to try speaking in public but afraid and have anxiety in doing

it.

The respondents are senior high school in GAS strand. The students have

met the following criteria in gathering data of this study. The students has experience
in public speaking, have anxiety and fear while speaking in public and too afraid of

trying it because of anxiety and fear in public speaking.

SAMPLING METHOD

This study will use the purposive sampling (judgement) in finding the samples

of this study. According to Crossman(2022), A purposive sample is a non-probability

sample that is selected based on characteristics of a population and the objective of

the study. Purposive sampling is different from convenience sampling and is also

known as judgmental, selective, or subjective sampling. This type of sampling can be

very useful in situations when you need to reach a targeted sample quickly, and

where sampling for proportionality is not the main concern. There are seven types of

purposive samples, each appropriate to a different research objective. The

researcher used this sampling method because we can able to select students in our

own to be part of this study based on the criteria for selecting participants but it is up

to them if they want to be part of this study or not.

RESEARCH INSTRUMENTS

In this study, the research instrument that the researchers will use are

questionnaire and interview in gathering data. A ‘questionnaire’ is the instrument for

collecting the primary data (Cohen, 2013). ‘Primary data’ by extension is data that

would not otherwise exist if it were not for the research process and is collected

through both questionnaires or interviews, which we discuss here today (O’Leary,

2014). Interviews are primarily done in qualitative research and occur when

researchers ask one or more participants general, open-ended questions and record

their answers. Often audiotapes are utilized to allow for more consistent transcription

(Creswell, 2012). The researchers use questionnaire and interview because, it is

easier for us to gather data from the respondents in San Jose National High School

during face-to-face. By doing interview, the researchers will get the information

needed for this study. In making questionnaire the researchers use open ended

questions.

DATA GATHERING PROCEDURE

In this study, the researchers will choose one students in every section in

GAS strand of San Jose National High School. The researchers will gathering data in

every participants and we choose questionnaire and interview in gathering data from

the participants. In making questionnaire we will use open-ended questions. In

interviewing, the respondents will answer our questions in face-to-face but if the

respondents will not agree in face-to-face interview it will be done in online interview.

The researchers will also use audio recording to record all the data that will gather

from the participants.

 REFERENCES

Bartholomay, E. M., & Houlihan, D. D. (2016). Public Speaking Anxiety Scale:

Preliminary psychometric data and scale validation. Personality and individual
differences, 94, 211-215.
Bayang, D., Ghosh, M. D., Talaro., R. V., & Velasco, H. S. (2019). Stage fright:
The effects of audience types on public speaking anxiety moderated by
expectancy bias. Retrieved from
https://animorepository.dlsu.edu.ph/etd_bachelors/8957
Black, R. (2019, September 12). Glossophobia (Fear of Public Speaking): Are
You Glossophobic? ThoughtCo. Retrieved June 14, 2023, from
https://www.psycom.net/glossophobia-fear-of-public-speaking
Castello, J., & Gonzales, J. (2019). The Prevalence of Fear of Public
Speaking Among College Students. Ascendens Asia Journal of
Multidisciplinary Research Abstracts, 3(1).
Crossman, A. (2020, March 19). Understanding Purposive Sampling.
ThoughtCo. Retrieved June 14, 2023, from
https://www.thoughtco.com/purposive-sampling-3026727
Docworkspace. (n.d.). Docworkspace. Retrieved June 14, 2023, from
https://sg.docworkspace.com/l/sIGLp_J3EAdXNpqQG
Ebrahimi, O. V., Pallesen, S., Kenter, R. M., & Nordgreen, T. (2019).
Psychological interventions for the fear of public speaking: A meta-analysis.
Frontiers in psychology, 10, 488.
Fagsao, J., & Mi-ing, J. G. (2021). Glossophobic Experience Amongst
MPSPC Philippines Pre-service Teachers Through Oral Speech
Presentations. Elsya : Journal of English Language Studies, 3(1), 23-31.
https://doi.org/10.31849/elsya.v3i1.5658
https://www.ncbi.nlm.nih.gov/books/NBK315/#:~:text=Definition,of%20Mental
%20Disorders%2C%201980).
Importance of Public Speaking Skills for Students - Shiminly. (2022, May 21).
Shiminly. Retrieved June 14, 2023, from https://shiminly.com/importance-of-
public-speaking-skills-for-students/#:~:text=It%20helps%20us%20connect
%20with,develop%20their%20overall%20speaking%20skills.
Jain, H. (2020, October 21). The History and Evolution of Public Speaking.
Frantically Speaking. Retrieved June 14, 2023, from
https://franticallyspeaking.com/the-history-and-evolution-of-public-speaking/
John B. Griffin JR. (1980). Clinical Methods: The History, Physical, and
Laboratory Examinations. 3rd edition. National Library of Medicine.
Lignes, M. W. ., Ormillo, N. K. ., Peralta, J. ., Ebias, K. ., Von, R. J. ., & Edillor,
P. M. C. . (2020). Factors Affecting Fear of Public Speaking among Grade 12
Humanities and Social Sciences Strand Students in Bestlink College of the
Philippines. Ascendens Asia Singapore – Bestlink College of the Philippines
Journal of Multidisciplinary Research, 2(1). Retrieved from
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/2618
Lisa Fritscher(2023). The Psychology of Fear. Very well mind.
https://www.verywellmind.com/the-psychology-of-fear-2671696
Maala, J. (2018). A study on the communication apprehension experienced by
selected Filipino college students. Retrieved from
https://animorepository.dlsu.edu.ph/etd_bachelors/2897
Panayiotou, G., Karekla, M., Georgiou, D., Constantinou, E., & Paraskeva-
Siamata, M. (2017). Psychophysiological and self-reported reactivity
associated with social anxiety and public speaking fear symptoms: Effects of
fear versus distress. Psychiatry research, 255, 278-286.
Pertaub, D. P., Slater, M., & Barker, C. (2001). An experiment on fear of public
speaking in virtual reality. In Medicine Meets Virtual Reality 2001 (pp. 372-
378). IOS Press.
Perveen, K., Hasan, Y., & Aleemi, A. R. (2018). Glossophobia: the fear of
public speaking in female and male students of university Of karachi. Pakistan
Journal of Gender Studies, 16(1), 57-70.
Pontillas, M. S. D. (2020). Reducing the public speaking anxiety of ESL
college students through popsispeak. 3L, Language, Linguistics, Literature,
26(1).
Public Speaking Anxiety. (2023, March 7). Retrieved June 14, 2023, from
https://www.columbiastate.edu/faculty-pages/louise-katz/public-speaking-
anxiety.html#:~:text=Some%20students%20feel%20their%20oral,anxiety
%20have%20low%20self%20esteem
Pull, C. B. (2012). Current status of knowledge on public-speaking anxiety.
Current opinion in psychiatry, 25(1), 32-38.
Raja, Farhan. "Anxiety level in students of public speaking: Causes and
remedies." Journal of education and educational development 4.1 (2017).
Sherwood, M. (2017, December 21). 21 Best Quotes About Public Speaking
— Mel Sherwood. Mel Sherwood. Retrieved June 14, 2023, from
https://www.melsherwood.com/blogposts/2014/06/02/21-best-quotes-about-
public-speaking#:~:text=Let%20thy%20speech%20be%20better,of%20your
%20heart%20~%20John%20Ford
Single view - International Journal of Current Science Research and Review.
(2020, January 6). International Journal of Current Science Research and
Review. https://ijcsrr.org/single-view/?id=9330&pid=8957