TITLE:

Public speaking skills and self-esteem of grade 11 Senior High School Students of
Waan National High School.

CHAPTER 1: INTRODUCTION

todays generation is having a difficulty with regards to social interaction since the
pandemic pass by, some students struggling when it comes to public speaking skills so this
study wants to know how public speaking affects the self-esteem of the students, and how does
it increase your confidence and ability to speak in front of others without struggling.

Public speaking is a form of conveying information to the audience through oral

presentation or through entertainment, it gives students the opportunity to express their self in
front of many audiences.

Students' self-esteem in senior high school can be greatly impacted by public speaking
abilities in a number of ways. First of all, when students get better at public speaking, their
confidence grows because they feel more at ease expressing themselves to others. Second,
being complimented and acknowledged for their oratory skills can help them feel more confident
in themselves. Beating the fear of public speaking can also provide a feeling of empowerment
and success. Finally, honing public speaking abilities via practice can improve relationships and
social interactions, which can further boost one's self-esteem.

THE BACKGROUND OF THE RESEARCH

Speaking and being nervous is usually tied to the fear of students to being judged or not
feeling that they are good enough. Poor academic performance in school resulting in a lack of
confidence, parents must check the situation of their child because the public speaking skills of
the students affect their self-esteem considered one of the risk factor for depression and
anxiety, educational exclusion. According to Pratama (2017) Speaking in public calls for the
same abilities as casual communication. The majority of people who are proficient
communicators in everyday conversation can also become excellent public speakers.
Conversely, practicing public speaking can help you become a more skilled communicator in a
range of settings, including meetings, conferences, interviews, and classroom discussions.

Studying how senior high school students' self-esteem and public speaking abilities
relate to one another frequently concentrates on how developing communication skills affects
confidence levels in general. Research often entail determining the initial degrees of students'
self-worth and proficiency in public speaking, putting interventions like workshops or classes
into place, and tracking any alterations in self-esteem over time. The self-esteem and public
speaking abilities of participants are studied before and after the intervention by surveys, self-
report questionnaires, and observation. To get insight into how improving communication
abilities can benefit students' self-perception and confidence levels, correlations and possible
causal links between public speaking competency and self-esteem need to be found.

Educator might think that some students are lazy of participating or some students feel
their oral participation must be perfect, and feel anxious due to their self-imposed pressure for
perfection. Praising student work and acknowledging their contributions boosts their confidence.
Students will have confidence in their capabilities and strive to do more.
 In light with this, the researcher decided to conduct this study because it relates to an issue
that can affect students. Furthermore, this study aims to ascertain how public speaking effects
the self-esteem of grade 11 senior high students of General Academic Strant (GAS) of Waan
National High School.

REVIEW OF RELATED LITERATURE

Speaking in an academic setting is a difficult ability for students to acquire, particularly in

their early years. In order to make the message stand out and be noticed among competing
messages, begin with an introductory lecture that covers the fundamental needs for the
speaking activity. This training can be incorporated into the curriculum during the student's first
year (Souleimanova et al., 2018). The effects of unfavourable outcomes can be mediated or
moderated by a variety of circumstances. One of the psychological components that is essential
to overcoming obstacles is self-esteem. It fortifies a person to assess their own value and worth
in a difficult circumstance, apply their strengths, and mobilise personal resources (Awaji., 2022)

Most students cannot communicate in English because they lack confidence in their
ability to speak it aptitude. They're worried about making blunders when they speak. Because of
this, their Speaking proficiency does not significantly improve throughout the teaching and
learning process (Lar & Maulina, 2021). Most people must receive training to become public
speakers; most are not born with it. When they are forced to speak in front of an audience and
are the centre of attention, they feel nervous and afraid, which makes them queasy and starts to
perspire a lot. When forced to perform or speak in front of an audience, the majority of people
attempt to avoid these circumstances as much as possible, but when they can't, they suffer
through them (Raja, 2017).

In hindsight, confidence is often understood to imply conviction about how to handle a

situation, be it relationships, career, family, or social gatherings. Certainty about the accuracy of
a hypothesis or forecast, or about the best or most efficient course of action, has been defined
by some as confidence. Since the Latin word fidere means "to trust," having confidence in
oneself is synonymous with having self-confidence. It's possible for confidence to become a
self-fulfilling prophecy; people who lack it might not try or achieve, and those who do might
succeed simply by virtue of their own inherent qualities (Jhunjhunwala et al., 2022).

PURPOSE TITLE

The researcher conduct this study title for Public Speaking skills and self-esteem of senior
high students.

THE STATEMENT OF THE PROBLEM

The study was conducted to determine how Public speaking kills affect the self-esteem of
grade 11 senior high students of Waan National High School. Specifically, the study aimed to
provide answers to the following questions:

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

1.1 Social

1.2 Anxiety
 1.3 Lack of confidence

2. Is there a significant relationship between Public speaking skills and self-esteem of

respondents among senior high school?

SIGNIFICANCE OF THE STUDY

This study aimed to provide valuable information on Public speaking skills and self-
esteem of students. The following will be beneficiaries of the study.

For the students, the Public speaking skills is important because some students are lack
of confidence because they are shy or scared to humiliate themselves it could be a help for
students to build their confidence and how we value and perceive ourselves.

For the teachers, who place a high priority on the development of these abilities aid in
preparing their pupils for success in their future scholastic, professional, and social undertakings
by giving them the self-assurance and ability to speak assertively and successfully in a range of
situations.

For Future researcher, can advance knowledge creation, skill development, and societal
well-being by examining the importance of public speaking in several circumstances.

RESEARCH QUESTION/S

1. What would you like to improve about your public speaking skills?

2.What is your biggest fear when it comes to public speaking?

3. What are the factors affecting a student's public speaking skills in termsnof self-esteem?

4. What are the strategies students utilize in improving their public speaking skills in terms of
self-esteem?

THE SCOPE AND DELIMITATION OF MY RESEARCH

The main purpose of this study is to explore and address the struggles leading to Grade
11 students' difficulty in public speaking. The study will only focus on the selected Grade
11 General Academic Strand (GAS) students enrolled in the school year 2023-2024 of
Waan National High School. The participants were chosen since public speaking is an
essential skill and the stated problem is a relevant issue in the selected participants’
strand.

Moreover, the research will focus on academic performance because of the availability
of respondents that are able to participate in the study. Furthermore, the study’s time
duration will only be between the two quarters of the second semester of the school
year.
 MY THEORETICAL LENS

This study is anchored on the Social cognitive theory of Albert Bandura (1960) which can be
used to investigate the connection between students' self-esteem and their ability to
communicate in public. This idea holds that people's performance and behavior are influenced
by their self-efficacy—their views about their own talents. Students who have higher self-esteem
may believe they are better communicators when it comes to public speaking, which increases
their self-efficacy in such situations.

Furthermore, their self-esteem may rise even more as they practice public speaking and get
encouraging feedback, starting a positive feedback cycle. Students who have poor self-esteem,
on the other hand, could question their skills and feel more anxious, which could impair their
public speaking ability and reinforce their self-defeating ideas. Researchers can investigate how
students' judgments of their own self-worth are influenced by their self-esteem by using social
cognitive theory.

CHAPTER 2: METHODOLOGY

MY RESEARCH DESIGN

(PHENOMONOLOGICAL RESEARCH DESIGN)

Phenomonology, a qualitative research method that focuses on how pupils experience, was
used to gain an understanding of the public speaking experiences of grade 11 senior high
students.

Interpreting participant experiences through one's own biases and prejudices is known as
phenomenology. This method goes beyond merely gathering and classifying data to reveal the
interpretations and meanings that participants assign to their experiences.

Phenomenology will be used in this study in order to thoroughly examine the grade 11 students'
experiences with confidence. Participants will be asked detailed questions regarding their
feelings, coping mechanisms, and difficulties they had when giving a speech in front of an
audience during in-depth one-on-one interviews.

MY RESEARCH LOCAL

This research study will be conducted in Senior High School Students of Waan National
High School, Davao Del Sur. This public school is part of the Davao City District 2. With both
junior high and senior high schools, the general academic strand (GAS) is the only academic
track offered by the senior high school department.

THE PARTICIPANT OF MY STUDY

The respondents of this study are grade 11 senior high students of Waan National High
School. Convenience Sampling this Qualitative research utilise this sampling strategy to find
people who are handy and easily accessible to them. This study will be conducted on (date to
start) to (date to end), this study aim to know the effect of public speaking skills to the self-
esteem of the students.

SAMPLING TECHNIQUE

A handy and easily accessible student pool, such as those enrolled in particular classes,
clubs, or extracurricular activities that prioritise public speaking, could be used by researchers to
choose participants.It's critical to recognise that convenience sampling could produce a sample
that isn't typical of the entire student body. When extrapolating study results to a larger sample
of participants than the particular study group, researchers should use caution.

METHOD OF DATA COLLECTION

Interview, In order to gain a greater understanding of students' experiences, attitudes, and

perceptions regarding public speaking and self-esteem, researchers can conduct semi-
structured or structured interviews. from personal stories, in-depth discussions of their ideas and
emotions, and subtle insights that might not be obtained from quantitative measurements alone,
interviews provide participants the chance to express themselves more fully.

MY PLAN FOR DATA ANALYSIS

The study will utilize thematic analysis for analyzing the data. According to Caulfield
(2023) a technique for studying qualitative information. Usually, it is used in relation to a
collection of texts, such transcripts or interviews. In order to find recurring themes—
topics, concepts, and patterns of meaning—the researcher carefully scrutinises the
data.The most popular method of thematic analysis involves six steps: familiarisation, coding,
generating themes, reviewing themes, defining and labelling themes, and writing up.

There are other ways to do thematic analysis as well. By using this procedure, you may also
help ensure that your analysis is free from confirmation bias. Particularly nowadays, students
want to be like other students in their daily lives. As a result, every student looks for methods to
improve their social, psychological, and physical circumstances as well as their overall quality of
life. The goal of this is to enhance the quality of life by meeting all needs—social, physical, and
otherwise. One of them is self-assurance, as it is well known that self-assurance is crucial for
effective communication, particularly when students are speaking in front of an audience
( Nurmalasari et al., 2023). the shyness is self-esteem, where students have confidence in their
abilities to complete a task. Students with strong self-esteem would be more inclined to talk in
public, especially in English, when conversing in a foreign language ( Bernadet et al., 2021).

THE ETHICAL CONSIDERATIONS IN MY STUDY

1. Informed Consent: Before include students in the study, researchers must get
informed consent from the students and, if applicable, their parents or guardians.
It is important that participants comprehend the aim of the study, the methods
that will be used, and any possible risks or advantages. Additionally, they ought
to be free to leave the study at any moment without facing repercussions.
2. Confidentiality: Researchers are required to protect the privacy of participant
data. This covers safeguarding their identities as well as any private information
gathered for the study. It is important to have confidentiality safeguards in place
to protect participants' privacy and stop illegal access to private data.
3. Voluntary Participation: It is imperative that students voluntarily participate in
the research; compulsion or excessive pressure to do so should not occur.
Respecting students' autonomy, researchers should avoid providing incentives
that could unfairly sway their decision to participate in the study.
4. Minimization of Harm: Researchers must to take precautions to lessen
participant discomfort or potential injury. This involves offering sufficient
assistance and resources for debriefing to students who might experience
anxiety or distress when participating in public speaking exercises. Additionally,
researchers must make sure that participants' pre-existing problems with self-
esteem are not made worse by the study.
5. Beneficence: In order to minimise participant risks and optimise study benefits,
researchers should work towards this goal. To improve pupils' public speaking
abilities and self-esteem, this may entail creating interventions or support
systems. The larger ramifications of research findings and how they can improve
student welfare and instructional strategies should also be taken into account by
researchers.
6. Respect for Diversity: The varied origins, experiences, and viewpoints of
participants should be respected by researchers. This entails being aware of how
cultural standards around self-esteem and communication methods differ. The
goal of research should be to establish a welcoming, culturally sensitive, and
inclusive atmosphere that honours and respects the opinions of all participants.