Statement of the Problem

The study aims to determine Public Speaking Anxiety of the

Grade 11 – Programming Students in ACLC Davao. Specifically,
this study will answer the following questions:

1.) What are the common factors that hinder Grade 11 –

Programming students in experiencing Public Speaking Anxiety?

2.) What are the actions of the Grade 11 – Programming students

to overcome Public Speaking Anxiety?
 Theory Base
According to Tsaousides (2017), Fear of public speaking is not
so much related to the quality of a speech as it is to how the speaker
feels, thinks or acts when faced with speaking in public. There are
many reasons why people become afraid when having to speak in
public. The theories exploring fear of public speaking have identified
four contributing factors:

1. Physiology
Fear and anxiety involve the arousal of the autonomic nervous
system in response to a potentially threatening stimulus. When faced
with a threat, our bodies prepare for battle. This kind of arousal leads
to the emotional experience of fear, and it prevents with our ability to
work comfortably in front of audiences. In the end, it prevents people
from pursuing opportunities for public speaking.
 Some researchers suggest that there are people who generally
experience higher anxiety across different situations and are
therefore more prone to feel anxious about speaking in public as
well. People who are inclined to feeling anxious find it more
challenging to master their anxiety and overcome their fear of public
speaking and will opt to avoid it. For other people, the anxiety is
limited to public speaking situations but the physiological signs of
fear they experience as they anticipate, prepare and perform in
public are similar. Moreover, some people experience what
researchers call anxiety sensitivity or the fear of fear. Anxiety
sensitivity means that in addition to being worried about public
speaking, people are worried about their anxiety about public
speaking and how their anxiety will affect their ability to perform in
challenging communication situations. Hence along with worrying
about whether they will accomplish their objectives with their speech,
people with high anxiety sensitivity also worry that they will be
intensely anxious in front of their audience and they will come across
as a shaky speaker.
2. Thoughts
Another factor involves people’s beliefs about public speaking and
about themselves as speakers. The fear often arises when people
overestimate the stakes of communicating their ideas in front of
others, viewing the speaking event as a potential threat to their
credibility, image and chance to reach an audience. Negative views of
oneself as a speaker can also raise anxiety and add to the fear of
speaking in public. Some theories make the differentiation between a
performance orientation and a communication orientation.
Performance orientation means you view public speaking as something
that requires special skills and you see the role of the audience as
judges who are evaluating how good of a presenter you are. In contrast,
communication orientation means that the main focus is on expressing
your ideas, presenting information or telling your story. For people with
this orientation, the objective is to get through to their audience the
same way they get through to people during everyday conversations.
3. Situations

While there are people who by nature tend to be more anxious or

those who don’t assume they are excellent at public speaking, there
are certain situations that are likely to make most of us more anxious
when presenting in a public forum.

Lack of experience. As with anything else, experience builds

confidence. When you don’t have a lot of stage hours under your
belt, you are more likely to experience fear of public speaking.

Degree of evaluation. When there is a real or imagined evaluation

component to the situation, the fear is stronger. If you are speaking
in front of a group of people who have the evaluation forms ready to
fill out, you may feel more anxious.
Status difference. If you are about to speak in front of people of
higher status, you may feel a higher dose of fear tingling through
your body.

New ideas. If you are sharing ideas that you have not yet shared in
public, you may worry more about how people will receive them.
When your public appearance involves presenting something new,
you may feel more uncomfortable stating your position, taking
questions from the audience, or dealing with those audience
members who try to find mistakes or problems.

New audiences. You may already have experience speaking in

public and presenting to familiar audiences. You may, for instance,
be used to speaking in front of professionals in your area of
expertise. Fear may arise, however, when the target audience shifts.
If you are standing in front of an audience that is very different from
the people you usually speak to, your confidence may be a little
shaky.
4. Skills

Finally, another factor that provides to the fear of public speaking is how
skilled you are in this area. While many people consider themselves naturally
good speakers, there is always room for growth. The people who work on
their skills, instead of relying on natural talent, are the speakers who stand
out the most. There are many different approaches to enhancing this skill set
and increasing competence in public speaking. Increased competence leads
to increased confidence, which is an effective countermeasure to fear.
Nevertheless, confidence alone does not translate into effective public
speaking. The many benefits of sharing information and ideas in public
definitely outweigh the need to protect ourselves from the horror of having to
speak in front of others.
 Scope and Delimatations
of the Study
The study focuses only on the Public Speaking Anxiety of the
Grade 11 – Programming Students in ACLC Davao.
 Methods
Research Design
In this study, the researchers use exploratory sequential design.
According to Creswell & Plano Clark (2011), in an exploratory design,
qualitative data is first collected and analyzed, and themes are used to drive
the development of a quantitative instrument to further explore the research
problem. Exploratory sequential design is sought for this study become we
come up first on a qualitative design in the study and explore the problem
using quantitative design.

In the previous study, the researchers use qualitative research design in

conducting the study regarding the personal experience and opinions of
Grade 11 – Programming students towards Public Speaking Anxiety.
Moreover, qualitative study applies a phenomenological design. The
researchers want to unravel more specific data that shall unbiased accurate
results. Hatch (2002) has defined qualitative research as a special kind of
qualitative work which investigates one or more contextualized contemporary
“instances” that have phenomenon within specific boundaries
 While in the present study, the researchers use quantitative
research design to support the data from the previous study and to
justify its result. According to Aliaga and Gunderson (2002),
quantitative is an inquiry into social problem, explain phenomena by
gathering numerical data.

Research Locale
This study was conducted at the AMA
Computer Learning Center, Matina Campus,
Davao City.
Research Participants
In accordance to, the researchers ask random Grade 11 –
Programming students from ACLC Davao and interview them as the
questions would queer.

In the previous study, the researchers interview five (5) Grade 11 -

Programming students from ACLC Davao in the first semester for the
school year 2018 – 2019. There are a lot of students in ACLC Davao
but only five (5) of them were chose and encouraged to participate

While in the current study, the researchers choose forty (40)

respondents same demographic as what the researchers have in the
previous study who are willing and able to give the data that the
researchers need.
Research Procedures
Asking Permission to Conduct the Study

Interview Session

Data Analysis

Validating the Analyses

Research Participants
In accordance to, the researchers ask random Grade 11 –
Programming students from ACLC Davao and interview them as the
questions would queer.

In the previous study, the researchers interview five (5) Grade 11 -

Programming students from ACLC Davao in the first semester for the
school year 2018 – 2019. There are a lot of students in ACLC Davao
but only five (5) of them were chose and encouraged to participate

While in the current study, the researchers choose forty (40)

respondents same demographic as what the researchers have in the
previous study who are willing and able to give the data that the
researchers need.
Results & Discussions
Table 1
TTheme Clusters Emergent Themes

-Shyness Lack of Confidence

- Nervousness

Student’s
-Over thinking
perception about
- Afraid of
Public Speaking
judgments
Anxiety
Results & Discussions
Table 2
TTheme Clusters Emergent Themes

-Confidence Self - Assurance

- Not afraid of
giving a speech to
the public
Results & Discussions
Table 3

No. of checks Percentile Rankings

Statements

I have a trouble in
speaking 25 10% 1st
The teacher prefers
languages that I could
not understand
24 9.6% 2nd
I get anxious if someone
asks me something
about my topic that I 20 8% 3rd
don’t know
I’m occupied with the
thoughts of failure in 19 7.6% 4th
speaking

My heart beats very fast

while I present a speech 18 7.2% 5th
Results & Discussions
Table 3

Statements No. of checks Percentile Rankings

I feel anxious when the

teacher announces the
date of a speaking 18 7.2% 6th
assignment
I am not used to a
crowded environment.
17 6.8% 7th
I’m shy to express my
thoughts to others
17 6.8% 8th

I can’t precisely explain

the topic that I’m about 16 6.4% 9th
to discuss

I feel anxious every time

I stand alone in front of 15 6% 10th
the class
Results & Discussions
Table 3

Statements No. of checks Percentile Rankings

I feel frighten when my

classmates stared at me
14 5.6% 11th
when I’m speaking
I experience considerable
anxiety while sitting in
the room just before my
speech starts 14 5.6% 12th
While preparing for
giving a speech, I feel
tense and nervous 13 5.2% 13th

I over think if people will

be mocked at me 12 4.8% 14th
Results & Discussions
Table 4

Statements No. of checks Percentile Rankings

I will overcome the fright

of speaking in the class
18 7.2% 1st

I will face the prospect of

giving a speech with
confidence 17 6.8% 2nd
I will practice myself not
to be afraid of giving a
speech 15 6% 3rd

I will enhance my
speaking ability skills to 14 5.6% 4th
be confident in speaking
to the public
Summary of findings
The Qualitative research design and Quantitative
researcher design aims to determine the problem and the
actions of Grade 11- Programming students with regards
to the Public Speaking Anxiety.
In Qualitative study, based on the thematic analysis, the
study shows that the Grade 11 - Programming students’
problems with regards to speaking anxiety are lack of
confidence and Student’s perception about Public
Speaking Anxiety. To be able to solve the problem, the
participants also believed that they should be having self-
assurance.
Summary of findings
In Quantitative research design, based on the rankings, the Grade 11 - Programming
students response that the problems of them with regards to Public Speaking Anxiety
are the following: I have a trouble in speaking, the teacher prefers languages that I
could not understand, I get anxious if someone asks me something about my topic
that I don’t know, I’m occupied with the thoughts of failure in speaking, my heart
beats very fast while I present a speech, and I feel anxious when the teacher announces
the date of a speaking assignment. These problems garnered the most number of
checks meaning to say that these are the problems that they have experience.

To be able to solve the problems, as what stated in table regarding Actions of the
Grade 11 - Programming students in dealing with Public Speaking Anxiety, the
students checked the following: I will overcome the fright of speaking in the class, I
will face the prospect of giving a speech with confidence, I will practice myself not to
be afraid of giving a speech, and I will enhance my speaking ability skills to be
confident in speaking to the public.
Conclusions
In the Qualitative research design, the study shows that because of the Grade
11 - Programming students’ confidence and their perception about Public
Speaking Anxiety is why the Grade 11 Programming students experience the
problem. Hence, to be able to solve such problems that the Grade 11 -
Programming students experienced, they said that they should have self -
assurance as what stated in the thematic analysis regarding actions.

In Quantitative research design, to be able to address specifically the

problems, as what was being stated in the table of rankings, the problems of
Grade 11 - Programming students checked the following: I have a trouble in
speaking, the teacher prefers languages that I could not understand, I get
anxious if someone asks me something about my topic that I don’t know, I’m
occupied with the thoughts of failure in speaking, my heart beats very fast while
I present a speech, and I feel anxious when the teacher announces the date of a
speaking assignment.
Conclusions
To solve the problem with regards to the
Grade 11 - Programming students Public
Speaking Anxiety, the following were their
actions: I will overcome the fright of speaking
in the class, I will face the prospect of giving a
speech with confidence, I will practice myself
not to be afraid of giving a speech, and I will
enhance my speaking ability skills to be
confident in speaking to the public.
Recommendations
To the Grade 11 – Programming students, they should level up
or enhance their self – confidence to be able to speak in public.

To the teachers, they should help and motivate the students

about their self – assurance to be able to overcome their Public
Speaking Anxiety.

To the Administrators, they should inspire the teachers to help

the students to overcome their Public Speaking Anxiety.

To the Future researchers, they should gather more

participants or respondents to have more accurate results.