1

Effects of Speech Anxiety to Grade 9 Students' Academic Performance

at Young Builders' School Inc.

Jairus Larc R. De Guzman, Abbiona T. Maglalang, Gian Carlo R.

Baniqued, Nheyriza Anne S. Butiu, Maria Victoria S. Maddela, Rojh

Jaryv Hemil T. Magtanong and Lonniel R. Tudla

Young Builders' School Inc.

10- Garnet

English & Math

Ms. Sherah V. Sipe & Ms. Rose Anne D. Reyes

May 08, 2023

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Acknowledgement

In performing our research study, we had to take the help and

guidelines of some respected persons, who deserve our greatest

gratitude, respect, and appreciation in developing and completing our

research:

First and foremost, we would like to thank the Almighty God for

guiding and helping us to make this work. Throughout all the problems

or difficulties, we had faced, God has always been there to hear our

prayers, helped us through tough times, and led us to have the

success of this carefully done masterpiece.

We would also like to express our deepest gratitude to our

English teacher, Ms. Sherah V. Sipe, for guiding us and being patient

with us. As well as, Ms. Rose Anne D. Reyes, our math teacher, for

teaching us the proper way of statistically solving the results of our

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survey form. The guidance and support they had given, motivated us

researchers to make it on time.

In addition, we would like to express our deepest appreciation to

our adviser, Ms. Rizel D. Florencio, for her encouragement, support,

and time to remind us to do our task.

We would also like to thank all the people who supported us,

especially the participants, to make this research possible. We

couldn’t have undertaken this journey without our parents and

guardians, from the start and to the last procedure of this work, they

have always been there supporting us.

And lastly, this endeavor would not have been possible without

the panelists:

Mr. Kris Christopher L. Evangelista, Ms. Rizel D. Florencio, and most

importantly, Dr. Leonor P. Mendiola, the Chairman of the oral defense

and our school director, for their suggestions in making this study into

a more meaningful masterpiece.

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Table of Contents:

Effects of speech anxiety

I: Approval sheet

II: Acknowledgement

Abstract

5
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Introduction

Statement of the problem

Methodology

Research design

10

Participants

10

Instrument

10

Procedure

10

Data analysis

11

Results and Interpretation

11
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Discussion

18

Conclusions

20

Recommendations

21

References

22

List of Tables

Table 1. Ages of Grade 9 students at Young Builders’ School

12

Table 2. Number of Male and Female students at Grade 9

13

Table 3. The Cause of Speech Anxiety on the Academic Performance

14

of the Grade 9 students

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Table 4. How Grade 9 students feel when they experience Speech

Anxiety 16

Table 5. How Grade 9 students handle their Speech Anxiety

17

Abstract

This study determined the effect of speech anxiety on Grade 9

students’ Academic Performance at Young Builders’ School. A total of

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23 students participated and shared their experiences or thoughts in

this survey. The researchers used a Descriptive-survey method or the

Google form in this study. The findings of this study revealed or

indicated that more than fifty percent of the Grade 9 students have

speech anxiety. The majority of the participants experienced signs and

indications of speech anxiety every so often which also has a very

negative impact on their academic performance. Furthermore, the

purpose of this study is to analyze and determine the reasons behind

the anxiety level of Grade 9 students, how we can help them to

overcome this fear, and to also extend fundamental awareness to

other people and students of this generation and past generations

suffering from speech anxiety, by providing additional information or

ideas that will serve as a reference and guidance as they tackle this

certain topic. Besides that, the particular reason for this circumstance

is the importance of understanding the impact of speech anxiety on

academic performance and addition to the need for proper support

that demonstrates the difficulty of Grade 9 Students in managing their

anxiety in their day-to-day life. The results of this research identified

what we wanted to find about speech anxiety from this survey. It

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confirmed our suspicions or view on how severe it affects the

participants and what other factors trigger their speech anxiety.

Keywords: Anxiety, Speech Anxiety, Academic Performance

Introduction

Some people, especially young adolescents, have trouble

speaking in public, especially to large crowds or mostly their fellow

classmates. Students who experience speech anxiety may struggle to

articulate their thoughts clearly or may avoid speaking up in class,

which can lead to a lack of engagement and participation. According

to Rogland-Harutunian (2017), speech is defined as speaking in front of

a group of people, and it is also known as public speaking. This issue

may arise among students in the process of preparing a presentation

or a speech and realizing that they experience anxiety or do not

possess enough confidence with their level of spoken English. This in

turn can lead to few students exhibiting a tendency to avoid public

speaking in any form or require certain measures and situational

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control such as audience size, speech duration, subject matter to

actually speak about a certain subject in front of a group.

This research study aims or focuses on the students on what is

the cause of their speech anxiety, what they feel or experience and

how they handle it. We planned this research to spread awareness

about the students of this generation and past generations suffering

from speech anxiety and how it affects their academic performance

and overall well-being. According to Raja (2017), most people are not

born public speakers, they are trained to become one. When they find

themselves in situations where they become the focus of attention as

they must address an audience, they experience emotions like fear

and anxiety, leading to nausea and excessive sweating. His research

has shown that speech anxiety can affect various aspects of a

student's academic performance, including their grades, participation

in class discussions, and overall academic confidence and this has

been going on more before this research. We believe that this study

can serve as a guide and reference to future researchers or better, to

contribute this research to future generations to come, as they tackle

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this type of matter that can allocate additional information or

knowledge to this specific topic.

Statement of the Problem

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This study aims to identify the effects of speech anxiety on the

Academic Performance of Grade 9 students at Young Builders School

Inc.

1. How may the participants’ profile be described in terms of age

2. How may the participants’ profile be described in terms of gender

3. How do students handle their speech anxiety?

a. Taking deep breaths or breathing exercises

b. By thinking to yourself you can do this or always thinking

positively

c. You find small objects to distract yourselves from the

audience

d. You try to think things that you love in your head to distract

you from the audience

4. What do students feel when they experience speech anxiety?

a. Fast/Irregular heartbeat

b. Feeling light-headed/dizzy
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c. Sweaty

d. Faster breathing

5. What are the causes of speech anxiety to students’ academic

performance?

a. Concern that others are judging you

b. Lack of preparation

c. Fear of failure

d. Self-conscious

e. Past failures
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Method

Research Design

This present study or survey aimed to showcase opinions and

experiences of Grade 9 students and to enable the students to express

their problems or concerns whether in school or elsewhere and their

conditions. This information will be used to spread knowledge and

awareness of the topic. This study is best described as a quantitative

analysis.

Participants

The participants in our research were from Grade 9 students. The

Grade 9 students have 23 students. Four (4) boys and nineteen (19)

girls. These students are from Young Builders’ School.

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Instrument

The tools used in this study were based on an online survey

made from Google Forms pertaining to the effects of speech anxiety

on Grade 9 students. The online survey was provided through sending

the form link in Messenger and consisted mostly of close-ended

questions about the topic and one open-ended question.

The survey consists of ten (10) questions and two (2) preliminary

questions to identify the surveyor. The frequency and percentage

distributions are used in statistical tools, and weighted average

percentages are used to determine the degree of answers between the

participants.

Procedure

The researchers chose this subject to explore how Grade 9

students' academic performance is impacted by speech anxiety. To

gather more information, the researchers created a questionnaire

using Google Forms, setting up each question as necessary to prevent

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blank responses. The other researchers kept tabs on the responses as

the leader sent the link of the online survey to Grade 9 students. The

forms sent to them were protected by the Data Privacy Act of 2012 to

maintain the integrity of the study. No one was forced to take part in

this study. Students who were willing and potentially had the

knowledge they could share were approached. We used closed-ended

questions because they are simpler to administer and to analyze.

Data Analysis

These studies were presented and analyzed using frequency and

percentage distribution.

Results and Interpretations

This study on the “Effects of Speech Anxiety to Grade 9 Students’

Academic Performance at Young Builders’ School Inc.” yielded the

following results revealed in the succeeding tables.

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Table 1

Ages of Grade 9 Students at Young Builders' School

Age f %

14 7 30.43%

15 15 65.22%

16 1 4.35%

Total 23 100%

As shown in Table 1, the profile of the participants ranging from

the age of fourteen to sixteen (14-16) years old. As illustrated, the age

of fifteen (15) years old dominated with a frequency count of fifteen

(15) or 65.22%, fourteen (14) years old with a frequency of seven (7) or

30.43%, and sixteen (16) years old with a frequency of one (1) or

4.35%.
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Table 2

Number of Male and Female students in Grade 9

Gender f %

Male 4 17.39%

Female 19 82.61%

Total 23 100%

Table 2 shows the frequency and percentage distribution of the

profile of the participants as to gender: Female dominated the survey

with a frequency count of nineteen (19) or 82.61% and Male with a

total number of four (4) or 17.39%.

Table 3

The cause of speech anxiety on the academic performance of Grade 9

students
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f %
Choices

1) Fear of failure 9 39.13%

2) Concern that others are judging you 10 43.48%

3) Self-conscious 3 13.04%

4) Past failures 1 4.35%

5) Lack of preparation 0 0%

Total 23 100%

Table 3 unveils number two dominated among the other 4

choices with a frequency of ten (10) or 43.48%, option one with a

frequency of nine (9) or 39.13%, option three with a frequency of three

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(3) or 13.04%, option four with a frequency of one (1) or 4.35%, and

option five that no participants chose, with a frequency of zero (0) or

0%.
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Table 4

How Grade 9 students feel when they experience speech anxiety

Choices f %

1) Fast/Irregular heartbeat 10 43.5

2) Sweaty 6 26.1

3) Faster breathing 1 4.3%

4) Feeling butterflies in your stomach 6 26.1

Total 23 100%
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Table 4 presents the option one dominated among the other

choices in the survey with a frequency of ten (10) or 43.5%, option two

with a frequency of six (6) or 26.1%, option three with a frequency of

one (1) or 4.3%, and option four with an identical outcome as option

two with a frequency of six (6) or 26.1%.

Table 5

How Grade 9 students handle their speech anxiety

f %
Choices

1) Taking deep breaths or breathing exercises 10 43.48

2) By thinking to yourself you can do this or 5 21.74

always thinking positively %

3) You find small objects to distract yourselves 4 17.39

from the audience %

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4) You try to think things that you love in your 4 17.39

head to distract you from the audience %

Total 23 100%

Table 5 shows that the option one dominated among the other

choices in the survey with a frequency of ten (10) or 43.48%, option

two with a frequency of five (5) or 21.74%, the option three with a

frequency of four (4) or 17.39%, and lastly, the option four with an

identical outcome as option three with a frequency of four (4) or

17.39%.
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Discussion

The findings and data that has been collected show that most of

the grade 9 students experience speech anxiety inside the classroom.

These observations are in line with Li (2020), by now, the main cause

of public speaking anxiety, is thought to be related to negative self-

image. Most students have speech anxiety because they are

concerned that others will judge them, they are afraid to fail based on

their past failures and have self-consciousness. This study also shows
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that Grade 9 students handle their speech anxiety by taking deep

breaths or doing breathing exercises, always thinking positively,

distracting themselves from the audience, and thinking of things that

they love that will help them to focus on themselves and the

presentation they are trying to deliver.

Our findings are similar to Kankam and Boateng (2017), study

found that out of fear of being negatively evaluated, students became

highly apprehensive when asked to perform a speech-related task in

the classroom. Most of the Grade 9 students feel a fast/irregular

heartbeat, sweaty, and feeling butterflies in their stomachs when

experiencing speech anxiety. This study found that it can potentially

have adverse effects on the academic and professional performance of

students. We determined that fear of negative evaluation drives up the

apprehensive feelings of the students, especially when they are tasked

to speak up in the classroom. This undoubtedly sheds light on why

students are not able to perform academically professionally.

Conclusions
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Based on the findings of this study, the following conclusions are

drawn:

1. As to the profile, the largest portion of the participants are females.

As regards their age, the majority of them are 15 years old. As for their

year level, we can see that the participants are from the third year of

junior high school.

2. The participants assessed themselves. According to them, they

notice the cause of their speech anxiety and they are well aware of

how it adversely diminishes and affects their academic performance,

where space for potential growth should appear.

3. This study represents the perspective of Grade 9 Students in Young

Builders’ School regarding what they experience when speech anxiety

kicks in, such symptoms affect their normal state from specific

stressful situations.

4. As stated by this study, it shows that the participants have already

thought of some short-term solutions for handling their speech anxiety,

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while effectively adapting these solutions to themselves, as several of

those are efficient for them.

Recommendations

As an offshoot of this study, the following recommendations are

given.

1. Participants should focus on the topic when they are discussing and

speaking upfront. Do not think too much of the audience and instead

focus more on yourself. If they pay attention to them, they will most

likely mess up your presentation.

2. Practicing the presentation before it actually presents and making

sure they have enough sleep in order for your brain to function

properly. Make themselves comfortable, cool, calm, and collected.

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3. Participants may try breathing techniques, they can also meditate

before their presentation. Also read books in order to improve their

reading techniques, grammar, and vocabulary.

4. Participants may also watch well-known public speakers and

observe the way they are speaking in public and try to adapt their

ways and techniques in order for them to deliver a great presentation.

6. Participants should visualize their success. Encourage

themselves to visualize giving a successful presentation. This

can help them to build confidence and reduce anxiety by

focusing on positive outcomes.

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References

Farhan Raja (2017), Anxiety Level in Students of Public Speaking:

Causes and Remedies.

https://files.eric.ed.gov/fulltext/EJ1161521.pdf

Betul Ayse Sayin (2015) Exploring Anxiety in Speaking Exams and How

it Affects Students’ Performance

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https://www.academia.edu/22843270/

Exploring_Anxiety_in_Speaking_Exams_and_How_it_Affects_Stude

nts_Performance

Erik Rogland-Harutunian (2017), Overcoming Speech Anxiety in the

Classroom

https://www.diva-portal.org/smash/get/diva2:1492239/

FULLTEXT01.pdf

Gary Genard (2019), 10 Causes of Speech Anxiety that Create Fear of

Public Speaking

https://www.genardmethod.com/blog/bid/169656/top-10-causes-of-

speech-anxiety-that-create-fear-of-public-speaking

Philip Kwaku Kankam (2017), Addressing the problem of speech

anxiety among students

https://www.researchgate.net/publication/

314254654_Addressing_the_problem_of_speech_anxiety_among_s

tudents
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Tianxin Li (2020), Analysis on the causes and treatment of Public

Speaking Anxiety

https://www.atlantis-press.com/proceedings/isemss-

20/125944124ts
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Questionnaires

1) Gender

 Boy

 Girl

2) Age

 14

 15

 16

3) Do you have trouble speaking in front of your class?

 Yes

 No

4) How often do you participate in class?

 Always

 Sometimes

 Never

5) Do you feel embarrassed or extremely fearful while speaking in

front of your class?

 Always
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 Sometimes

 Never

6) Have you experienced a panic attack during speaking in front of

the class?

 Yes

 No

7) When you’re going to talk in front, do you feel like you will fail

and the audience will see you as a failure?

 Always

 Sometimes

 Never

8) What do you think is the cause of speech anxiety?

 Concern that others are judging you

 Lack of preparation

 Fear of failure

 Self-conscious

 Past failures
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9) What do you feel when you experience speech anxiety?

 Fast/Irregular Heartbeat

 Sweaty

 Faster Breathing

 Feeling a sense of unease

10) How do you handle it when you get anxious?

 Taking deep breaths or breathing exercises

 By thinking to yourself you can do this or always thinking

positively

 You can find small objects to distract yourself from the

audience

 You try to think things that you love in your head to distract

yourself from the audience

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Results
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CURRICULUM VITAE

Name: Jairus Larc R. De Guzman

Birthday: November 10, 2006

Age: 16

Email Address: jairusdeguzman2019@gmail.com

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Educational Background:

Elementary: International Philippine School Year Graduated:

2018-2019

in Alkhobar

Junior High School: Young Builders’ School Inc.

Name of Parents:

Father: Carlito L. De Guzman

Occupation: Electrical Engineer

Mother: Analiza R. De Guzman

Occupation: Housewife

Your message to your readers:

“ The more that you read, the more things you will know. The more
that you learn, the more places you’ll go.”- Dr. SEUSS

As you read through our mini thesis, I hope that it ignites a passion of
curiosity in you for the research in hand. Education should not be
simply absorbing information, but about sparking a desire to learn and
speak more and to seek out new knowledge. Thank you.

CURRICULUM VITAE

Name: Abbiona T. Maglalang

Birthday: September 25, 2006

Age: 16
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Email Address: abbionamaglalang25@gmail.com

Educational Background:

Elementary: Young Builders’ School Inc. Year

Graduated: 2018-2019

Junior High School: Young Builders’ School Inc.

Name of Parents:

Father: Roderic C. Maglalang

Occupation: Machine Operator

Mother: Lady Fatima T. Maglalang

Occupation: Teacher

Your message to your readers:

“A little progress each day adds up to big results.” Just like research,
each step that we make in the process has been an essential part of
the result. Teamwork and passion in what we do helped us to
successfully accomplish the project.

CURRICULUM VITAE
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Name: Gian Carlo R. Baniqued

Birthday: October 2, 2007

Age: 15

Email Address: giancarlobaniqued1002@gmail.com

Educational Background:

Elementary: Young Builders’ School Inc.

Year Graduated: 2018-2019

Junior High School: Young Builders’ School Inc.

Name of Parents:

Father: Rommel B. Baniqued

Occupation: Treasury Officer

Mother: Ma. Charito R. Baniqued

Occupation: Businesswoman

Your message to your readers:

The researchers would like you to keep in mind that this research task
will be worrisome but know that having dedication, passion, and
determination will drive your team to make an exemption of vigorous
efforts that will encourage your group to excel. I’m looking forward to
this task providing acknowledgement of your questions from future
brilliant researchers like us.
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CURRICULUM VITAE

Name: Nheyriza Anne S. Butiu

Birthday: September 24, 2007

Age: 15

Email Address: nheyriza.annebutiu@gmail.com

Educational Background:

Elementary: Trinidad School Inc.

Year Graduated: 2018-2019

Junior High School: Young Builders’ School Inc.

Name of Parents:

Father: Javier P. Butiu Jr. Occupation:

Tech Support

Mother: Steffany S. Butiu Occupation:

Presentations Manager

Your message to your readers:

This research was for you to understand how much speech anxiety
affects us all students in your grade but also to others. I hope this
research we conducted helped you in many ways and that you may
help others as well with the knowledge we have provided, sought, and
thought of.
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CURRICULUM VITAE

Name: Maria Victoria S. Maddela

Birthday: January 21, 2007

Age: 16

Email address: maddelamariavictoriand@gmail.com

Educational Background:

Elementary: Young Builders’ School Inc. Year Graduated:

2018-2019 Junior High School: Young Builders’ School Inc.

Name of Parents:

Mother: Myra Joy S. Miranda Occupation: Hotel

supervisor
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Your message to your readers:

This task may be a bit hard but that’s why you have your group mates
with you. Cooperation is key! Do your task once it’s given to you.
Working together will make things easier for you and your group.

CURRICULUM VITAE

Name: Rojh Jaryv Hemil T. Magtanong

Birthday: January 15, 2007

Age: 16

Email Address: rojhjaryvhemil@gmail.com

Educational Background:

Elementary: Young Builders’ School INC. Year

Graduated: 2018-2019

Junior High School: Young Builders’ School INC.

Name of Parents:

Father: Rowell D. Magtanong

Occupation: Businessman
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Mother: Mary Jane T. Magtanong
Occupation: Businesswoman

Your message to your readers:

"For God so loved the world that he gave his one and only Son, that
whoever believes in him shall not perish but have eternal life." John
3:16

CURRICULUM VITAE

Name: Lonniel R. Tudla

Birthday: September 24, 2005

Age: 17

Email Address: lonnieltudla000@gmail.com

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Educational Background:

Elementary: Young Builders’ School Inc. Year

Graduated: 2017-2018

Junior High School: Young Builders’ School Inc.

Name of Parents:

Father: Lonnie C. Tudla

Occupation: Business Owner

Mother: Daisy R. Tudla

Occupation: Housewife

Your message to your readers:

Strategy and Teamwork makes a dream work, just comply and

cooperate with the responsibilities.

Lonniel R. Tudla

Researcher