GROUP 6

Final Defense
 LEVEL OF PUBLIC SPEAKING
ANXIETY AND ACADEMIC
PERFORMANCE OF
GRADE 11 HUMANITIES AND SOCIAL
SCIENCES STUDENTS
 Chapter I
Introduction
Introduction

Communication is important to human’s society. It helps people to connect their ideas

and form a good communication with each other. Being a good communicator takes
some time especially when they were not born as a good public speaker.

Glossophobia or Speech Anxiety is the most common fear of people have across the
globe. People who have this kind of fear intend to avoid situations where they have to
speak in public. According to Lucas (2011), many people who converse easily in all
kind of every day situations become frightened of at the idea of standing up before a
group to make a speech. Particularly in school, most students preferred to sit at the
back and avoid to raise their hands and dodge situations such recitation or reportings.
 Professionals such as teachers are well-trained to be a good communicator so that their
students could easily understand and avoid confusion during discussion. Verder and Sellnow
(2011) stated, “Public speaking sustained formal presentation by a speaker to an audience; is
simply one form of human communication setting as well.” Therefore, any professionals
needs to enhance their communication skills each day.

This study aims to identify the level of public speaking anxiety and the academic
performance in Oral Communication of Humanities and Social Sciences (HUMSS) students
of Samboang-Ngilay High School.
Statement of the Problem

This study seeks to determine the relationship of students public speaking anxiety among Grade 11
Humanities and Social Sciences students in Samboang-Ngilay High School of school year 2022-2023.

Specifically, it aims to answer the following questions;

1. What is the level of public speaking anxiety of Humanities and Social Sciences students in terms of;
a. Oral Recitation
b. Reporting
2.What is the academic performance of Humanities and Social Science Students in Oral communication.
3. Is there a significant relationship between the level of public speaking anxiety of male and female
Humanities and Social Sciences students?
Hypothesis
The hypothesis below is tested at 0.05 level of significance.

1. There is no significance relationship between the public speaking anxiety of the male and
female students.
Scope and Delimitation
This study focused and was limited in identifying the level of public speaking anxiety
among Senior High School Humanities and Social Sciences students.
This involved the respondents coming from Grade 11 Humanities and Social Sciences
students of Samboang-Ngilay High School due to the inevitability of this strand to conduct
such activities and academic prerequisites pertinent to public speaking.
Significance of the Study
This study would be beneficial, useful, and would serve as an enormous help to the following individuals:
Students. The study would serve as an image of information for them to identify the level of public speaking
anxiety within them that would be essential in their pursuit towards academic excellence and vast improvement as
a student..
Public Speakers. The study would allow them to know their level of public speaking anxiety and coping
mechanism as basis and guidance for their constant growth as oral communicators. Thus, it is deemed necessary to
make such improvements in their speaking careers and engagements.
Teachers. The study would make it easier and faster for teachers to conduct activities and performances which
require the public speaking skills of the students and would also allow themselves to be equipped with varied
skills pertinent to execute classroom-based intervention activities for those students struggling with public
speaking anxiety and confused about what remedy to partake.
Public Speaking Coaches. The study would allow them to know the level of coping mechanism of their trainees
according to the level of public speaking anxiety they acquire. Thus, making such improvements and remarking
various constructive criticisms relevant in their speaking careers and engagements.
Subject Heads. The study would enable the subject heads to seek measures such as capacity-building activities to
improve the speaking skills of the students by identifying the level of speaking anxiety present within them.
Parents. The study would enable the subject heads to seek measures such as capacity-building activities to
Researchers. The study would help them to widen and scrutinize their understanding about
the concept which would be essential towards lifting this advocacy and.

Future Researchers. The study would help them through making this as their reference
guide if they are in the pursuit of examining a study congruent to this research project.
Definition of Terms
For clarity and better understanding of the study, the following terms were operationally defined:
Public Speakers. This term refers to individuals who give speeches or lectures to a usually large
group of people.
Public Speaking. It refers to talking, discussing, reporting, and lecturing in front of a group of
people or audience with the purpose of informing, influencing and persuading.
Public Speaking Anxiety. Refers to the fear experienced by a person when delivering or preparing
to deliver a speech or talk to an audience.
Humanities and Social Sciences. A strand under the academic track of the Senior High School
curriculum which values the essentiality of communication and focuses on studying human
behavior and interaction in social, cultural, environmental, economic and political contexts.
 Chapter III
Methodology
Research Design

This study aimed to describe and determine the relationship between the level of public
speaking anxiety of the Senior High School Humanities and Social Sciences students. The
descriptive-correlational method was used in the study.
Descriptive-correlational study was a design which the researchers are primarily interested
about putting emphasis in describing and determining relationship or connections among
variables without seeking to establish a causal connection. It is applicable in the study since
it is imperative or necessary to describe the relationship between the two variables
presented in the study namely, the level of public speaking anxiety and academic
performance in Oral Communication.
Respondents
The respondents of the study were the twenty-one (21) identified Grade 11 HUMSS
students who are officially enrolled at Samboang-Ngilay High School during school year
2022-2023.
Locale of the study
The study was conducted in Samboang-Ngilay High School, Division of General Santos City,
Batomelong. It is a public school with approximately 343 students and 12 teachers. This school offers
two tracks in the Senior High School curriculum; HUMSS strand for Academic track and ICT-CSS for
Tech-Voc track. This was chosen as locale of the study since research variables and accessibility were
considered thoroughly.
Instrumentation
The instrument used in this study was the survey questionnaire. The data gathered using
the questionnaire was the basis of identifying the significant relationship between the
two variables. Part I of the questionnaire was composed of 10 statements about public
speaking anxiety of the students in terms of Oral Recitation while Part II contained 10
statements about public speaking anxiety of the students in terms of Reporting that the
HUMSS students have practiced. Also, the questionnaire used the modified Likert scale
with the following descriptions: Strongly Disagree = 1; Disagree = 2; Moderate = 3;
Agree = 4; Strongly Agree = 5. The gathered data were kept confidentially by securing
maximum protection of identity and information.
 Statistical Treatment
To interpret the data gathered, the researcher used the descriptive statistics where
Weighted Mean and Pearson Product Moment Correlation were used.
For SOP 1 and SOP 2, weighted mean was utilized. The weighted mean is a type of
mean that is calculated by multiplying the weight or probability associated with a
particular event or outcome with its associated quantitative outcome and then 24
summing all the products together with its technical formula, ΣwxΣw. While in SOP 3,
the Pearson Product-Moment Correlation Coefficient is more of the strength and
direction of association that exists between two variables measured on at least an
interval scale. This statistical tool was used and it was explicated through p-value. If the
result of r ranges exactly 0 it means that there is no correlation of two variables.
 Chapter IV
Result and Discussion
 Table 1 A. Public Speaking Anxiety of HUMSS students in terms of Oral Recitation.

Indicators Weighted Mean Description

1. I felt anxious when I have to speak without 3.62 High
preparation in advance.

2. I am not confident to raise my hand every time I 3.42 High

have an idea because I am afraid of sharing my
thoughts

3. I stuttered every time I would share my ideas. 3.38 Moderate

4. I feel nervous while I am reciting. 3.10 Moderate

5. My hands tremble when I am sharing my 3.14 Moderate
thoughts or speaking in front of class.
6. I feel afraid that my brain would not function 3.14 Moderate
every oral recitation due to fear.
7. I feel confuse every oral recitation 2.95 Moderate
8. I tremble every time my teacher would call me to 2.71 Moderate
recite.
9. Even if I am well-prepared I feel anxious in 3.34 Moderate
every oral recitation.
10. I am afraid that my classmates will laugh at me 2.86 Low
if my answer is wrong.
Overall Mean 3.16 High
1 A. Level of Public Speaking Anxiety of the HUMSS students in terms of Oral
Recitation

The first indicator which states that students felt anxious when they have to
speak without preparation in advance garnered the highest mean of 3.62
which is described as high level. While, indicator 10 which emphasizes that
the student is afraid that his or her classmates will laugh at him or her if their
answer is wrong garnered the lowest mean of 2.86 and describes as low
level. To sum up, the data arrived to an overall mean of 3.16 indicating that
the level of public speaking anxiety among Humanities and Social Sciences
students is moderate.
Table 1 B. Public Speaking Anxiety of HUMSS students in terms of Reporting.
Indicators Weighted Mean Description

1. I experience anxiety while sitting in the room just 3.67 High

before I start reporting.

2. I’m afraid that my classmates will laugh at me 3.67 High

while I am reporting.

3. When I make a mistake while giving a speech or 3.33 Moderate

talking, I find it hard to concentrate on the parts that
follow because of my anxiety
4. I have trouble to coordinate my movements while 3.14 Moderate
reporting.
5. I feel that the other students speak fluently better 3.08 Moderate
than I do.
6. I get tense and anxious whenever the teacher would 3.67 High
announce we will be having a reporting
7.I find it hard to look at my classmates every time I 2.95 Low
report in class.
8. I can feel that certain parts of my body tend to be 3.10 Moderate
very tense and rigid while giving a speech or talking
in front.
9. I find that reporting is very boring. 2.08 Low
10. While preparing a report, I feel tense and nervous. 3.62 High
Overall Mean 2.63 Moderate
1 B. Level of Public Speaking Anxiety of the HUMSS students in terms of Reporting

The first and second indicator which states that the students experienced
anxiety while sitting in their classroom before they start to report it also
states that the students are afraid that their classmates will laugh at them
while reporting, garnered the highest mean of which is described as high
level. While, indicator 9 which states that reporting is boring garnered the
lowest mean of 2.08 which is described as low level. Summing up, the
combined data arrived to an overall mean of 3.23 indicating that the level of
public speaking anxiety of the students in terms of reporting is moderate.
2 A. Academic Performance of Humanities and Social Sciences students in Oral Communication

GRADE RANGE DESCRIPTION FREQUENCY PERCENTAGE

95-100 EXCELLENT 0 0%
90-94 VERY GOOD 4 24%
85-89 GOOD 9 52%
80-84 SATISFACTORY 4 24%
75-79 FAIR 0 0%
TOTAL 17 100%
MEAN 87
Table 2. A presents the Academic Performance of Grade 11 Humanities and Social
Sciences (HUMMS) students in Oral Communication. The table shows that there are 9
out of 23 or 52% of the respondents belong to Good Level and there is no students got
75 below grade range in their academic performance.
3 A. Relationship between the Level of Public Speaking Anxiety and Academic
Performance of Humanities and Social Sciences Students in Oral Communication

Variables R R² p-value Remarks

0.0018 0.00000324 0.9936 Not Significant
 3 A. Relationship between the Level of Public Speaking Anxiety and Academic
Performance of Humanities and Social Sciences students in Oral Communication
The consolidated statistical results as shown in this table reveal that the Pearson r which tells the strength of a
linear relationship between two variables, resulted to r = 0.0018 and its coefficient of determination resulted to r2 =
0.00000324. The larger the absolute value, the stronger the relationship which in this case resulted to 0 indicating
no relationship at all. This denotes that this value emphasizes a non-existent of relationship between the variables.
Meanwhile, the p-value which helps determine the significance of your results in relation to the null hypothesis as
shown in the table above is p = 0.9936. A p-value higher than 0.05 (> 0.05) is not statistically significant and
indicates strong evidence to support to the null hypothesis. Thus, the null hypothesis stating that there is no
significant relationship between public speaking anxiety of Humanities and Social Sciences students and their level
of coping mechanism is failed to reject.

The result implies that when students attain a certain level of public speaking anxiety, it is not merely rooted from
their academic performance. Moreover, the academic performance of the Humanities and Social Sciences students
will not be affected whether they experience public speaking anxiety during reporting and recitation or not.
 Chapter V

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary
Summary
This study aimed to determine the level of public speaking anxiety among Senior High School
Humanities and Social Sciences students and if there is a significant relationship between the two
variables. Specifically, it sought answers to the following questions:
1. What is the level of public speaking anxiety of Humanities and Social Sciences students in terms of;
a. Oral Recitation
b. Reporting
2.What is the level of Public Speaking Anxiety of male and female Humanities and Social Sciences
students?
3. Is there a significant relationship between the level of public speaking anxiety of male and female
Humanities and Social Sciences students?
Findings

Based on the data collected and analyzed, the following were the results and findings of the study:
1. The level of public speaking anxiety among Humanities and Social Sciences students in terms of
Recitation is moderate with an overall mean of3.16, while the level of Public Speaking Anxiety among
Humanities and Social Sciences students in terms of Reporting is moderate with an overall mean of 2.63.
2. The level of public speaking anxiety among male students in terms of Recitation is moderate with an
overall mean of 3.25, while the level of public speaking anxiety among male students in terms of
Reporting is moderate with an overall mean of 3.37. The level of public speaking anxiety among female
students in terms of Recitation is moderate with an overall mean of 3.21, while the level of public
speaking anxiety among female students in terms of Reporting is moderate with an overall mean of 3.34
3. There is no significant relationship between the level of public speaking anxiety among male and
female Humanities and Social Sciences students with the p-value of 0.590. Thus, the null hypothesis is
failed to reject.
Conclusion