4th Quarter PT - Manuscript - Group 7 - STEM 12-I

SPEAKING ANXIETY: LEVELS AND COPING STRATEGIES OF
GRADE 11 LICEO DE LA SALLE STEM STUDENTS
A Research Proposal
Presented to
The Faculty of Liceo de La Salle - Bacolod
In Partial Fulfillment
of the Requirements for
Capstone Project
Campos, Nicole O.
Española, Krisjoy J.
Jimera, Hannah Abigail V..
Rallos, Charmaine Rose A.
Yaun, Angela Cassandra T.
April 17, 2023

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APPROVAL SHEET
The research entitled “SPEAKING ANXIETY: LEVELS AND COPING

STRATEGIES OF GRADE 11 LICEO DE LA SALLE STEM STUDENTS”
presented by NICOLE O. CAMPOS, KRISJOY J. ESPAÑOLA, HANNAH
ABIGAIL V. JIMERA, CHARMAINE ROSE A. RALLOS, AND ANGELA
CASSANDRA T. YAUN in partial fulfillment of the requirements for Capstone Project
of Liceo De la Salle- Senior High School of the University of St. La Salle has been
evaluated and approved by the panel of evaluators.
PANEL OF EVALUATORS
MARIA ANGELA A. LEONOR, LPT, PhD CARREN MAY G. PAMA, LPT

Member Member
MILAGROS S. ORACA, LPT, PhD

Adviser
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ACKNOWLEDGEMENT
The researchers would like to extend their sincere gratitude and appreciation to
the prominent individuals who contributed to the success and completion of the research
study. This study would not have been possible without their valuable support and
assistance.
First and foremost, the researchers would like to thank their Practical Research 2
adviser, Mr. Alan Parreño Jr., their I3 research adviser, Mr. John Manuel Monteflor, and
Capstone Project adviser, Dr. Milagros Oraca, for their unwavering support and
encouragement to their students. Their patience, guidance, and a strong commitment to
their roles as research advisers have played a major role in the outcome of this study.
To the research validators of the group, Mr. Kenneth S. Parra, Ms. Zera
Pangantihon, and Ms. Betty Jane Panzo, who carefully checked, reviewed, and provided
the necessary corrections for the research instrument of the study.
To Doc. Michael Cañada, the statistician, for his patience and skill in analyzing
and interpreting the reliability results of the research instrument, and for also being the
statistician for the final results of the study’s data-gathering procedure.
To the research respondents who have been very cooperative and thus made a
great contribution in making the success and completion of the research possible.
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To the parents and friends of the researchers who have exhibited their utmost
support and encouragement throughout the whole duration of the research process. Their
love, support, and understanding have played a big role in the morale and mental stability
of the researchers throughout the whole research.
And lastly, the group lifts their praises to glorify and honor the Almighty Father,
who graced each member of this research study with wisdom, strength, perseverance,
patience, determination, and resources all of which allowed the study to attain its desired
goals and objectives.

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TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
LIST OF APPENDICES ix
ABSTRACT x
INTRODUCTION 1
Background of the Study 1
Statement of the Problem 3
Theoretical Framework 3
Conceptual Framework 5
Scope and Limitations 6
Significance of the Study 8
Definition of Terms 9
Review of Related Literature 10

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Synthesis 18
METHODS 21
Research Design 21
Respondents of the Study 22
Research Instrument 25
Validity and Reliability of the Instrument 27
Data Gathering Procedure 29
Statistical Treatment 30
Ethical Considerations 32
RESULTS AND DISCUSSION 34
CONCLUSION 48
RECOMMENDATIONS 50
REFERENCES 51
APPENDICES 60
CURRICULUM VITAE 96
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LIST OF TABLES
Table Page
1. Distribution of respondents according to sex 23
2. Cronbach’s alpha coefficient of the survey questionnaire 28
3. Reliability test interpretation 28
4. Mean range with corresponding interpretation 31
5. Interpretation of the p-value for the significant difference 31
6. Levels of speaking anxiety of the Grade 11 STEM 34
students when grouped according to sex
7. Levels of speaking anxiety of the Grade 11 STEM 36
students when grouped according to section
8. Coping strategies of Grade 11 STEM students 38
when grouped taken as a whole
when grouped according to sex
when grouped according to the section

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LIST OF FIGURES
Figure Page
1. Schematic diagram of the theoretical 6
framework of the study
2. The sample size of male respondents according to section 24
3. The sample size of female respondents according to section 25
4. SPSS analysis for the results for the means of SD and PRSPA 76
total scores among respondents when grouped
according to sex
5. SPSS analysis results for the means of SD and PRPSA 76
total scores among respondents when grouped to section
6. SPSS analysis results for the frequency count of 77
options 1 & 2 when grouped according to sex
options 3, 4, & 5 when grouped according to section
options 1, 2, 3, 4, 5, & 6 when grouped according to sex
9. Validity test result from the validators 87

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LIST OF APPENDICES
Appendix A: The Research Instrument 60
Appendix B: Original Questionnaire 67
Appendix C: Questionnaire Google Forms 68
Appendix D: Statistical Analyses Results 76
Appendix E: Raw Data 80
Appendix F: Validity Results 84
Appendix G: Letter to Validators 88
Appendix H: Filled Validation Form 91
Appendix I: Reliability Analysis 94
Appendix J: Raw Data for Reliability Testing 95

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ABSTRACT
Speaking anxiety is a common phenomenon experienced by individuals when

communicating with others, especially in public speaking contexts. Speaking anxiety can
range from mild nervousness to severe panic, leading to avoidance of speaking situations
altogether. This research study aims to investigate the levels of speaking anxiety
experienced by Grade 11 Liceo STEM students in various speaking contexts, and the
coping strategies they use to manage their anxiety. This study utilizes a descriptive
research design and both qualitative and quantitative data collection. 212 participants are
drawn from Grade 11 STEM students in Liceo who are in the medical/natural cluster with
the use of stratified random sampling. These participants regularly engage in public
speaking. Data is collected through an online questionnaire survey and analyzed using
statistical and thematic analysis. The researchers utilized the Personal Report of Public
Speaking Anxiety (PRPSA) by James McCroskey to obtain the levels of speaking anxiety
of the Grade 11 STEM students. Results show that the male participants have a moderate
level of speaking anxiety. On the other hand, the female respondents have a high level of
speaking anxiety. This indicates that the female respondents have a higher level of
speaking anxiety compared to the male. Coping strategies employed by participants
include prior preparation as the most chosen coping strategy by the respondents, followed
by relaxation, and reshaping negative thoughts. These strategies are found to be effective
in reducing the negative impact of speaking anxiety on their performance and overall
well-being. The study provides insights into the experience of speaking anxiety and
coping strategies, highlighting the need to support individuals in managing this common
challenge.
Keywords: Public speaking, speaking anxiety, levels, coping strategies, Personal Report
of Public Speaking Anxiety (PRPSA)
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INTRODUCTION
Background of the Study
Speaking anxiety, or performance anxiety, is a serious problem that senior high
school students face, as it greatly affects academic performance. Unfortunately, as much
as 77% of the population is affected by this, proving the occurrence to be quite a common
and widespread one (Fritscher, 2021). Anxiety is usually classified as a trait or state, and
it is a relatively stable personality trait (Saviola et al., 2020). According to Daly (1989),
speaking anxiety is related to excessive self-focus, which results in less efficient public
presentations. A person who is prone to anxiety is likely to feel anxious in a variety of
situations which can have an impact on their career. In the case of students, speaking
anxiety can cause them to lose out on good job replacements or showcase their talents.
According to Wadi et al. (2022), students are vulnerable to speaking anxiety,
which impacts their professional lives. Students with speaking anxiety might not be able
to successfully pass oral tasks due to their anxiety impeding their ability to farewell (Yan
& Horwitz, 2008). In contrast, students without speaking anxiety would perform better
because they do not experience anxiety impedance (Woodrow, 2006). When the learning
process focuses on speaking skills or performance, they become anxious (Bashori, 2020).
This has a strong impact on speaking skills as it is confirmed by Bashori (2020).
Speaking is the most challenging skill to learn, and it is one of the most negatively
influencing affective variables (Marzec-Stawiarska, 2015). It is important in learning and
helps to reduce learners' oral engagement and performance (Byrne, Flood, & Shanahan,
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2012). Students who have low levels of anxiety perform better and participate more in
class (Bashosh, Nejad, Rastegar & Marzban, 2013). According to Hmaid (2014),
ESL/EFL learners may be good at reading, writing, and listening, but they seem to be
poor at speaking skills. Oral skills are ignored in education and the focus is still on
teaching vocabulary and language structure (Najeeb, 2013).
Speaking anxiety has had a substantial impact on many students' performance in a
variety of contexts throughout their academic studies. Bunrueng (2008) revealed that
children with this issue have anxiety while speaking in class, fear of volunteering to
answer questions, difficulty responding when spoken to by the teacher, loss of
self-confidence, and other symptoms. As a result, it is vital that coping strategies be put
in place and made known to direct and indirect persons involved, notably students in
general who are affected by this issue, for the sake of preventive measures and early
intervention. Based on the results to be gained from this study, improvements, training,
and early intervention can be provided by the community's involved institutions,
including the school, teachers, and parents, to improve the student's performance and
speaking anxiety levels, thereby resolving the issue at hand (Fritscher, 2021; Mokkapati
& Mada, 2018). Additionally, the majority of studies looked at mental health issues and
characteristics that can affect students' speech anxiety. Although past researchers have
looked at the influence of these characteristics on speaking anxiety, they have not
adequately investigated the causes of these characteristics enough, such as the correlation
between these characteristics and the environment that the individual is in parental
support, and familial history, and this, particularly within the context of Liceo De La
Salle students.
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Consequently, the current study will investigate the speaking anxiety levels
experienced and coping strategies utilized by the students of the said school. Therefore,
the purpose of this study is to determine the levels of speaking anxiety among senior high
school students, as well as their coping strategies.
Statement of the Problem
This study aimed to identify the levels of speaking anxiety and the respective
coping strategies of the Grade 11 STEM students of the University of St. La Salle -
Senior High School under the medical/natural sciences cluster for the second semester of
the academic year 2022-2023. Specifically, it seeks to answer the following questions:
1. What is the level of Speaking Anxiety among the Grade 11 Liceo De La Salle
STEM Students when grouped according to:
a. sex
b. section
2. What are the coping strategies of Grade 11 Liceo De La Salle STEM Students
against Speaking Anxiety when taken as a whole and when grouped according to:
a. sex
b. section
Theoretical Framework
Some students are dealing with different levels of speaking anxiety and are
unaware of the coping strategies to be used. According to the cognitive-behavioral theory,
it stated that factors that influence the symptoms of anxiety and avoidance are the sense
of danger due to the event or object and the inability to cope with the threat, Yee and
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Abidin (2014) stated. Yee and Abidin (2014) further explained that individuals with
speaking anxiety may also be unable to cope with speaking anxiety making them avoid
the situation. The students are experiencing different levels of speaking anxiety, and
particularly, they are worried about being judged negatively since they are not using
coping strategies that are considered to be effective in managing speaking anxiety.
According to new research (Nugroho, 2021), learning and speaking a foreign language is
linked to anxiety as it has the potential to negatively impact a student’s educational
process as well as their language skills. To affirm this problem and gain a deeper
understanding, the use of coping strategies and the level of students’ speaking anxiety in
Grade 11 STEM students of the University of St. La Salle should be conducted. Are
coping strategies an effective means of overcoming students' speaking anxiety at different
levels of speaking anxiety? Does identifying coping strategies and the level of students’
speaking anxiety help the Grade 11 STEM students of the University of St. La Salle
overcome their speaking anxiety?
Only when the students are ready to learn can learning happen or his Law of
Readiness (Thorndike, 1932). According to the theory of the Law of Readiness, being
pressured to learn when not ready leads to an unpleasant learning
environment ("Thorndike's Major Laws," n.d.). Thus, Thorndike's perspective highlights
motivation as a crucial component of the learning process for students with speaking
anxiety. Another compelling theory, Thorndike's Law of Effect (1932), supported the
central viewpoint of this study to a large extent. Thorndike believed that when learning is
accompanied or followed by a pleasant state or feeling, it strengthens; nevertheless, when
learning is accompanied or followed by unpleasant emotions.

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The theories mentioned are related in this study since the idea correlates to the
student's level of speaking anxiety and leads us to bear in mind that the coping strategies
identified should be welcoming, comfortable, and non-threatening to the students. They
demonstrated that by giving students enough time to prepare, ponder, and speak, by
displaying a positive attitude from the teacher, such as through teacher support or
scaffolding, and by encouraging positive thinking through collaborative activities or
assignments. Nonetheless, whether to improve or obstruct learning, a student's emotional
state is an essential aspect. Learning, on the other hand, is hampered when negative
emotions predominate. When it comes to teaching and instruction, rewards and
recognition should take precedence over punishments. Giving positive feedback,
applauding students' work, and providing educational direction motivate students to go
above and beyond in their studies. In this way, identifying coping strategies and the level
of students’ speaking anxiety can help the Grade 11 STEM students of the University of
St. La Salle overcome their speaking anxiety.
Conceptual Framework
Figure 1 below shows the conceptual framework of the research. The paradigm
presents the variables that will be considered in the research.

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Figure 1
Schematic diagram of the theoretical framework of the study.
The schematic diagram presented in this section describes the levels of speaking
anxiety and the coping strategies utilized by the respondents. The researchers will be
utilizing Google Forms to distribute the survey questionnaires to the participants. The
respondents of this study will be the Grade 11 STEM students in Liceo De La Salle.
These questionnaires will be based on McCroskey’s (1982) Personal Report of Public
Speaking Anxiety (PRPSA). The students will select their level of speaking anxiety and
will key in their coping strategies. After which, an analysis of the data through statistical
treatment is done.
In addition, figure 1 also illustrates a descriptive study identifying the coping
strategies utilized by the Grade 11 STEM students of Liceo De La Salle in terms of their
current experience of speaking anxiety divided into three levels: low level, moderate
level, and high level. In the research, the coping strategies identified will be based on a
corresponding level of speaking anxiety felt.
Scope and Limitations
In the conduct of this study, will solely focus on collecting data identifying the
levels of speaking anxiety experienced and coping strategies utilized by the Grade 11
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STEM students of the University of St. La Salle - Senior High School under the
medical/natural sciences cluster for the second semester of the academic year 2022-2023.
The levels of speaking anxiety will be sorted by low, moderate, and high, of which the
scores will be based on a survey questionnaire provided by the group to its respondents. It
is also worth noting that speaking anxiety will be discussed in the context of all various
school activities such as oral presentations, and the like. The coping strategies identified
by the respondents will also be grouped according to their general idea to reduce the
variety of answers and lessen the hassle of the analysis, interpretation, and conclusion
portion of the study. Likewise the scope of the study, it will not be dealing with the
factors, causes, and such regarding speaking anxiety.
On the contrary, the study cannot guarantee that students will actively participate
in the research, particularly in answering the online survey. Depending on the changes in
circumstances, we may use additional methods, such as a printed form of the survey. To
obtain a more precise result on the levels and coping strategies of Liceo De La Salle
students, the survey requires a large number of respondents. Therefore, the researchers
have decided to have a quota and did their utmost to encourage and look for willing
respondents to participate in the survey. Furthermore, the number of previous research
studies relevant to the topic is limited. Hence, the researchers used this as a limitation for
future research opportunities. Although the researchers spent a lot of time looking at the
influence of the characteristics on speaking anxiety, they didn't look into the causes of
these characteristics enough, such as the correlation between these characteristics and the
individual's environment, parental support, and family history, especially in the context of
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Liceo De La Salle students. As a result, the current study will look into the speaking
anxiety levels and coping strategies used by students at the said school.
Significance of the Study
This study will be able to contribute research data focused on “Speaking anxiety:
The Levels and Coping Strategies used by Grade 11 STEM students” which will greatly
benefit the students, teachers, school administrators of Liceo De La Salle, and future
researchers as it will be identifying the levels of speaking anxiety and coping strategies
mostly utilized by the Grade 11 STEM students of Liceo De La Salle.
More specifically, this study shall be beneficial to the following groups of people:
Students. The findings of this study will be beneficial to students as the results of
the research will be able to help find coping strategies mostly used by their peers, and in
turn, help alleviate experiences related to speaking anxiety. Through this study will the
students be further educated on the matter and will learn how to take better care of their
physical and mental health.
School administrators. The findings of this research will be beneficial to school
administrators as through this research will the administrators learn to create a better
learning space for students by reaching out to pupils experiencing speaking anxiety. The
Liceo de Lasalle school administrators will be able to assist teachers and staff in charge
of instructing students by conducting workshops and training on speaking anxiety.
Teachers. Teachers will be able to benefit from this study as the findings of this
research will be used to find better teaching strategies to help cater to and care for
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students who experience speaking anxiety, and in turn, create a better environment for
students within the institution.
Parents and Guardians. The parents and guardians of the students will be able to
benefit from the results and findings of this research, as this study will further educate the
following on the important aspects of speaking anxiety, and through this will the parents
also learn how to advise the students on handling and coping with speaking anxiety.
Future researchers. This study will benefit future researchers as this can be used
for future reference regarding the coping strategies used by students. The results of this
research will be able to help future researchers develop a deeper understanding of levels
of speaking anxiety and coping strategies used by students within the institution.
Definition of Terms
The following are the salient terms in this study that are defined conceptually and
operationally:
Anxiety. It is a mental state characterized by an overwhelming sense of tension or
worries relative to something adverse that might happen in the future (Saviola, 2020).
This study refers to the body’s response to stress and pressure regarding speaking.
Cluster. According to Oxford Languages (2022), this concept refers to a group of
similar things or people positioned or occurring together.
In this study, this refers to the subdivisions of an educational strand in the
Philippines, such as the medical cluster under the STEM strand.
Coping Strategy. This refers to the efforts used to prevent or diminish the threat,
harm, or reduce distress (Carver, 2013).

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In this study, the term refers to the tactics used by Grade 11 STEM students to
manage Speaking Anxiety.
Performance Anxiety. The fear of the thought of performing in front of a group
of people (Bhandari, 2021).
In this study, the term refers to the problem students face as a result of feeling
nervous in carrying out a task.
Speaking Anxiety. This is the nervousness that the speaker feels, during, before,
or after a presentation (Barot, 2021).
In this study, this term refers to the feeling of uneasiness or distress when
speaking.
Review of Related Literature
Speaking Anxiety
Speaking anxiety, also known as public speaking anxiety, is a type of anxiety in
the form of social phobia. (Niles et al., 2015), and according to Suleimenova (2013),
Anxiety is known as the uneasiness of the mind caused by fear of misfortune. Speaking
Anxiety is a fear of expressing oneself orally (Basic, 2011), which is distinguished by
many factors which can serve as reasons causing and affecting Speaking Anxiety, such as
the Language factor, lack of knowledge of grammar, pronunciation factor, stage fear, lack
of confidence, shyness, and peer factor (Rajitha & Alamelu, 2020). A person is said to
have speaking anxiety when they experience the following symptoms: shaking, sweating,
butterflies in the stomach, dry mouth, rapid heartbeat, and squeaky voice (The University
of Pittsburgh, n.d.)
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Speaking anxiety, according to Lanerfeldt (2011), has a great impact on one’s
self-confidence and is treated by repeated trials of public speaking (Basic, 2011), which is
known as “traditional exposure”, along with cognitive restructuring wherein patients are
encouraged to think about situations neutrally or positively rather than negatively (Niles
et al., 2015). It causes students to remain quiet in multiple situations (Basic, 2011), even
if they are capable of expressing feelings and thoughts, and can cause students to feel
uncomfortable in certain settings such as speaking in front of a group of people or
presenting presentations.
The Different Levels of Speaking Anxiety
During the onset of the COVID-19 pandemic, there have been several studies that
investigated speaking anxiety in the context of various school institutions particularly
focusing on determining the levels of anxiety and factors experienced by different
populations. In determining these levels, most experts have divided them into three
categories. Among them, Cizek and Burg (2006) classified them into low, moderate, and
high. While those experiencing low levels of anxiety exhibit little to no fear or anxiety at
all, those at a moderate degree become a little anxious before a test. The population
experiencing high levels of it, express concern and fear about specific tests. Contrary to
that, Basavanthappa (2007) classified them into light anxiety, moderate anxiety, and
panic-level anxiety. For those experiencing light anxiety, students need encouragement to
participate in activities to help them accomplish their learning objectives in class. Next
for a moderate degree of anxiety, students appear to be more nervous and struggle to
concentrate independently on specific tasks. And finally, students seem to exhibit panic
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level anxiety when they appear to not be capable of performing anything, even when
given necessary guidance.
Despite these different approaches to classifying speaking anxiety, existing
measures for examining this mental issue are somewhat limited in content at the present.
Thus, there is a need for a more enhanced and improved measure that can assess a
broader area concerning different related fields of speaking anxiety, including cognitive,
behavioral, and physiological dimensions of fear. In many studies reviewed by the
researchers, it was found that McCroskey’s (1982) Personal Report of Public Speaking
Anxiety (PRPSA) was mostly adapted and revised as an instrument for measuring the
level of speaking anxiety and its factors.
Coping Strategies for Speaking Anxiety
Several studies have sought to investigate students' psychological and social
characteristics to provide appropriate coping strategies for reducing their fear of public
speaking. According to Tee (2020), mitigation strategies for speaking anxiety remain an
issue, especially for university students. Rizqiya et al. (2021) stated that during the
learning process, online learning may elevate a student’s speaking anxiety. Indonesian
students believe that speaking English fluently is a difficult task to do, leading to
speaking anxiety, according to Diana (2021). In line with Tsiplakides and Keramida
(2009), up to this day of modern learning, anxiety remains a significant academic
concern. As a result, students are still noted to be uneasy or uncomfortable participating
in speaking (Tsiplakades & Keramida, 2009). Rumiyati & Seftika (2018) reported that the
most common source of anxiety is speaking in front of people. It is noted that resignation
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is one of the most frequently used coping strategies for speaking anxiety by Turkish
students, followed by preparation, peer seeking, relaxation, and positive thinking (Genç,
2019). Relaxation is another coping strategy that can aid students with speaking anxiety.
When a student feels safe in their surroundings, they are most likely to be calm and
collected (Pabro-Maquidato, 2021). Positive thinking counts to be very influential,
appreciating students’ efforts, encouraging learners that it is acceptable to make errors,
and displaying a teacher's good attitude is one of the ways to initiate external motivation.
Preparation is also one of the strategies utilized by students to cope with speaking
anxiety. Preparing means allowing them enough time to prepare for speaking activities
(Van Lang University, 2021). This also allows them to plan out what message they want
to convey and how to convey it. Furthermore, in agreement with Lee (2011), teachers can
also aid students with speaking anxiety by implementing serene teaching methods.
Establishing a welcoming environment develops ease and a pleasant atmosphere for the
students.
Factors of Speaking Anxiety
Numerous researchers have studied to determine the components or factors that
cause speaking anxiety. Speaking anxiety is caused by several circumstances. Many
variables influence speaking anxiety including linguistic and cultural aspects. According
to new research (Nugroho, 2021), learning and speaking a foreign language is linked to
anxiety as it has the potential to negatively impact a student’s educational process as well
as their language skills. Rajitha and Alamelu (2020) have stated that from the students’
perspective, speaking activities give them a great level of anxiety. Anxiety-inducing
factors can be divided into two categories: psychological and physiological. Anxiety can
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be caused by a variety of circumstances. Peer factors, stage fright, and lack of confidence
are some of the factors of speaking anxiety (Rajitha & Alamelu, 2020).
According to Rajitha (2020), the major variable causing speaking anxiety is the
language factor. “Lack of knowledge can be a barrier and it can cause fear or anxiety”
(Rajitha, 2020). Students may not be able to express their thoughts properly in a foreign
language. Rajitha (2020) stated that students have a poor vocabulary. Furthermore, a
variety of factors contribute to speaking anxiety such as personality traits, language
proficiency, topic and audience familiarity, and preparedness, according to
Viwattanabunchong (n.d.). It is claimed Liu (2007) that one of the biggest sources of
anxiety in speaking is the students’ lack of fluency. Familiarity can also be a factor
affecting speaking anxiety as the speaker feels anxious that his or her speaking skills are
inadequate.
Symptoms of Speaking Anxiety
A lot of terminologies are used such as stage fright, communication apprehension,
audience fright, and audience anxiety which are used to describe the fear when speaking
in front of people also known as Speaking Anxiety. According to the University of
Pittsburgh (2022), the common symptoms of speech anxiety are shaking, sweating,
butterflies in the stomach, dry mouth, rapid heartbeat, and squeaky voice. As Speaking
Anxiety is a type of anxiety experienced by students, most especially foreign language
learners, it is necessary to look into the symptoms of Anxiety, such as a fast-paced
heartbeat, and subjective anxiety such as not being able to relax and being nervous
(Prenoveau et al., 2009).

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According to research conducted by Lindy Woodrow (2006) about Speaking
Anxiety experienced by second-language English learners, more participants reported
physiological and cognitive reactions such as sweating, racing heart and blushing for
physiological reactions and worrying about performance, and mind going blank for
cognitive reactions than behavioral reactions like fidgeting, talking too much and
stuttering, such symptoms are mostly experienced when presenting oral presentations,
talking to more experienced English speakers, speaking in front of classmates and
speaking for classroom activities. Speaking Anxiety symptoms are more often felt by
foreign-language speakers (Rajitha & Alamelu, 2020), by people, mostly students who
don’t have English as a first language, and by students who aren’t confident with
grammar and vocabulary skills.
The Prevalence of Speaking Anxiety in Students
Anxiety, while as widespread and potentially as severe as depression, has received
less attention and is frequently overlooked and undertreated in the general population. At
present, crises like the COVID-19 pandemic may have a significant effect on the
prevalence of mental issues such as speaking anxiety. An instance is a cross-sectional
study by Al Omari et al. (2020) which investigated the prevalence and predictors of
depression, anxiety, and stress among the youth in multiple countries, of which, the
results indicated that the total prevalence of anxiety was 40.5% with significant
predictors of stress including being female, being in contact with a friend and/or a family
member with mental illness, being quarantined for 14 days, and using the internet.
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Aside from that, there is also another study on the global prevalence of anxiety
among medical students (Quek et al., 2019). Results from this study found that the global
prevalence rate of anxiety among medical students was 33.8% and was most prevalent
among medical students from the Middle East and Asia. Additionally, it is concluded that
about one in three medical students globally has anxiety, a prevalence rate that is
substantially higher than the general population. It is worth noting that this study was
conducted before the onset of the COVID-19 pandemic. In comparison to this study,
another case attempted to investigate the prevalence of anxiety based on the same
population, however in the context of the present pandemic (Lasheras et al., 2020). Its
results revealed a similarity in prevalence rates before and during the onset of the
pandemic but correlated with several specific COVID-related stressors. These include
knowledge and cognition on COVID-19 transmissions, treatment, prognosis, and
prevention. All in all, these studies have shown the widespread state of speaking anxiety
in multiple contexts, including those of different countries and educational institutions.
Levels of Speaking Anxiety in Male and Female Students
Many studies have also shown how biological sex may have a likely effect on the
level of speaking anxiety exhibited in students. For instance, Mohtasham & Farnia (2017)
focused on examining Iranian EFL university students’ level of anxiety and their
perceptions towards class activities that involve speaking ability. After the distribution of
the Foreign Language Classroom Anxiety Scale (FLCAS) adopted from Horwitz (1986)
and a structured interview of 125 female and 50 male students, it was found that the level
of female anxiety was significantly higher than that of the opposite sex in impromptu
speaking activities. As such, it became likely that instructors could have an essential role
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in reducing the speaking anxiety exhibited. The interviews with the respondents further
confirmed these findings.
In another study (Öztürk & Gürbüz, 2013), similar results to the previous study
mentioned can also be seen. In this case, it focused on the effect of gender on foreign
language speaking anxiety and learner motivation among 225 female and 158 male
pre-intermediate students. After the administration of two questionnaires and the
interview of 19 randomly selected respondents, findings point toward the female student
population demonstrating higher levels of speaking anxiety as compared to the male
student population. The female students get more anxious than the male students while
speaking English in the classroom. Lastly, the qualitative data from the interview section
of the methodology exhibited parallelism with the quantitative results.
The Effects of Speaking Anxiety on Students' Academic Performance
According to Iqbal (2017), speaking is supposed to be the most important skill. It
is also the most challenging and anxiety-producing activity for most learners. They
experience high levels of anxiety while speaking both in educational and social contexts.
It includes several fears which directly affect their learning and ultimately they become
less motivated in learning the language. Anxiety is a horrible feeling which contributes to
poor performance. Students who have anxiety are at risk of suffering from poor academic
performance and resistance to anything school-related. This can include a lack of
engagement in the classroom, poor relationships with peers and teachers, and disinterest
in pursuing passions and planning for the future. Their learning is also affected because
anxiety can impact working memory, which makes it challenging to retain new
18
information and recall previously learned information. Anxiety is an aggressive
emotional feeling categorized as apprehension and tension (Ozturk & Gurbuz, 2014).
According to Oflaz and Adnan (2019), this research was to investigate the
relationship between foreign language anxiety, shyness, language learning strategies,
speaking scores, and academic achievement of university preparatory students learning
German. Speaking anxiety is a serious problem that students have to face, as it greatly
affects their academic performance. According to Wadi et al. (2022), students are
vulnerable to speaking anxiety, which impacts their professional lives. The results
indicated that independent variables were positive predictors of students' academic
achievement. The effect of speaking anxiety on students is it will affect their academic
performances. Anxiety and depression negatively influence academic progress and
encourage underachievement. This can make it extremely difficult to focus on academic
performance and can be very exhausting for the student, which detracts from their
learning abilities. Not only do these disorders impact memory, which makes it hard for
students to recall information, but they can also have negative effects on how students
engage in social situations.
Synthesis
Speaking anxiety, up to this day of modern learning, remains a significant
academic concern that may somehow affect an individual's life. This topic has received
less attention and is frequently overlooked and undertreated by the general population.
The preceding studies are intended to present and explain existing bodies of levels and
coping strategies against speaking anxiety, specifically: its context, different levels of
anxiety and factors as experienced by different populations, and the use of related studies.
19
Determining the different levels of anxiety can assist a person in understanding the
situation of another who is experiencing or under the threat of anxiety and in determining
what coping strategies are appropriate for specific levels. Several studies have sought to
investigate students' psychological and social characteristics to provide appropriate
coping strategies for reducing their speaking anxiety. However, few individuals are aware
of the issue of speaking anxiety due to a lack of information regarding it which has
resulted in ignorance towards speaking anxiety.
The studies presented are intended to help researchers determine the current status
of their chosen research topic. Similarly, this study aims to strengthen the study's
proposed structure and assist researchers in formulating well-defined conclusions and
recommendations. The studies presented to serve as the basis for the researchers to
develop appropriate coping strategies against the said levels of speaking anxiety.
Furthermore, studies on speaking anxiety, its factors, levels, and coping strategies from
related studies serve as a reference for researchers to take into account the rational
reasons such as insufficient evidence, the general population, and so on, that may affect
respondents' perceptions toward speaking anxiety.
Considering previous studies on the levels of speaking anxiety and coping
strategies conducted by various researchers, there has only been a limited number of
studies and research publications focusing on this topic. Some of the related literature that
was significant to the topic was more than five years old from the year of publication
since some significant studies could not be found in recent studies in the last five years.
In addition to a lack of research and information to guide students in their level of
speaking anxiety. This limited information hinders their perspectives and awareness of
20
speaking anxiety, which should be salient for students. Hence, schools, with the support
of teachers and guidance counselors, should take action to address this issue by
establishing a welcoming environment and a pleasant atmosphere in which students can
feel at ease.
The researchers will address the research gap by conducting a study with Grade
11 STEM students Liceo De La Salle under the medical/natural sciences cluster for the
second semester of the academic year 2022-2023. The researchers find it appropriate to
conduct the study due to the lack of information and studies on students' levels of
speaking anxiety. Therefore, the purpose of this study is to determine the levels of
speaking anxiety among senior high school students, as well as their coping strategies.
21
METHODS
This section presents the research design, respondents of the study, research
instrument, validity and reliability of the instrument, data gathering procedure, statistical
treatment, and ethical considerations.
Research Design
This study aims to determine the levels and coping strategies of speaking anxiety
among the Grade 11 STEM students of Liceo De La Salle under the medical science
cluster for the second semester of the academic year 2022-2023 through the use of a
modified McCroskey’s (1982) Personal Report of Public Speaking Anxiety (PRPSA). In
addition, a descriptive research approach was utilized by the researchers to determine the
levels of speaking anxiety and to identify the coping strategies of the students in response
to the issue.
According to Fluet (2021), descriptive research is a quantitative research method
that is conclusive and is usually used to evaluate the researchers’ generated hypotheses
and describe certain aspects of a group. This mode of research is usually utilized in
different fields including education, nutrition, epidemiology, and the behavioral sciences,
its overall intended premise being that problems can be fixed and practices can be further
improved through observation, analysis, and description (Koh & Owen, 2000). According
to the same source, this type of research design is used for the main purpose of generating
22
data, both quantitative and qualitative, which define a condition or state of a group at a
certain point in time.
This cross-sectional study primarily focuses on describing and determining the
levels of speaking anxiety, alongside the coping strategies of the chosen population.
Additionally, it aims for a more exploratory approach to data collection with the use of
online surveys via Google Forms. As a result, the descriptive research design was the
most appropriate to use.
Respondents of the Study
The respondents of the study were the Grade 11 STEM students under the
Medical/Natural Sciences cluster, specifically sections F, G, H, I, J, K, L, M, N, & Q of
Liceo De La Salle Senior High School for the second semester of the academic year
2022-2023. The Grade 11 STEM students under the medical/natural sciences cluster were
composed of a total of 458 students, of which section F had 46 students, section G had 46
students, section H had 45 students, section I had46 students, section J had 47 students,
section K had 46 students, section L had 45 students, section M had 45 students, section
N had 46 students, and section Q had 47 students, all part of the Medical/Natural
Sciences cluster.
The Sample Size Calculator from Raosoft was utilized (1996), with a confidence
level of 95%, and confidence interval of 5%, and a population of 458, the sample size
was 210. However, the researchers utilized a sample size of 212 as stated by the results in
the Raosoft. In obtaining the number of respondents needed, the stratified random
sampling technique was used. Stratified sampling is a random sampling method wherein
23
data is divided into various sub-groups (strata) sharing common characteristics such as
age, sex, race, income, education, and ethnicity (Acharya et al., 2013). In this study, the
strata were the different sections in the Medical/Natural Sciences cluster.
Table 1
Distribution of respondents according to sex
Section Population Sample
Female Male Total Female Male Total
F 31 15 46 14 7 21
G 26 19 45 12 9 21
H 32 13 45 15 6 21
I 38 8 46 17 4 21
J 33 14 47 15 7 22
K 32 14 46 15 6 21
L 37 8 45 17 4 21
M 29 16 45 14 7 21
N 31 15 46 14 7 21
Q 39 8 47 18 4 22
Total 328 130 458 151 61 212

24
Figure 2
The sample size of male respondents according to section
Figure 2 shows the Sample size of male respondents according to section. STEM
11-G with 9 Male respondents, being the biggest sample of male respondents among all
sections, and STEM 11-Q with the smallest sample of respondents with only 4 male
respondents.
25
Figure 3
The sample size of female respondents according to section
Figure 3 shows the Sample size of female respondents according to section.
STEM 11-Q has 18 respondents, being the highest sample of female respondents, and
STEM 11-G with only 12 female respondents, being the lowest sample of female
respondents.
Research Instrument
To gather the necessary data with the focus of the present study, the instrument
that the researchers used was a survey research questionnaire. The process included data
gathering by utilizing online survey questionnaires and distributing them via Google
Forms. The questionnaire was based on McCroskey’s (1982) Personal Report of Public
26
Speaking Anxiety (PRPSA) to determine the levels of speaking anxiety. This was the first
scale developed by McCroskey (1982) in their work on communication apprehension. It
is highly reliable (alpha estimates >.90) it focuses strictly on public speaking anxiety.
Hence, they moved on to develop the Personal Report of Communication Apprehension
(PRCA-24). This is an excellent measure for research that centers on public speaking
anxiety but is an inadequate measure of the broader communication apprehension
construct. The researchers modified the survey questionnaire adapted from the PRPSA.
The questionnaire for the levels of speaking anxiety has been reduced from 34-statements
to 26-statements. The modifications were made based on the recommendations of the
research panelists.
The survey questionnaire of this study was divided into three sections, but the
main purpose of the questionnaire was in the second section. The first section contained a
brief introduction to the survey questionnaire and its purpose, the class section of the
respondents, and the sex of the respondents which was the only information required
from the profile of the respondents since the survey was being done anonymously.
The second section of the survey questionnaire was for the levels and coping
strategies of speaking anxiety of the respondents, the questionnaire for the levels of
speaking anxiety was from the Personal Report of Public Speaking Anxiety (PRPSA). In
the survey questionnaire, a Likert scale with 26-item statements was used. The main
focus of these statements was to determine the levels of speaking anxiety the respondents
felt both psychologically and physically. Items 1–26 were scored on a five-point Likert
scale based on PRPSA scoring, ranging from 1 (Strongly Disagree) to 5 (Strongly
Agree). The next part of this section was for the coping strategies, which were
27
constructed by the researchers based on the review of related literature of the study and
were done by checkboxes. Lastly, the third section was a short statement of gratitude to
the participants.
To determine the coping strategies utilized by the Grade 11 students of Liceo De
La Salle under the medical/natural sciences cluster of the academic school year
2022-2023, the researchers provided 5-item checkboxes. The survey questionnaire had a
total of 31 item statements.
Validity and Reliability of the Instrument
To determine the validity of the instrument, a copy was sent to three experts to
check the contents of the questionnaire. The Good and Scates Instrument Validation form
was utilized to evaluate the instrument. The mean of the ratings of the validators was
obtained and the score was 4.56. The verbal interpretation of this was Excellent.
To determine the reliability of the instrument, the Google Form link was sent to
43 Grade 12 STEM students of Liceo De La Salle under the Medical/Natural Sciences
Cluster for A.Y. 2022-2023 from the section of STEM 12-I who were not included in the
sampling frame. Internal consistency was used to measure reliability. After all the data
was collected, the data was encoded and the Cronbach’s alpha score was computed. The
table below shows the results of the reliability test analysis.

28
Table 2
Cronbach’s alpha coefficient of the survey questionnaire
Cronbach’s Alpha N of Items
0.853 26
Table 3
Reliability Test Interpretation
Cronbach’s Alpha Internal Consistency
α = 1.00 Perfect
0.90 > α ≥ 0.80 Excellent
0.70 > α ≥ 0.60 Acceptable
0.59 > α ≥ 0.50 Poor
0.5 > α Unacceptable
Based on the results obtained, the instrument had an alpha score of 0.853 with the
verbal interpretation of “Excellent”. This demonstrated that the responses of the
respondents were consistent across the items, and the items in the questionnaire strongly
correlated with one another.

29
Data Gathering Procedure
To achieve the objectives of this study, the researchers prepared the following
steps in gathering the necessary data:
First, the researchers obtained a copy of the enrollment data for the official class
lists of Grade 11 STEM, sections F, G, H, I, J, K, L, M, N, & Q under the
medical/sciences cluster.
To take note, this study utilized stratified random sampling and as such, divided
the respondents according to their sex. The researchers have identified the number of
female and male respondents per section as required by this study.
After which, with the permission of the research adviser, the study proceeded with
the research design properly facilitated by the use of online questionnaires via Google
Forms. The content of the questionnaires was adapted from McCroskey’s (1982) Personal
Report of Public Speaking Anxiety (PRPSA) to determine their level of speaking anxiety,
along with additional items aiming to identify the coping strategies utilized by the
selected respondents.
The use of Facebook Messenger in disseminating the Google Form link and
printed form of the survey were utilized for the data gathering. The Google Form and
printed survey were distributed to the different Grade 11 sections F, G, H, I, J, K, L, M,
N, & Q. The researchers did not hesitate to satisfy questions the respondents had
regarding the survey, and made sure to answer their concerns with patience and
30
understanding. The students that were involved in the research were assured that the
responses taken from the survey would be kept confidential, by ethical considerations.
Microsoft Excel was used to gather and tabulate the data of the respondents after
they have submitted their responses via Google Forms. The collected information was
thoroughly analyzed and interpreted using proper statistical methods.
Statistical Treatment
This study intended to examine the levels and coping mechanisms of STEM
students in Grade 11 at Liceo De Lasalle for the academic year 2022-2023. The
researchers utilized online survey questionnaires to collect relevant data. The data to be
collected determined the levels of speaking anxiety in Grade 11 STEM students and their
coping strategies. The goal of this study was to identify the differences in speaking
anxiety levels between sexes and sections. It also established the various tactics and the
goal.
The following statistical tool was used to analyze the data to be collected:
According to Ali and Bhaskar (2016), the sum of all scores divided by the number
of scores is the mean (or arithmetic average). Standard deviation, on the other hand,
indicates how accurately the mean represents sample data (Lee, 2015). Thus, the mean
and standard deviation was utilized to answer problem statement 1, which aimed to
determine the levels of speaking anxiety among respondents level of speaking anxiety
when grouped according to sex and section. The mean and standard deviation were also
utilized to answer problem statement 2, which aimed to determine the coping strategies
31
against speaking anxiety among respondents when taken as a whole and when grouped
according to sex and section.
To facilitate the interpretation of the mean, the rating scale below was utilized:
Table 4
Mean range with corresponding interpretation
Mean Range Interpretation
4.50 - 5.00 Very high level
3.50 - 4.49 High level
2.50 - 3.49 Moderate level
1.50 - 2.49 Low level
1.00 - 1.49 Very low level
Table 5
Interpretation of the p-value for the significant difference
p-value Interpretation
p ≤ 0.05 Significant difference (S)
p > 0.05 No significant difference (NS)
The relevant data was collected, and the researchers utilized a frequency table. A
frequency table displays a list of values in ascending or descending order together with
their frequencies or the number of times each value appears in the relevant data set.
32
Planning, designing, gathering data, analyzing, developing relevant
interpretations, and reporting research findings are all tasks that require the use of
statistical techniques. It describes the frequency with which an event of the specified
value occurs. The data values and accompanying frequencies were organized by the
researchers.
Ethical Considerations
The researchers guaranteed that ethical guidelines were adhered to while
conducting the methodology standards that embody the study's validity and also protect
the integrity, rights, and well-being of research participants. Confidentiality was observed
and protected in this research study because the researchers wanted to emphasize that
every respondent had the right to privacy. Anonymity was also observed when the
researchers decided not to collect personally identifiable information about individuals
because the study did not require individual responses with participant identities. As a
result, the researchers of the study were able to ensure that the information obtained from
the Grade 11 Liceo De La Salle A.Y. STEM students 2022-2023 was treated with
confidentiality. The study relied on the responses of students to the questionnaire but
through no coercion. Answering the survey was not compulsory, but rather optional for
the respondents to answer. The researchers acknowledged full responsibility to protect
data information usage, by taking precautions to prevent unauthorized intervention and
accidental loss. The responses were kept anonymous and treated with confidentiality by
the right to privacy of the respondents. Access to the information shared by the
respondents was only granted to the researchers and the research teacher who processed
33
the data, and up to the information provided by respondents. All the information gathered
for this study was solely for research purposes.

34
RESULTS AND DISCUSSION
This section presents the salient findings based on the specific questions raised in
this study. The results were presented in the following tables, followed by a
comprehensive discussion.
On the levels of speaking anxiety of the Grade 11 STEM students when grouped
according to sex
Table 6
Levels of speaking anxiety of the Grade 11 STEM students when grouped according to
sex
Sex Mean SD Interpretation
Male 3.42 0.62 Moderate level
Female 3.53 0.49 High level
Table 6 shows the levels of speaking of the Grade 11 STEM students when
grouped according to sex. Results showed that the male students have a moderate level of
speaking anxiety (M = 42, SD = 0.62), and that Female students have a High level of
speaking anxiety (M = 3.53, SD = 0.49). Based on the interpretation, female students
have higher levels of speaking anxiety compared to male students.

35
Findings from the studies of Park and French (2013), Naghadeh et al. (2013), and
Sener (2015) suggest that female students have higher anxiety levels in more aspects of
speaking than males. Balemir (2009) investigated the relationship between foreign
language speaking anxiety and proficiency level and discovered that female students
experienced more speaking anxiety than male students. According to these findings,
female students are more anxious when speaking and are more concerned about speaking
in the classroom. Furthermore, the findings of this study parallel the study of Huang
(2004) conducted in a Taiwanese context. He discovered that female students were more
anxious while speaking, and this situation could be attributed to females' high-level fear
of negative evaluation, which was reported to be a cultural characteristic of Taiwanese
society. According to Sadeghi et al. (2013), the reasons for this noticeable difference have
been discovered to stem from the specific and anomalous cultural circumstances and
social status of female individuals, which, by itself, places a significant burden of anxiety
on the female community's shoulders. When combined with the requirement to be
constantly evaluated, this potential anxiety emerges and intensifies primarily in speaking
and communicative situations in classrooms. According to Crake (2003), females are
more sensitive to facial expressions than males, making them more vulnerable to the
vicarious acquisition of fears and the communication of impending danger; females may
be less reliant on internal cues and more reliant on social interpersonal cues than males
for judging emotional state and thus emotional experiences; and females may be both
biologically and socially driven to avoid a threat, making them more vulnerable to
anxiety than males. As a result, various studies show that gender plays a significant role
36
in speaking anxiety and females had significantly higher levels of speaking anxiety than
males.
On the levels of speaking anxiety of the Grade 11 STEM students when grouped
according to section
Table 7
Levels of speaking anxiety of the Grade 11 STEM students when grouped according to
section
Section Mean SD Interpretation
F 3.51 0.41 High level
G 3.58 0.61 High level
H 3.56 0.48 High level
I 3.36 0.46 Moderate level
J 3.58 0.43 High level
K 3.46 0.82 Moderate level
L 3.31 0.47 Moderate level
M 3.61 0.60 High level
N 3.51 0.49 High level
Q 3.48 0.50 Moderate level

37
Table 7 above shows the levels of speaking anxiety of the Grade 11 STEM
students when grouped according to section. Results showed that 4 sections under the
Medical/Natural Science Cluster have moderate levels of speaking anxiety, namely I, K,
L, & Q. Section I (M = 3.36, SD = 0.82), Section K (M = 3.46, SD = 0.82), Section L (M
= 3.31, SD = 0.47), and Section Q (M = 3.48, SD = 0.50). Whereas, 6 Sections have
high levels of speaking anxiety. Section F (M = 3.51, SD = 0.41), Section G (M = 3.58,
SD = 0.61), Section H (M = 3.56, SD = 0.48), Section J (M = 3.58, SD = 0.43), Section
M (M = 3.61, SD = 0.60), Section N (M = 3.51, SD = 0.49). Based on the results in the
table, 4 sections namely I, K, L, & Q indicate moderate levels of speaking anxiety, and 6
sections namely, F, G, H, J. M, & N have high levels of speaking anxiety.
The students in these sections are under the Medical/Natural Sciences Cluster. A
study by Yamat and Bidabadi (2012) with Iranian EFL freshmen learners majoring in
different fields of medical sciences. Based on their study’s results, some students
experienced moderate to high levels of speaking anxiety. Participants in their study stated
that when they have difficulty expressing themselves and cannot speak effectively, they
feel disappointed and hopeless. Participant A, for example, stated that they become
embarrassed, anxious, and forget all words. They also stated that they sometimes avoid
speaking because they are afraid of being laughed at by their classmates. The results from
the aforementioned study interpret that students under the Medical/Natural Science
Cluster can be in moderate to a high level of speaking anxiety.

38
On the coping strategies of the Grade 11 STEM students when taken as a whole
Table 8
Coping strategies of the Grade 11 STEM students when taken as a whole
Coping Strategies Yes % No %
As a whole
Option 1 172 81.3 40 18.7
Option 2 127 57.9 85 42.1
Option 3 73 35 139 65
Option 4 89 41.3 123 58.7
Option 5 102 47.9 110 52.1
Table 8 above shows the coping strategies of the Grade 11 STEM Students when
taken as a whole. Results showed that 81.3% of the students who answered the surveys
chose Option 1 as a coping strategy, Prior Preparation for any speaking engagements.
57.9% of the students who answered the survey chose Option 2 as their coping strategy.
which is Relaxation. 35% of the students who answered the survey chose Option 3 as
their coping strategy, Reshaping negative thoughts. 41.3% of the students who answered
the survey chose Option 4 as their coping strategy, Avoidance, or resignation to the task.
47.9% of the students chose Option 5 as their coping strategy, Peer seeking, or
socializing. The highest of all options chosen is option 1, Prior Preparation for any
39
speaking engagements, and the lowest of all options chosen is option 3, Reshaping
negative thoughts.
A study conducted by Maharani & Roslaini (2021) concluded that the respondents
mostly used the strategies of preparation to cope with speaking anxiety. Preparation was
the most typically used strategy by them. According to the responses from their study,
more practice and better preparation can contribute to overcoming their fear of talking.
Their respondents agreed to use a preparation strategy to deal with their speaking anxiety
– i.e., they prepare it all by studying the day before the class begins. Their respondents
used a preparation strategy seeing as preparing everything the day before, such as
practicing more, can help them reduce their anxiety in speaking during online learning.
Preparation was the most effective strategy their respondents used when anxious feelings
came up while speaking. In a similar study, the students seem to be unable to speak in
public because of their negative perceptions of the audience. Their respondents said that
positive thinking helped them a lot to control their minds so that they could focus on
speaking in class and minimize distracting negative thinking. Based on the research
findings, the respondents used five coping strategies for speaking anxiety: preparation,
positive thinking, relaxation, peer seeking, and resignation. Their respondents mostly
used preparation as a coping strategy for speaking anxiety. It seems to be the only way to
help students overcome their public speaking anxiety during online learning. They have
to prepare all things before the class begins and practice constantly.
40
On the coping strategies of the Grade 11 STEM students when grouped according to
sex
Table 9
Coping strategies of the Grade 11 STEM students when grouped according to sex
Coping Strategies Yes % No
Male (n=61)
Option 1 49 80.3 12
Option 2 44 72.1 17
Option 3 19 31.1 42
Option 4 28 45.9 33
Option 5 32 52.5 31
Female (n = 151)
Option 1 123 81.5 28
Option 2 83 55 68
Option 3 54 35.8 97
Option 4 61 40.4 90
Option 5 72 47.7 79
Table 9 above shows the coping strategies of the Grade 11 STEM students when
grouped according to sex. Results showed that 80.3% of the male respondents who
answered the survey chose Option 1 (Prior preparation for any speaking engagements), as
a coping strategy, being the highest of all options. 72.1% of the male respondents who
41
answered the survey chose option 2 (Relaxation) as a coping strategy. 52.5% of the male
respondents who answered the survey chose option 5 (Peer-seeking or socializing) as a
coping strategy. 45.9% of the male respondents who answered the survey chose option 4
(Avoidance or resignation to the task) as a coping strategy. 31.1% of the male
respondents who answered the survey chose option 3 (Reshaping negative thoughts) as a
coping strategy, the lowest of all chosen options. Among all the options provided, option
1 (Prior preparation for any speaking engagements) had the highest percentage, and
option 3 (Reshaping negative thoughts) had the lowest percentage.
81.5% of the female respondents chose option 1 (Prior Preparation for any
speaking engagements) as a coping strategy, being the highest of all chosen options. 55%
of the female respondents chose option 2 (Relaxation) as a coping strategy. 47.7 of the
female respondents chose option 5 (Peer seeking or socializing) as a coping strategy.
40.4% of the female respondents chose option 4 (Avoidance or resignation to the task) as
a coping strategy. 35.8% of the female respondents chose option 3 (Reshaping negative
thoughts) as a coping strategy, the lowest of all chosen options. Among all options
provided, option 1 (Prior preparation for any speaking engagements) had the highest
percentage, and option 3 (Reshaping negative thoughts) had the lowest percentage.
A study conducted by Zeidner (1996) found substantial gender differences in
ways of coping with test anxiety, the first analysis considered gender. The results from a
study by Stober (2004) showed that (a) worry was related to task orientation and
preparation and low avoidance coping in female students, (b) emotionality was related to
seeking social support in male students, and to task orientation and preparation in female
students, (c) interference was related to avoidance and low task-orientation and
42
preparation in both genders and (d) lack of confidence was related to avoidance coping in
female students. The findings showed that preparation is the most used coping strategy of
both male and female students.
On the coping strategies of the Grade 11 STEM students when grouped
according to the section
Table 10
Coping strategies of the Grade 11 STEM students when grouped according to section
OPTION 1 OPTION 2 OPTION 3 OPTION 4 OPTION 5
Yes % No % Yes % No % Yes % No % Yes % No % Yes % No %
F 16 76.2 5 23.8 14 66.7 7 33.3 8 39.1 13 33.3 4 19.0 17 81.0 13 42.9 8 57.1
G 16 76.2 5 23.8 14 66.7 7 33.3 8 39.1 13 60.9 10 47.6 11 52.8 8 39.1 13 60.9
H 13 61.9 8 39.1 9 42.9 12 57.1 3 85.7 18 14.3 8 39.1 13 60.9 8 39.1 13 60.9
I 18 85.7 3 14.3 15 71.5 6 28.5 8 39.1 13 60.9 10 47.6 11 52.4 9 42.9 12 57.1
J 19 86.4 3 13.6 10 45.5 12 54.5 3 13.6 19 86.4 15 68.2 7 31.8 14 63.6 8 36.4
K 17 81.0 4 19.0 15 71.5 6 28.5 8 39.1 13 60.9 13 61.9 8 38.1 11 52.4 10 47.6
L 16 76.2 5 23.8 10 47.6 11 52.4 5 23.8 16 76.2 9 42.9 12 57.1 12 57.1 9 42.9
M 21 100 0 0.0 19 90.5 2 9.5 14 66.7 7 33.3 2 10.5 19 89.5 8 39.1 13 60.9
N 18 85.7 3 14.3 10 46.6 11 7 33.3 14 66.7 11 52.4 10 47.6 6 28.6 15 71.4
Q 18 81.2 4 18.8 10 45.5 12 9 69.2 13 30.8 7 46.7 15 53.3 10 45.5 12 54.5
Table 10 shows the coping strategies of the Grade 11 STEM students when
grouped according to section.

43
The results show that 76.2% of the respondents from Section F answered option 1
(Prior Preparation for any speaking engagements) as their coping strategy, which is the
highest among all options, 66.7% of the respondents from Section F answered option 2
(Relaxation) as a coping strategy, 42.9% of the respondents answered option 5 (peer
seeking or socializing), 39.1% of the respondents from Section F answered option 3
(reshaping negative thoughts), and 19% of the respondents from Section F answered
option 4 (Avoidance or resignation to the task), being the least preferred among all
options given. Within Section F, Option 1 (Prior preparation for any speaking
engagement) has the highest percentage among all choices given, and Option 4
(Avoidance or resignation to the task) with the lowest percentage.
76.2% of the respondents within Section G chose Option 1 ( Prior preparation for
any speaking engagements), 66.7% of the respondents chose Option 2, 47.6% of the
respondents chose Option 4 (Avoidance or resignation), 39.1% of the respondents chose
option 3 (Reshaping Negative thoughts), and 39.1% of the respondents from Section G
chose option 5 (Peer- Seeking or Socializing). Among all the choices given to Section G,
Option 1 ( Prior preparation for any speaking engagements) has the highest percentage,
while Option 3 (Reshaping Negative thoughts) & 5 (Peer-Seeking or Socializing) have
the lowest percentage.
85.7% of the respondents from Section H chose Option 3 (Reshaping Negative
thoughts), 61.8% of the respondents chose Option 1 ( Prior preparation for any speaking
engagements), 42.9% of the respondents chose Option 2 (Relaxation), 39.1% the
Option 5 (Peer-Seeking or Socializing). Among all the coping strategies given to section
44
H, Option 3 has the highest percentage, and Option 4 (Avoidance or resignation) &
Option 5 (Peer-Seeking or Socializing) has the lowest percentage.
85.7% of the respondents from Section I chose Option 1 (Prior preparation for
any speaking engagements), 71.5% of the respondents chose Option 2 (Relaxation),
47.6% of the respondents chose Option 4 (Avoidance or resignation), 42.9% of the
respondents chose option 5 (Peer-Seeking or Socializing), 39.1% of the respondents from
Section I chose Option 3 (Reshaping Negative thoughts). Among all the coping strategies
given, option 1 (Prior preparation for any speaking engagements) holds the highest
percentage, and Option 3 (Reshaping Negative thoughts) with the least percentage.
86.4% of the respondents from Section J chose Option 1 (Prior preparation for
any speaking engagements), 68.2% of the respondents chose Option 4 (Avoidance or
resignation), 63.6% of the respondents chose Option 5 (Peer-Seeking or Socializing),
45.5% and of the respondents chose Option 2 (Relaxation), 13.6% of the respondents
chose Option 3 (Reshaping Negative thoughts), being the lowest percentage of all choices
chosen. Among all choices given, Option 1 (Prior preparation for any speaking
engagements) has the highest percentage, and Option 3 (Reshaping Negative thoughts)
with the least percentage,
81.0% of the respondents from Section K chose Option 1 (Prior preparation for
any speaking engagements), 71.5% of the respondents chose option 2 (Relaxation),
61.9% of the respondents chose option 4 (Avoidance or resignation), 52.4% of the
respondents chose option 5 (Peer-Seeking or Socializing), 31.1% of the respondents
chose option 3 (Reshaping Negative thoughts), being the lowest percentage of all choices
45
chosen. Among all choices given to Section K, Option 1 (Prior preparation for any
speaking engagements) has the highest percentage, and Option 3 (Reshaping Negative
thoughts) with the lowest percentage.
76.2% of the respondents from Section L chose Option 1 (Prior preparation for
any speaking engagements), 57.1% of the respondents chose Option 5 (Peer-Seeking or
Socializing), 47.6% of the respondents chose Option 2 (Relaxation), 42.9% the
Option 3 (Reshaping Negative thoughts), being the lowest percentage of all choices.
Among all choices given to Section L, Option 1 (Prior preparation for any speaking
engagements) was chosen the most with 76.2%, and Option 3 (Reshaping Negative
thoughts) was chosen the least with 23.8%.
100% of the respondents from section M chose option 1 (Prior preparation for any
speaking engagements), 90.5% chose option 2 (Relaxation), 66.7% of the respondents
chose option 3 (Reshaping Negative thoughts), 39.1% of the respondents chose option 5
(Peer-Seeking or Socializing), 10.5% of the respondents chose option 4 (Avoidance or
resignation), being the least chosen among all coping strategies. Among all the choices
given to the respondents of Section M, Option 1 (Prior preparation for any speaking
engagements) was chosen the most, with a percentage of 100%, and Option 4 (Avoidance
or resignation) was chosen the least, with a percentage of 10.5%
85.7% of the respondents from Section N chose option 1 (Prior preparation for
any speaking engagements), 52.4% of the respondents chose option 4 (Avoidance or
resignation), 46.6% of the respondents chose option 2 (Relaxation), 33.3% of the

46
respondents chose option 3 (Reshaping Negative thoughts), and 28.6% of the respondents
chose option 5 (Peer-Seeking or Socializing), being the least chosen among all coping
strategies. Among all coping strategies given to Section N, Option 1 (Prior preparation
for any speaking engagements) was chosen the most, with 86.7%, and Option 5
(Peer-Seeking or Socializing) was chosen the least, with 28.6%.
81.2% of the respondents from Section Q chose option 1 (Prior preparation for
any speaking engagements), 69.2% of the respondents chose option 3 (Reshaping
Negative thoughts), 46.7% of the respondents chose option 4 (Avoidance or resignation),
45.5% of the respondents chose option 2 (Relaxation), and 45.5% of the respondents
chose option 5 (Peer-Seeking or Socializing). Among all coping strategies given to
Section Q, Option 1 (Prior preparation for any speaking engagements) was chosen the
most, with 81.2%, and Option 2 (Relaxation) & 5 (Peer-Seeking or Socializing) was
chosen the least, with 45.5%.
Among all the Coping strategies chosen by the respondents when grouped
according to section, Option 1 (Prior preparation for any speaking engagements) was
chosen the most by 9 out of 10 sections who answered the survey. Option 2 (Relaxation)
was the second most chosen, with 5 out of 10 sections having it as the second most
preferred coping strategy. Overall, Option 1 (Prior preparation for any speaking
engagements) was the most preferred coping strategy among all sections and Option 3
(Reshaping Negative thoughts) was the least preferred coping strategy among all
sections.
47
The following sections were from the Medical/Natural Science Cluster. A study
conducted by Russa and Mligiliche (2014) with Tanzanian medical students, stated that
curiosity, prior preparedness, pressure, and help from the staff were their major coping
strategies. Most students pointed out that curiosity and preparedness helped them cope.
Due to the lack of existing literature to support the results of the present study, it is
imperative to note that the findings of the present study were the first to produce results
that suggest the coping strategies of medical/natural sciences students against speaking
anxiety.
48
CONCLUSION
The entirety of the participants came from Liceo de La Salle's basic education unit
and are categorized as belonging to the medical/natural sciences cluster. The respondents
were reported to have moderate to high levels of speaking anxiety. It was through the
responses shared by the grade 11 students from the Medical/Natural Sciences cluster that
information about the most used coping strategies for speaking anxiety was collected.
The participants were given information regarding five different ways to deal with
situations involving speaking anxiety, including prior preparation, relaxation, reshaping
negative thoughts, avoidance or resignation to task, and peer-seeking or socialization.
Ratings were given by the participants for each of these components. The findings
revealed that, when taken as a whole, 81.3% of respondents selected the first available
choice, which refers to prior preparation. When the participants were separated into
groups according to their sex, the majority of the male respondents chose prior
preparations as a coping strategy over the other four options given. When it comes to
overcoming speaking anxiety, and based on the results gathered, the female respondents
preferred to prepare in advance. Individuals experience a reduction in the amount of
anxiousness felt when speaking if needs were anticipated and if they made plans ahead of
time, as this would give them the impression that they are more prepared for the situation.
When the participants were classified according to sex, the results showed that the
male participants experienced moderate levels of anxiety when it came to public
speaking, while the female participants in the study experienced high levels of anxiety
when it came to speaking. When the participants were sorted into groups by section, six
out of ten of those groups exhibited a significant amount of anxiety when it came to
49
public speaking. The sections described were Sections F, G, H, J, M, and N. According to
the results, participants in sections I, K, L, and Q experienced moderate levels of anxiety
when required to speak in public.

50
RECOMMENDATIONS
In the preceding chapters, the researchers have determined and analyzed the level
of speaking anxiety along with the coping strategies made use of by the Grade 11
students under the Medical and Natural Sciences Cluster. Like all studies, this research
has also been subject to many uncertainties and challenges in the process of its
completion, of which, the following includes: First, a deeper search of research materials
consisting of topics related to speaking anxiety and coping strategies utilized to inhibit its
effects. Second, a wider and more varied chosen population which includes all the
clusters ensures a more credible result from the study. Third, the implementation of a
fixed data gathering method as the group had to make use of both online and onsite
strategies to reach the required quota of the sample size. In addition, speaking anxiety is a
phenomenon that is experienced in the long term in an individual’s life. As such it may
also be recommended that longitudinal studies may also be conducted on topics relating
to this to ensure the quality of the data gained from like studies. And lastly, a deeper
depth of research could have also been focused on as significant topics which included
the use of significant differences, the perceived factors of speaking anxiety in students, or
the effects of speaking anxiety on the academic lives of students were not discussed in
this study. Thus, in the process of future studies, these ideas may also be used and
adopted to ensure a continuous and deeper study into the matter.

51
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60
APPENDIX A
THE RESEARCH INSTRUMENT
Speaking Anxiety: Levels and Coping Strategies of Grade 11
Liceo De La Salle Students
Greetings! We are group 7 from STEM 12-I from Liceo De La Salle
As a partial requirement for our performance task in Capstone Project, we are conducting
a survey on Speaking Anxiety: Levels and Coping Strategies of Grade 11 Liceo De La
Salle STEM Students. This study aims to analyze the levels and coping strategies of
Grade 11 STEM students from Liceo De La Salle under the medical science cluster for
the second semester of A.Y. 2022-2023.
Rest assured that all information gathered will be kept confidential and will only be used
for academic purposes.
If you have questions regarding the survey, please contact the following through their
Gmail accounts:
Hannah Abigail Jimera (s2100560@usls.edu.ph)
Charmaine Rose Rallos (s1170124@usls.edu.ph)
Nicole Campos (s1717154@usls.edu.ph)
Krisjoy Española (s2100593@usls.edu.ph)
Angela Yaun (s2100559@usls.edu.ph)
Please take the time to read and understand the questions carefully.
Thank you and God Bless!
DECLARATION OF DATA PRIVACY

In compliance with the Republic Act No. 10173, also known as the Data Privacy Act of
2012, I hereby acknowledge and recognize that my personal information, sensitive or
otherwise. I freely give my consent and hereby agree to collect, access, and process my
personal, sensitive, and privileged information as defined under R.A. No. 10173.
61
Informed Consent
• Yes, I consent and agree to collect, process, and access my information. I also fully
understand the contents of the statement above.
• No, I do not consent.
Sex
● Male
● Female
Section
● F
● G
● H
● I
● J
● K
● L
● M
● N
● Q
I. DEGREE OF SPEAKING ANXIETY (Before/During Speaking)
Directions: Below are 26 statements that people sometimes make about themselves
according to the Personal Report of Communication Apprehension (PRCA-24). Please
read carefully and indicate whether or not you believe each statement applies to you by
marking whether you:
Strongly Disagree = 1
Disagree = 2
Neutral = 3
Agree = 4
Strongly Agree = 5
62
1. While preparing to give a speech, I feel tense and nervous.
Strongly Disagree ◯1 ◯2 ◯3 ◯4 ◯5 Strongly Agree
2. I feel tense when I see the words “speech” and “public speech” on a course
outline when studying.
3. My thoughts become confused and jumbled when I am giving a speech.
4. I get anxious when I think about a speech coming up.
5. I have no fear of giving a speech.
6. Although I am nervous just before starting a speech, I soon settle down after
starting and feel calm and comfortable.

63
7. I look forward to giving a speech.
8. When the instructor announces a speaking assignment in class, I can feel
myself getting tense.
9. My hands tremble when I am giving a speech.
10. I enjoy preparing for a speech.
11. I am in constant fear of forgetting what I am prepared to say.
12. I get anxious if someone asks me something about my topic that I don’t
know.

64
13. I face the prospect of giving a speech with confidence.
14. My mind is clear when giving a speech.
15. I do not dread giving a speech.
16. I perspire just before starting a speech.
17. My heart beats very fast just as I start a speech.
18. I experience considerable anxiety while sitting in the room just before my
speech starts.
19. Certain parts of my body feel very tense and rigid while giving a speech.
65
20. Realizing that only a little time remains in a speech makes me very tense and
anxious.
21. I breathe faster just before starting a speech.
22. I do poorly in speeches because I am anxious.
23. I feel anxious when the teacher announces the date of a speaking assignment.
24. I have trouble falling asleep the night before a speech.
25. My heart beats very fast while I present a speech.

66
26. I feel anxious while waiting to give my speech.
II. COPING STRATEGIES (Before/During/After Speaking)
Directions: Kindly check the corresponding boxes that best describe you below.
Coping Strategies
☐ Prior preparation for any speaking engagements

☐ Relaxation (e.g. relaxing with my pet, etc.)
☐ Reshaping negative thoughts
☐ Avoidance or resignation to task
☐ Peer-seeking or socializing
Source:
Introversion scale. (n.d.). Retrieved August 25, 2022, from
http://www.jamescmccroskey.com/measures/prpsa.htm?fbclid=IwAR1HP--hzrCoXumCc
KDZZ9jBuw-_nkf4wxRBhtnT9NVYwWcfsVPASj5XksI
McCroskey, J. C. (2005). Measures of communication-bound anxiety. Speech

Monographs, 37, 269-277.
THANK YOU!
We appreciate your participation in our survey. Have a great day and God Bless!
67
APPENDIX B
ORIGINAL QUESTIONNAIRE
MCCROSKEY’S (1982) PERSONAL REPORT OF PUBLIC SPEAKING
ANXIETY (PRPSA)
68
APPENDIX C
QUESTIONNAIRE GOOGLE FORMS

69
70
71
72
73
74
75
Google Form Link: https://forms.gle/2xVD7fLUFi7e5rAk7

76
APPENDIX D
STATISTICAL ANALYSES RESULTS
Figure 4
SPSS analysis results for the means and SD of PRPSA total scores among respondents
when grouped according to sex
Figure 5
SPSS analysis results for the means and SD of PRPSA total scores among respondents
when grouped according to section

77
Figure 6
SPSS analysis results for the frequency count of options 1 & 2 when grouped according to
section
78
Figure 7
SPSS analysis results for the frequency count of options 3, 4, & 5 when grouped
according to section
79
Figure 8
SPSS analysis results for the frequency count of options 1, 2, 3, 4, & 5 when grouped
according to sex
80
APPENDIX E
RAW DATA
81
82
83
84
APPENDIX F
VALIDITY RESULTS
85
86
87
Figure 9
Validity Test Result from the three validators
Criteria Validator 1 Validator 2 Validator 3 Mean Rating

(Betty Jane D. (Kenneth S. (Zera Lee A. of each
Panzo, LPT, Parra, RN) Pangantihon) criteria
MaEd)
1 5 5 5 5
2 5 5 4 4.67
3 5 4 4 4.33
4 5 5 4 4.67
5 5 5 4 4.67
6 5 5 4 4.67
7 5 5 5 5
8 2 4 5 3.67
9 5 5 3.33
10 4 3 5 4
11 4 4 5 4.33
12 5 5 4 4.67
13 5 4 5 4.67
Overall Mean: 4.56
Interpretation: Excellent
88
APPENDIX G
LETTER TO VALIDATORS
89
90
91
APPENDIX H
FILLED VALIDATION FORM

92
93
94
APPENDIX I
RELIABILITY ANALYSIS
Figure 10
SPSS analysis results for the Cronbach’s alpha coefficient of the research instrument
Interpretation: Excellent
95
APPENDIX J
RAW DATA FOR RELIABILITY TESTING

96
CURRICULUM VITAE
PERSONAL INFORMATION:
Name: Nicole O. Campos
Address: C.L. Montelibano, Bacolod City
E-mail Address: s1717154@usls.edu.ph • nicolesopmac@gmail.com
Contact Number: +639498191413
Date of Birth: January 05, 2005

Place of Birth: Bacolod City
Civil Status: Single
Citizenship: Filipino
Religion: Christian
Father’s Name: Emmanuel Campos
Occupation: ICU Nurse
Mother’s Name: Mary Rose Campos
Occupation: Unemployed
97
EDUCATIONAL BACKGROUND:
SENIOR HIGH SCHOOL
UNIVERSITY OF ST. LA SALLE
Bacolod City, Philippines, 6100
Liceo De La Salle Senior High School
2021 - present
JUNIOR HIGH SCHOOL
University of St. La Salle-Integrated School
2017 - 2021
PRIMARY EDUCATION
Kabankalan Catholic College
Kabankalan City, Philippines, 6111
2009 - 2016
98
Name: Krisjoy J. Española
Address: Int. Bonifacio Silay City
E-mail Address: ekrisjoy123@gmail.com
Date of Birth: August 12,2004

Place of Birth: Silay City
Religion: Catholic
Father’s Name: Christopher Española
Occupation: Seaman
Mother’s Name: Joy Española
99
SENIOR HIGH SCHOOL
2021 - present
JUNIOR HIGH SCHOOL
St. Theresita’s Academy
Silay City, Philippines, 6116
2017-2021
PRIMARY EDUCATION
JACK & JILL School
2014-2016
100
Name: Hannah Abigail V. Jimera
Address: East Villas, Brgy. Estefania, Bacolod City
E-mail Address: s2100560@usls.edu.ph • hannahjimera0@gmail.com
Date of Birth: February 22, 2005

Religion: Catholic
Father’s Name: Jason Kent Jimera
Occupation: Preacher
Mother’s Name: Meray Jimera
Occupation: Sales Manager
101
SENIOR HIGH SCHOOL
2021 - present
JUNIOR HIGH SCHOOL
STI West Negros University
Burgos St., Brgy. Villamonte, Bacolod City, Philippines, 6100
2017 - 2021
PRIMARY EDUCATION
House of Praise Learning Center
2010 - 2016
102
Name: Charmaine Rose A. Rallos
Address: Grandville 3 Subdivision, Brgy. Mansilingan, Bacolod City
E-mail Address: s1170124@usls.edu.ph
Contact Number: +639981738193 / +639692272906
Date of Birth: May 5, 2004

Religion: Baptist
Father’s Name: Zenas Chuck R. Rallos
Occupation: Seaman
Mother’s Name: Annalissa A. Rallos
103
SENIOR HIGH SCHOOL
2021 - present
JUNIOR HIGH SCHOOL
2017 - 2021
PRIMARY EDUCATION
2011 - 2017
104
Name: Angela Cassandra T. Yaun
Address: San Lucas St. Villa Homes Subdivision, Vista Alegre, Bacolod
City, Philippines
E-mail Address: yaunangela88@gmail.com
Date of Birth: August 2, 2005

Place of Birth: Iloilo City
Religion: Baptist
Father’s Name: Cris Paulo Cajipo Yaun
Occupation: Engineer
Mother’s Name: Wilyn May Tajaon Yaun
Occupation: Housewife
105
SENIOR HIGH SCHOOL
2021 - present
JUNIOR HIGH SCHOOL
VICTORY CHRISTIAN INTERNATIONAL SCHOOL
339 Robinson Circle Capt. Henry Javier Drive Oranbo, Pasig City 1600 Philippines
Homeschool Global Philippines
2019 - 2021
PHILIPPINE SCHOOL OF DOHA
Bldg. 01, St. 1008 Zone 56
Messaimeer Area, P.O. Box 19664
Doha, Qatar
2017 - 2019
106
PRIMARY EDUCATION
PHILIPPINE SCHOOL OF DOHA
Bldg. 01, St. 1008 Zone 56
Messaimeer Area, P.O. Box 19664
Doha, Qatar
2014-2017
ASIAN INTEGRATED SCHOOL
Doha, Qatar
2010-2011
ASSUMPTION ILOILO
#18 General Luna St., Iloilo City, Philippines, 5000
2008-2011 & 2012-2013

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SPEAKING ANXIETY: LEVELS AND COPING STRATEGIES OF

GRADE 11 LICEO DE LA SALLE STEM STUDENTS

April 17, 2023

The research entitled “SPEAKING ANXIETY: LEVELS AND COPING

MARIA ANGELA A. LEONOR, LPT, PhD CARREN MAY G. PAMA, LPT

MILAGROS S. ORACA, LPT, PhD

encouragement to their students. Their patience, guidance, and a strong commitment to

the necessary corrections for the research instrument of the study.

statistician for the final results of the study’s data-gathering procedure.

of the researchers throughout the whole research.

goals and objectives.

LIST OF TABLES vii

LIST OF FIGURES viii

Background of the Study 1

Statement of the Problem 3

Scope and Limitations 6

Significance of the Study 8

Review of Related Literature 10

Respondents of the Study 22

Validity and Reliability of the Instrument 27

Data Gathering Procedure 29

RESULTS AND DISCUSSION 34

1. Distribution of respondents according to sex 23

2. Cronbach’s alpha coefficient of the survey questionnaire 28

3. Reliability test interpretation 28

4. Mean range with corresponding interpretation 31

5. Interpretation of the p-value for the significant difference 31

6. Levels of speaking anxiety of the Grade 11 STEM 34

students when grouped according to sex

7. Levels of speaking anxiety of the Grade 11 STEM 36

students when grouped according to section

8. Coping strategies of Grade 11 STEM students 38

when grouped taken as a whole

9. Coping strategies of Grade 11 STEM students 40

when grouped according to sex

10. Coping strategies of Grade 11 STEM students 42

when grouped according to the section

1. Schematic diagram of the theoretical 6

framework of the study

2. The sample size of male respondents according to section 24

3. The sample size of female respondents according to section 25

total scores among respondents when grouped

5. SPSS analysis results for the means of SD and PRPSA 76

total scores among respondents when grouped to section

6. SPSS analysis results for the frequency count of 77

options 1 & 2 when grouped according to sex

7. SPSS analysis results for the frequency count of 78

options 3, 4, & 5 when grouped according to section

8. SPSS analysis results for the frequency count of 79

options 1, 2, 3, 4, 5, & 6 when grouped according to sex

9. Validity test result from the validators 87

Appendix A: The Research Instrument 60

Appendix B: Original Questionnaire 67

Appendix C: Questionnaire Google Forms 68

Appendix D: Statistical Analyses Results 76

Appendix E: Raw Data 80

Appendix F: Validity Results 84

Appendix G: Letter to Validators 88

Appendix H: Filled Validation Form 91

Appendix I: Reliability Analysis 94

Appendix J: Raw Data for Reliability Testing 95

Speaking anxiety is a common phenomenon experienced by individuals when

Background of the Study