1

BAKIT AKO MATATAKOT?: FACTORS LEADING TO PUBLIC

SPEAKING ANXIETY AND ITS IMPACT TO THE ACADEMIC
PERFORMANCE OF THE STUDENTS

A Research Presented to the Faculty of DPRO

Senior High School Department
Olivarez College

In Partial Fulfillment of the Requirements in SH 002:

Practical Research 1

By
Aguilar Lara Mae
Bie Athasia Angel
Cabanilla Christina
Ciupan Jeffon
Del Campo Kelsey
Galletes John Remart
Lemsic Adrian
Salarda Janah
Umalla Jhea

To
Ms.Gladys M.dela Cruz, LPT
Practical Research 1 Adviser

March 2019
 2

APPROVAL SHEET

This research, “BAKIT AKO MATATAKOT?: FACTORS

LEADING TO PUBLIC SPEAKING ANXIETY AND ITS
IMPACT TO THE ACADEMIC PERFORMANCE OF THE
STUDENTS,” of Lara Mae Aguilar, Athasia Angel Bie, Christina
Cabanilla, Kelsey Camille Del Campo , Janah Salarda, Jhea
Umalla, Jeffon Ciupan, John Remart Galletes and Adrian Lemsic
from 11 – Deborah, has been defended and has been approved in the
presence of the undersigned panel members of the Research Defense
Committee, with the grade of _________.

Have passed the defense on the _______ of March 2018

MS. GLADYS M. DELA CRUZ, LPT

Adviser

MR. JERRY C. JAMES

Assistant Principal, OC-DPRO SHS
 3

Acknowledgement

This research project would not have been possible without the

help and assistance of these people who support and encourage us to finish

the study. Hence, the researchers would like to take this opportunity to

express our deepest gratitude and appreciation to them.

First and foremost, the researchers would like to acknowledge the

astounding efforts of our research adviser, Ms. Gladys Dela Cruz, for she

never failed to give precise comments and recommendations all throughout

the study. Thank you, Ms. Gladys, for showing your considerate side and

for giving your students equal treatment.

Second, the researchers would like to give their biggest thanks to

their parents for their never-ending support on all throughout the phases the

researchers have gone through. The researchers greatly appreciate their

encouragements that gave strength to the researchers and especially their

financial assistance for the success of the study.

 4

Third, the researchers would like to express their gratitude towards

the respondents of the study. The researchers appreciate their efforts of

lending their time for the discussions and examinations which may have

been for their personal appointments or academic activities. Without their

cooperation and willingness, the researchers would not be able to

completely conduct the gathering of data.

Fourth, the researchers would like to show their appreciation to

their friends and classmates who were also having stressful days but still

gave each other support throughout the sleepless nights.

Last but definitely not the least, the researchers would like to

recognize the Almighty God, that in times of discouragements and

conflicts, He was there to help the researchers make right decisions and to

give the researchers strength, wisdom, patience, and knowledge. Without

those, the researchers would not be able to construct the important

foundations of this study.

5
 6

CHAPTER I

The Problem and its Background

Introduction

Public speaking has been customized in schools for learning and

daily activities in classrooms. In this state, it is only essential on every

student to have enough courage in facing this matter to meet the needed

academic performances that are given. However, not everyone is

accustomed to speaking in public especially if there are massive

audience who appeared to listen to speaker’s testament. As stated by

Samuelson 2011, those individuals who happen to have this kind of

social phobia might show some symptoms such as trembling, blushing,

sweating, feeling out of breath and dizziness at the moment of

speaking.

This situation may vary in many different reasons. To understand

the psychology of having this kind of phobia the researchers tend to

penetrate to the core of the cause by observing and identifying the

behavior of the students who had a fear in public speaking. However, it

 7

is not the only person who the researchers seek to observe but also the

effect of this phobia to the academic performances of the students.

As argued by many researchers and psychologists such as

Scovel, (1991) and Horwitz and Cope, (1991) anxiety influences

academic learning negatively. It influences their performance in public

speaking when they perform oral presentations. Speaking in class could

also be difficult for them, in such situations students get anxious all

over everything when they speak. Even if the students are well prepared

in their presentations, speaking in front bring anxiousness over them

resulting to difficulties in constructing words and stuttering.

In addition, this research is being conducted not just for the

reason that researchers stated. By accomplishing this research, it may

give an insight to people especially students that this kind of social

phobia can be cured. By doing so, the researchers want to state all the

things that are helpful for this issue. Give people mostly students some

tips and piece of advice to encourage and motivate to overcome this

fear in public speaking. In this way, the researchers can tell that
 8

research is productive not just for ourselves but also for those people

who experienced this kind of phobia.

 9

Background of the Study

This issue may have been common but it gradually taken the

researchers’ interest because they also experienced this issue. Public

speaking anxiety is widely common throughout the world as stated by

Desberg (n.d.). This factor does not just force the researchers to do this

study but also inspires them for many of the individual including people

who will benefit to this research and also to those who will read this in

the future. There are still several factors that are accommodated in this

research. By getting all the possibilities that taken our attention and not

just glancing through one angle of the situation.

The researchers are expected to gather important information by

any means and must only be factual. However, they also reckon the

perception of the participants themselves. Because of that these will

also be a new experience to us by the means of socializing. Another

factor that motivate us to accomplish this study is to see the result that

may be done of this research on the readers.

 10

Statement of the Problem

This research is conducted to know the impacts of having Public

Speaking Anxiety after reading this research. And also, to know how

does public speaking anxiety affect the Academic Performance of the

people involved in this study.

In doing so, this study aims to answer the following questions:

1. What are the factors leading to public speaking anxiety?

2. What are the impacts of having public speaking anxiety to

students?

3. How does public speaking anxiety affects the Academic

Performance of the students?

 11

Significance of the Study

This study will contribute to a better understanding of public

speaking anxiety experienced by the students of Olivarez College

DPRO-SHS. It will also provide some information on the reasons of

public speaking anxiety occurred on them. In addition, it will give

students of Olivarez College DPRO-SHS an opportunity to assess

themselves and let them understand the problem that they are facing

when speaking publicly. It will assist them identifying their

shortcomings and let them comprehend the issue that they are

confronting when talking openly. In addition, it will influence the

students to understand that this instance is solvable. They will have

realization on the most ideal approach to conquer this nervousness

issue.

This study though not exhaustive, is beneficial to the following:

 12

Students

It has occurred that these students are engaged on daily activities

in their school to attain the academic performance they must achieve.

This is where study become beneficial, for a majority of the students

have been facing this kind of anxiety that hinders their performance in

class. This study can enlighten them and can give an ideas on how they

can manage this kind of anxiety in such a situation. For extension, this

study might even lead them to a new perception.

Future Researchers

This study will serve as the starting point for further researchers

regarding to public speaking anxiety. Since this research has a long way

to go and enhance, the future researchers would be able to fill in those

information that needs to be improve by adding more factual data.

 13

Scope and Delimitations

Along the course of this study that will be conducted at Olivarez

College among selected Grade 11 students of Humanities and Social

Sciences DPRO-SHS, this study will also discuss on how students deal

with this kind of anxiety. This research will mainly focus on the factors

of public speaking anxiety and the impacts of it to the attitudes of the

speaker on the selected respondents of Olivarez College. This study will

definitely determine what are the factors and impacts of having public

speaking anxiety.
 14

Theoretical Framework

Conditioning Theory explains the development of fear and

anxiety, public speaking anxiety is a condition came from that negative

life experiences that makes us to behave in certain ways, to avoid

certain things. (Ehlers hoffman and Roth, 1995) studied and supported

conditioning theory with many individuals who suffer from public

speaking anxiety reporting a traumatic instance that trigger for their

condition. Fear is the main reason that trigger public speaking, some

people scared to speak in public because they think negatively, they

have a bunch of what ifs. Speakers think about the negative outcomes

that trigger them to speak, conditioned stimulus becomes strongly

associated with negative outcomes and such becomes a fear-inducing

stimulus conditioned. The response when faced with a fear evoking

event is to fight it or flee, or skipped introductory or giving a public

talk. Introductory tutorial gotten out of giving a public talk. However,

when people learn to avoid public speaking opportunities, they miss out

on crucial experience, skill building and opportunities to challenge the

association between public speaking and negative. Public speaking is

 15

common specially for student like reporting or discussing their topics.

Students usually fear to stand up and give their opinions as a result,

their academic performance affects them. Therefore, this theory is

important to know to give speakers relevant information about public

speaking anxiety.
 16

Conceptual Framework

Factors
PUBLIC SPEAKING GRADE 11 STUDENTS
ANXIETY

Impacts

ACADEMIC
PERFORMANCES

Figure 1 shows that public speaking anxiety affects the Grade 11

students of Olivarez College DPRO-SHS and what are the impacts of

having this kind of anxiety to their academic performance in school.

This research identifies those individuals who have this kind of anxiety.
 17

Definition of Terms

Academic Performances- is the measure of how well you do in an

educational setting. (Sharrock, 2018)

Anxiety- a feeling of worry, nervousness, or unease, typically about

an imminent event or something with an uncertain outcome.

(www.mscareergirl.com)

Impact- a marked effect or influence. (en.oxforddictionaries.com)

Factors- a circumstance, fact, or influence that contributes to a result

or outcome. (en.oxforddictionaries.com)

Public Speaking- it’s a presentation that's given live before an

audience. Public speeches can cover a wide variety of different topics.

The goal of the speech may be to educate, entertain, or influence the

listeners. (Spencer, 2018)

 18

CHAPTER II

Review of Related Literature

This chapter presents the related literature and studies

assimilated after the researcher’s thorough and in-depth search. Several

author’s works here and abroad were analyzed to formulate a solid

background of the present study. Only those relevant were studied.

It is perhaps the most important of all life skills to be able to

communicate effectively. It allows us to pass on information to others

and understand what we are told. Communication is an understanding

process in which we share information and idea with one another. To

communicate well is to understand, and be understood. As stated by

Azagra (2017), Communication is the basic skill that everybody should

acquire because it plays an important role in a person’s life.

There is indeed a need for good communication to better

understand each other. Moreover, communication skills build a

successful path this is due to that it can benefit people especially

speakers who mostly give speech in front of the crowd in all aspects of
 19

their life. According to Lucanus (2017), Communication skills are

essential to the academic success of a student and to future career

prospects. In today's generation, students must not only have academic

expertise but also the skills required to improve their future learning

and employment opportunities. Good communication allows students

to take more advantage of the learning process by enabling them to ask

relevant questions and to discuss doubts. Furthermore, confidence is

another important aspect of good communication that is because we can

communicate effectively and allows us to speak concisely and with

clarity. In contrast, poor communication skills can adversely affect

every aspect of a person 's life particularly students because of fear or

anxiety they experience.

As indicated by Kirkwood and Melton (2002), Anxiety is

defined as an uncomfortable state of fear and anxiety caused by

anticipation of something threatening. The anxiety disorder is one of

the most common mental disorders that speakers encounter. Anxiety

caused by something or a situation can be demoralizing. In addition to

that, sufferers are usually ashamed and declined to admit that they have
 20

a problem with this type of skill. Therefore, it is very important to carry

out this study to help these people overcome this major problem.

As cited by Raja (2017), One of the most common mental

disorders that speakers encounter is anxiety disorders. People who feel

anxiety in public tend to avoid situations where they have to do, but

when they encounter such situations, they experience intense anxiety

and distress. Speakers with anxiety tend to concentrate more on what

the audience thinks and what they present. Lucas (2011), as cited by

Raja (2017), Many people who easily converse in all kinds of everyday

situations are afraid of standing up in front of a group to speak.

As cited by Finnema (2017), Speaking Anxiety can be associated

with a feeling of anxiety, frustration, apprehension or anxiety. This

could have negative impacts on learning and teaching processes for

students. As studied by Azagra (2017), this type of anxiety is referred

to a situation of communication in which people feel fear,

uncomfortable and unwilling to speak. One of the main targets of this

problem are students who are fond to speak in front of the class.

Students who are known for having an apprehension of communication

 21

are lacking in vocabulary that seems to be important for them to

communicate in the situations they need to speak. As studied by

Tsaousides Ph.D. (2017), indicates the four contributing factors that

leads to public speaking Anxiety such as physiology, thoughts,

situations and skills. As mentioned by Tsaousides one factor that leads

to public speaking anxiety is physiology it is the fear and anxiety in

response to a potentially threatening stimulus involve the excitement of

the autonomic nervous system. Our bodies prepare for battle when

faced with threat. This hyperarousal leads to the emotional experience

of fear and interferes with our ability to act comfortably in front of the

crowd. Another factor of having public speaking is people's beliefs

about speaking in public and of themselves as speakers. Fear often

arises when people overestimate the importance of sharing their ideas

with others, seeing the speech as a potential threat to their credibility,

image and opportunity to reach an audience. He also added one factor

which is the situation where in public speakers are lacking of

experience, ideas and new audiences. Finally, another factor is the skills

of public speakers although many people naturally see themselves as

 22

good speakers, there is always room for growth. There are many

different ways of improving this set of skills and increasing public

speaking competence. Increased skills lead to greater confidence, an

effective antidote to fear. These four factors that are mentioned are

related especially to students, because they usually experience it the

most.

As mention by Owens et al. (2012), Fear is linked to poor academic

performance of students. Most students find it difficult to speak oral

communication. And this relates to the study of ERIC Digest (2000)

cited by Azagra (2017), that these manifestations are part of the so-

called speech anxiety that affects the social skills, self-esteem and

academic performance of students. Schwarz and Thornbury (2005),

argued that psychological factors, such as anxiety or shyness, lack

of confidence, lack of motivation, and fear of making mistakes hinder

students from speaking. Another study by Azagra (2017), indicates that

in a usual classroom discussion, it is clear that students are scared to

talk and answer the discussion because they are quite quiet when the
 23

teacher asks questions. In some activities such as interview, speech

performance, group discussion, reporting and some oral drills, there are

signs of nervousness, shaky hands, unstable eye contact with teachers

or stuttering of the audience, and most of the time they goes blank.

Therefore, alarming to see these manifestations of anxiety about speech

for students, given that 50% of their grades cover performance tasks. If

students are unable to perform well in oral activities and other related

tasks, their grades will be affected and also their total school

performance. Students are deeply concerned about making mistakes

they get anxious every time they speak in front of their classroom to

give a speech. Teachers evaluate their total performance so when they

present in front, they have to be ready and know what to present. Yet,

some of the students failed to do it they lack in self-esteem they do not

present themselves in front with confidence maybe because they do not

know what to do or maybe they are lacking of ideas.

 24

Chapter III

Research Methodology

This chapter presents a brief discussion of the research design,

population, instruments used, the process followed for the data

gathering, and data processing of this study.

Research Design

A phenomenology method of research was used in this

study, Creswell (2013), as cited by Chamber (2013), where it is an

approach to qualitative research that focuses on the commonality of a

lived experience within a particular group. The main objective of the

approach is to arrive at a description of the nature of the particular

phenomenon. This research determined the factors of public speaking

anxiety and the effects of it to the academic performance of Grade 11

Humanities and Social Sciences students of Olivarez College.

 25

Participants of the Study

The chosen respondents are the grade 11 students of Humanities

and Social Sciences of Olivarez College. They are selected mainly

because these students are present when it comes to speaking publicly.

Every gender can participate in this study because researchers

reprimand the idea of discrimination. Along the course, the researchers

will interview 7 students who shares this kind of experience. All the

data gathering will only occur at the area within Olivarez College.

Sampling Technique

For this study, the researchers used the purposive sampling

method which fits the researcher’s study. This method is non-

probability sample that focus on the characteristic of the participants

and the objective of the study. This method is helpful because their

views are relevant to the issue concerned. The reason that researchers

chose this method because analyzing and identifying the critical case of

having a public anxiety over the participants is the main focus of this
 26

study. The target participants are the grade 11 Humanities and Social

Sciences students of Olivarez College.

Research Instrument

To gather the needed data, the researchers designed an interview

questions as an instrument for gathering as such information needed.

Likewise, the targeted students are those who are taking humanities and

social sciences in Olivarez College. The content of the instrument is

predicated on the recent findings of the study. The data will determine

the perception of the participants with regards to the issue.

Data Gathering Procedure

The portion has advance for the gathering of the data. In this

matter the researchers formulate a series of question with regards to the

study resulting to an interview questions. After the polishing of the

questions with the help of our instructor the researchers will now

proceed to the interrogation of the selected participants. Before doing

so, the researchers first ask the approval of the participant to the
 27

interview that will be conducted. Then after the participant give their

approval the researcher will now advance to questioning.

After the interrogation the researcher will now Gather all the data that

is accumulated by all the participants. The moment has come for the

interpretation and analysis of data. After assembling the data, the

researchers will now proceed to the deciphering of the answer of the

participants after doing so comes the interpretation and analysis of each

statement.
 28

Figure 2. The Process of Data Gathering

FORMULATING
APPROVAL OF THE
INTERVIEW
PARTICIPANTS
QUESTIONNAIRE

INTERROGATION OF THE
ADVANCE QUESTIONING
SELECTED PARTICIPANTS

DECIPHERING THE
GATHERING ALL THE DATA ANSWER OF THE
PARTICIPANTS

INTERPRETATION AND
ANALYSIS OF THE DATA
 29

Chapter IV

Presentation, Interpretation and Analysis of the Data

This chapter presents analyzes and interprets the data which were

gathered to respond systematically to the identified objects of the study.

It is divided into the following areas of concerned namely, the socio-

demographic profile of the respondents, interpretation and statistical

analysis of data.

Data Gathering

The researchers tend to hide the personal information of the

respondents for the sake of their safety through naming them as R1, R2,

R3, R4, R5, R6 and R7

 30

Presentation

1.How often do you experience Public Speaking Anxiety?

2.What do you think are the reasons that trigger your Anxiety?

3.What are the dominant feelings that you experience whenever

you speak in front of the class?

4. How did you manage speaking in front of class when you know

that you have fear in speaking?

5.Does this Anxiety affect your grades? Why or Why not?

 31

Statistical Analysis

The following were considered in this study in depicting the

Socio-demographic profile of the respondents.

Table 3. Demographical Profile of student’s gender

RESPONDENTS GENDER

R1 Female

R2 Female

R3 Female

R4 Female

R5 Male

R6 Male

R7 Male
 32

Table 3 shows that this study is made up of a total of 7 respondents

composed of 3 male students and 4 female students of Grade11 DPRO-
SHS of Olivarez College, purposively from different sections.

Table 4. Demographical Profile of student’s age

RESPONDENTS AGE

R1 16

R2 16

R3 17

R4 16

R5 17

R6 16

R7 17
 33

The table also shows that the respondents consist 4 16-year-old

student, and 3 17-year-old students. Thus, having the most respondents
who are 16 years of age.
 34

Interpretation and Data Analysis

In the first question the researchers asked the participants how

often do they experience the public anxiety and 6 out of 7 experience

the problem with the same causes. 6 of the participants answered that

public anxiety only happens if they are speaking in front specifically in

classroom while reporting or executing an oral presentation. And when

talking to a person whom they not know. The other one also signifies

the physical attribute which causes the participant to experience the

public anxiety moderately.

In generalization of the second question each participant has

different causes that triggers their anxiety. Which clearly signifies that

there are many reasons why humans are experiencing as such. The

causes are based on their perception of their surrounding either the

participants are ashamed that they will just mess things up while others

are afraid of being scrutinize and criticize. Likewise, the thing that

triggers the anxiety are founded in the mind of the one who experience

such anxiety whether on how one can see the surrounding and conclude

every negative thought in their minds.

 35

In question three it asks what are the dominant feeling that the

participants feel when they are speaking in front of class. Most of the

participants said that panic, nervousness and humility are the emotions

they feel which leads to them being afraid or scared and somehow

makes mistake when speaking in front. These emotions that the

participants are dwelling with when one of them are in front speaking

can be a great hindrance on their ability to speak which soon will result

to stuttering and wrong dictions. Emotions are hard to handle especially

if it was forced to be reckoned with.

In question three it asks what are the dominant feeling that the

participants feel when they are speaking in front of class. Most of the

participants said that fear, panic, nervousness, and humility are the

emotions they feel which leads to them being afraid or scared and

somehow makes mistake when speaking in front, this result is parallel

to the study of Azagra (2017), indicates that students are deeply

concerned about making mistakes they get anxious every time they

speak in front of their classroom to give a speech. These emotions that

the participants are dwelling with when one of them are in front
 36

speaking can be a great hindrance on their ability to speak which soon

will result to stuttering and wrong dictions. Emotions are hard to handle

especially if it was forced to be reckoned with.

The participants have answered the question with different

thoughts and ideas. This shows the uniqueness and talent that each hold

whenever they are in a tight situation. Most of the participants answered

that before speaking in front gathering enough courage and motivation

can help. Other also answered that before presenting everything must

be ready so that there won't be any mistakes. The remaining participants

stated the things that help them to reduce nervousness either by

redirecting their attention on other and not to the audience or

motivational speaking to thyself. This clearly shows that despite the

anxiety there is way to solve it therefore little by little it can be cured.

The researchers asked if public speaking anxiety has an effect to

the participants’ grade and 5 out of 7 have agreed. These data may relate

to Owens et al. (2012), states that the fear is linked to poor academic

performance of students. Most students find it difficult to speak oral

communication. The participants who agreed are emphasizing the

 37

importance of oral recitation and class collaboration. However, being

in this kind of state rather than joining the participants chose to be silent

thus they conclude that can affect their grade because of their little to

non-existent presence at room. The factors such as shyness,

nervousness and others also affect the grade cause whenever they

participants are in front speaking each cannot do well which result to a

low score of the participants reporting. The other two participants

answered no because it's just only a recitation the last participant stated

that recitation is not a forte and should focus on the other aspect aside

than recitation because in the end it’s just a grade after all.
 38

Chapter V

Summary of Findings, Conclusions and Recommendations

This Chapter contains the findings of the study,

recommendations and conclusion that were posed as the objective of

the research.

Summary of Findings

The researchers have analyzed and interpreted the gathered data

by the interviewed participants. Which leads a to know what really are

the factors leading to public speaking anxiety and its impact to

academic performances of the students. As stated by most of the

participants they are stressed about the anxiety that each hold. Some of

the factors stated are fear of being humiliated, conscious of physical

appearance, so much pressure, scared of the expectation, and not

enough courage to face judgement and criticism. Even so the

participants who happens to experience this anxiety somehow still finds

a way to express such statement specifically when it comes to oral

 39

reporting. They manage it in many different ways so just the

participants could get a grade.

On the other hand, most of the participants agreed that the public

speaking anxiety has an impact to their grades. The participants mostly

stated negative ideas and impact to their grade specifically when it

comes to recitation that even if they know the answer fear always shot

like an arrow. Afraid that the participants might rant the wrong answer

resulting into criticism and judgment of their surroundings. And also,

in the oral reporting cause whenever the participants are in front their

mind is jumbled resulting to stuttering and wrong diction which greatly

affects the flow of the presentation and the resulting grades.

All in all, public speaking anxiety is a great hindrance on

everything in communication specifically in academic performances

such as presentations, recitations and oral reporting. However, by

continuing to gather data and one’s perspective of the participants, the

researchers concluded that public speaking anxiety can be cured in

many ways, because somehow at the course of tight situation the one

who have this anxiety still manage to speak up in front. All the things
 40

that the person needs are only confidence, motivation and preparation

to boost their self-esteem which can lead them to being a good speaker.
 41

Bibliography

(n.d.). Retrieved from English Oxford Living Dictionary:

https://en.oxforddictionaries.com/definition/anxiety
Azagra, M. D. (2017). Speech Anxiety and Academic Performance in
Oral Communication in Context among Grade 11 Students of
Polillo National Highschool: Basis for an Intervention Program.
Chambers, T. (2013, July 11). Retrieved from A Blogs@Baruch Site:
https://blogs.baruch.cuny.edu/com9640epstein/?p=543
Lucanus, A. (2017). Oral Communication Skills are Important to
Students.
Melton, K. a. (2002). Anxiety Disorders I:. Generalized Anxiety,
Panic and Social Anxiety Disorders.
Owen, S. N. (2012). An Exploration of the Mediating Factors of
Worry and Working Memory.
Raja, F. (2017). Anxiety Level in Students of Public Speaking:
Causes. Education and Educational Development.
Sharrock. (2018, August 25). Retrieved from Quora:
https://www.quora.com/What-is-academic-performance
Spencer, L. (2018, June 18). Retrieved from envato tuts:
https://business.tutsplus.com/tutorials/what-is-public-speaking--
cms-31255
Subandowo, D. (2017). The Analysis of Causal Factor on Student
Speaking Anxiety.
 42

LARA MAE AGUILAR

Address : 149 Merville Access Rd. Brgy. 201
zone 20 upper nomads Pasay City.
Mobile No. : 09089055360
E-mail Add. : laramaeaguilar2001@gmail.com

EDUCATIONAL BACKGROUND
 Student
Olivarez College Parañaque City
 National Highschool
Kalayaan National Highschool
Pasay City, Philippines
 Elementary
Kalayaan Elementary Highschool
Pasay City, Philippines

SKILLS
 Good Communication
 Adapts well with work environment
 Easy to get an Instruction
 43

PERSONAL INFORMATION
Birthdate : February 19, 2001
Religion : Roman Catholic
Civil Status : Single
Height : 5’4
Talents : Singing
Sports : N/A

CHARACTER REFERENCES
Ms. Jemelyn R. Alejandria
Student, Manila Tytana Colleges
Manila Philippines
Mobile No. : 09292058785
 44

ATHASIA ANGEL BIE

Address : 4026 Purok3B brgy Bf homes Sucat
Parañque City
Mobile No. : 09454122583
E-mail Add. : athasia_3angel25@yahoo.com

EDUCATIONAL BACKGROUND
 Student
Olivarez College Parañaque City
 National Highschool
Sun Valley National High School (2018)
Parañque City, Philippines
 Elementary
La Huerta Elementary Highschool
Parañque City, Philippines

SKILLS
 Team Work
 Creativity
 45

PERSONAL INFORMATION
Birthdate : February 25, 2001
Religion : Roman Catholic
Civil Status : Single
Height : 5’0
Talents : Singing
Sports : Badminton

CHARACTER REFERENCES
Mr. Cleford Tuyay
Student, K.C.M Academy
Manila, Philippines
 46

JOHN REMART GALLETES

Address : 32 Pildera II Barangay 194 NAIA
Avenue Pasay City
Mobile No. : 09184255133
E-mail Add. : j_remart@yahoo.com

EDUCATIONAL BACKGROUND
 Student
Olivarez College Parañaque City
 National Highschool
Parañaque National High School (2018)
Parañque City, Philippines
 Elementary
Rivera Village Elementary School
Parañque City, Philippines

SKILLS
 Conflict Resolution
 Self- Motivation
 47

PERSONAL INFORMATION
Birthdate : May 8, 1999
Religion : Roman Catholic
Civil Status : Single
Height : 5’8
Talents : N/A
Sports : Badminton, Basketball, Volleyball
 48

CHRISTINA CABANILLA
Address : Barangay San Isidro Valley 2
Parañaque City.
Mobile No. : 09206240935
E-mail Add. : Cristina_Cabanilla@yahoo.com

EDUCATIONAL BACKGROUND
 Student
Olivarez College Parañaque City
 National Highschool
Parañaque National High School (2018)
Parañque City, Philippines
 Elementary
Parañaque Elementary School Central (2014)
Parañaque City

SKILLS
 Decision Making
 Active Listening
 49

PERSONAL INFORMATION
Birthdate : November 19, 2001
Religion : Born Again Christian
Civil Status : Single
Height : 5’6
Talents : Dancing
Sports : N/A
 50

Kelsey Camille Del Campo

Address : #52 Sampaguita Circle Salvador
Estate San Isidro Sucat
Parañaque City
Mobile No. : 09954351264
E-mail Add. : kelseydelcampo@gmail.com

EDUCATIONAL BACKGROUND
 Student
Olivarez College Parañaque City
 National Highschool
Parañaque National High School (2018)
Parañque City, Philippines
 Elementary
Don Galo Elementary School
Parañque City, Philippines

SKILLS
 Multi-tasking
 Computer Skills
 51

PERSONAL INFORMATION
Birthdate : April 12, 2002
Religion : Roman Catholic
Civil Status : Single
Height : 5’2
Talents : N/A
Sports : N/A

CHARACTER REFERENCES
Ms. Christian Cabreza Cruz
Student, Universal Colleges of Parañaque
Mobile No.: 09665263524
 52

JANAH SALARDA
Address : 358 purok 3 masville Sucat
Parañaque City
Mobile No. : 09388056532
E-mail Add. : Janahsalarda01@gmail.com

EDUCATIONAL BACKGROUND
 Student
Olivarez College Parañaque City
 National Highschool
Masville National High School (2018)
Parañque City, Philippines
 Elementary
Masville Elementary School
Parañque City, Philippines

SKILLS
 Interpersonal Skills
 Project Scheduling
 53

PERSONAL INFORMATION
Birthdate : September 28, 2001
Religion : Born Again Christian
Civil Status : Single
Height : 4’9
Talents : Singing
Sports : N/A

CHARACTER REFERENCES
Ms. Jemelyn R. Alejandria
Student, Manila Tytana Colleges
Manila Philippines
Mobile No. : 09292058785
 54

JHEA UMALLA
Address : Sampaguita Hills UPS IV Brgy.
Marcelo Green Parañaque City
Mobile No. : 09121248290
E-mail Add. : jhea.umalla30@yahoo.com

EDUCATIONAL BACKGROUND
 Student
Olivarez College Parañaque City
 National Highschool
Marcelo Green Highschool PNHS-Annex Parañaque City
Parañque City, Philippines
 Elementary
Fourth Estate Elementary School Parañaque City
Parañque City, Philippines

SKILLS
 Time Management.
 Leadership.
 Adaptability.
 55

PERSONAL INFORMATION
Birthdate : February 17, 2002
Religion : Born Again Christian
Civil Status : Single
Height : 5’4
Talents : Dancing
Sports : Volleyball

CHARACTER REFERENCES:
Ms. Jemelyn R. Alejandria
Student, Manila Tytana Colleges
Manila Philippines
Mobile No. : 09292058785
 56

JEFFON CIUPAN
Address : 131 tirona st. Sitio Sto. Niño
Olivare compound Parañaque City
Mobile No. : 09460291139
E-mail Add. : bosx_ponyong@yahoo.com

EDUCATIONAL BACKGROUND
 Student
Olivarez College Parañaque City
 National Highschool
Parañaque National High School (2018)
Parañque City, Philippines
 Elementary
La Huerta Elementary School Parañaque City
Parañque City, Philippines

SKILLS
 Time Management.
 Leadership.
 Adaptability.
 57

PERSONAL INFORMATION
Birthdate : July 2, 1995
Religion : Roman Catholic
Civil Status : Single
Height : 5’5
Talents : Freestyle rapping
Sports : Basketball

CHARACTER REFERENCES:
Ms. Pauline Macalintal
Student, PUP Parañaque
Manila Philippines
Mobile No. : 09300682005
 58

ADRIAN LEMSIC
Address : 131 tirona st. Sitio Sto. Niño
Olivare compound Parañaque City
Mobile No. : 09460291139
E-mail Add. : bosx_ponyong@yahoo.com

EDUCATIONAL BACKGROUND
 Student
Olivarez College Parañaque City
 National Highschool
Parañaque National High School (2018)
Parañque City, Philippines
 Elementary
La Huerta Elementary School Parañaque City
Parañque City, Philippines

SKILLS
 Time Management.
 Leadership.
 Adaptability.
 59

PERSONAL INFORMATION
Birthdate : July 2, 1995
Religion : Roman Catholic
Civil Status : Single
Height : 5’5
Talents : Freestyle rapping
Sports : Basketball

CHARACTER REFERENCES:
Ms. Pauline Macalintal
Student, PUP Parañaque
Manila Philippines
Mobile No. : 09300682005
 60

TABLE OF CONTENT

Page
Title Page ……………………………………………………………………. i
Approval Sheet ……………………………………………………………… ii
Acknowledgment
Abstract

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND ………….... 1

Introduction …………………………………………………………………... 2
Background of the Study ……………………………………………………...
Statement of the Problem ……………………………………………………...
Conceptual Framework ………………………………………………………..
Theoretical Framework ………………………………………………………..
Significance of the Study ………………………………………………………
Scope and Delimitation ………………………………………………………...
Definition of Terms …………………………………………………………….

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES …

Related Literature ………………………………………………………………
Foreign Literature ………………………………………………………
Local Literature ………………………………………………………...
Related Studies …………………………………………………………………
Foreign Studies …………………………………………………………
Local Studies …………………………………………………………...
Synthesis of the Reviewed Literature and Studies ……………………………..

CHAPTER 3: THE RESEARCH METHODOLOGY ……………………..

Research Design ………………………………………………………………..
Participants of the Study ……………………………………………………….
Sampling Technique ……………………………………………………………
Research Instrument ……………………………………………………………
Data Gathering Procedure ………………………………………………………

CHAPTER 4: PRESENTATION, INTERPRETATION AND ANALYSIS

OF DATA ………………………………………………………………………

CHAPTER 5: SUMMARY, CONCLUSION, AND RECOMMENDATION

 61

BIBLIOGRAPHY ……………………………………………………………….
APPENDICES ………………………………………………………………….
A. Letter of Permit ……………………………………………………..
B. Letter of Consent ……………………………………………………
C. Participants’ Signed Letters of Consent …………………………….
D. Research Instrument …………………………………………………

CURRICULUM VITAE ………………………………………………………..

 62

FIGURES

Page
Figure 1 ………………………………………………………………………
 63

APPENDICES
 64

APPENDIX A:

Letter of

Permit
 65

APPENDIX B:

Letter of

Consent
 66

APPENDIX C:

Participants’

Signed Letter

of Consent
 67

APPENDIX D:

Research

Instrument
 68

CURRICULUM

VITAE