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Chapter 1

Problem and its Background

Introduction

Speaking is our own daily doing in our everyday life, it can be talking to our

families, friends, classmates, loved ones, strangers and to the other people we encounter.

But most of the times, especially students are struggling when it comes to public

speaking whether on small groups, class reporting or doing a speech, this fear is very

common that 75% of the population have it, after all, the best way to communicate is

through speech. Thus, speaking skills are vitally important method of communication, it

allows us to form connection, influence decisions, and motivate. Without communication

skills, the ability to progress in the working world and in life would be nearly impossible,

that’s why we need to give full attention to this issue because students are the future

professionals that’s why they should learn how to communicate effectively, because

during primary school, it is easy to be the student who sits at the back of the classroom

and avoid raising his/her hand to dodge such situations, but in the working world, public

speaking is an important skill to have and own. It affects simple, everyday interactions

between coworkers, bosses, and employees, marketing professionals and clients, and it can

have an enormous impact on your career path and your level of success in your industry.

“Public speaking is definitely an important skill to have – especially in the world

of public relations” Barnett 2016

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(Ebru, 2017), on his study entitled “An investigation of the variables Predicting

Faculty of Education students’ speaking anxiety through ordinal logistic regression

analysis” conducted at Cumhuriyet University Faculty of Education.The research

population consist of 2983 students studying at 7 departments of Faculty of Education of

Cumhuriyet University in the 2015-2016 academic year.The research sample, on the other

hand, is composed of 1057 students from 7 departments of faculty of education of

Cumhuriyet University.Data were collected through cluster analysis.According to the

logistic regression analysis results, gender, department, such subdimensions of “speaking

self –efficacy scale for pre-service teachers” as “public speaking” and “applying the

speaking rules” have a significant influence of speaking anxiety.

Reigel (2013) proposes that public speaking anxiety is not directly proportionate to

the number of audience may terrify you as badly as a large group. She suggests that when

this fear hits presenters, they need to deploy strategies which might enable them to stand

in the stage with confidence and vigor.

Raja (2017), the purpose of her study is to analyze the reasons behind the anxiety

level in under graduate students of a public speaking class and recommend strategy to

overcome this fear. Her study was entailed quantitative research paradigm on a sample of

50 students using convenience sampling technique from a reputable private sector

business school in Karachi. The findings shows that’s students who fear public speaking

can perform well if they use certain strategies to fight their fears. 75% participants

admitted their fear of public speaking and 95% participants agreed that if proper

counseling, instruction and coaching is provided this fear can be overcome.

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Based on the study conducted by(Arce, Batac,, and Cabral, 2017) at Holy Angel

University, entitled “Factors Affecting the Public Speaking skills of Technical Vocational

Livelyhood students” they found out that most of their participants feels nervousness, fear,

and shyness in front of other people because they felt like they’re being judged with other

people.

The purpose of this study is to examine the possible causes of the fear of public

speaking of the accountancy, business and management students. And since these students

are soon to be professionals they should learn how to overcome this fear because vast

majority of careers requires some level of public speaking , from participating in meetings

to giving presentations for clients and public speaking is an essential key to success, if

students don’t know how to handle this fear, it can become severe and may lead to further

implications in their professional lives including losing their jobs and people have social

phobias have a higher than normal risk of developing conditions such as depression or

other anxiety disorders.

Conceptual Framework

The researchers developed a conceptual framework, this framework guided to

researcher’s analysis of research findings. The conceptual paradigm of the present study

wherein the input-process-output model.

The first box or the input contains fear of public speaking of the respondents,

The second box is the process of distribution of questionnaires to the respondents to

gather information needed,

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And the last box is the outcome or the determination of the research problems.

INPUT;

FEAR OF PUBLIC
SPEAKING OF THE
RESPONDENTS

PROCESS;

DISTRIBUTION OF
QUESTIONNAIRES TO THE
RESPONDENTS TO
GATHER INFORMATION
NEEDED

OUTCOME:

DETERMINATION OF
THE RESEARCH PROBLEMS

Figure 1. Paradigm of the study

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Statement of the problem

The present study will analyze the fear of public speaking of the accountancy,

business and management students of Exact Colleges of Asia.

More so, it will seek to answer the following research questions;

1. How may the demographic profile of the respondents be described according to:

1.1. age; and

1.2.sex?

2. How may the academic performance of the respondents be described?

3 How may the fear of public speaking of the respondents be described in terms of

3.1 personal related factor,

3.2 school related factor, and

3.3Medium related?

Significance of the study

The result of this study will be a great benefit to the following;

*To the Students

This study aims to contribute information regarding of the fear of public speaking

of the students so that they can practice the accurate treatment for them to have the

confidence to speak and express their thoughts and ideas freely in front of a crowd, and

they can also maximize their academic success if they’ll have the confidence to speak.

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*To the Teachers

If their students have the confidence to speak, therefore, teachers will be also

benefited because they can easily engage their students in learning and the discussion will

flow smoothly if the students can freely express their ideas.

*To the Future Researchers

This study might be used as reference by the future researchers, especially for

those who want to provide supporting information for the analysis on the fear of public

speaking of the students.

*To the Researchers

This study is also beneficial to the researchers because it can develop their social

skills, communication skills and leadership skills.

Scope and delimitation of the study

This study limits its coverage on the grade 11 and 12 Accountancy, Business and

Management students at Exact Colleges of Asia ,Arayat , Pampanga on the future school

year 2018-2019.

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Definition of terms

Glossophobia-or speech anxiety is the fear of public speaking (dictionary).

Implication-a possible future effect or result (dictionary) –in this study it refers to the

negative effects of the fear of public speaking.

Anxiety-a fear or nervousness about what might happen (dictionary)-in this study, this

word was used to mean the deep involuntary thinking of what might possibly happen that

leads to nervousness

Public Speaking-is the process of communicating information to an audience

(dictionary)-in this study it can be class reporting, class recitation, doing a speech, and

anything that includes speaking to an audience.

Medium- a particular form or system of communication (dictionary)

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Chapter 2

Review of the related literature and studies

This chapter aims to present related studies and important concepts gleamed for

literatures that have been found useful in the conceptualization of the present study.

The reviewed literature and studies provided sufficient information regarding the

variables involved in the study

Local literature

Viado (2015),For most students, nothing is more frightening than speaking in class

for a report, a speech, or even an introduction. Aware of the struggles of stage fright,

students enduring public speaking are subjective to sweaty hands, uneasiness, rapid

breathing, and an unexplainable feeling or panic. given to everyone fears, failure and

criticism , the agonizing case of glossophobia has become the ideal trap for anxious

students forced to be in center stage.

The fear of public speaking is so common that there’s actually a name for it-

Glossophobia. Research has shown that many people fear public speaking,even more than

they fear clowns, heights, and Even death! What makes public speaking so terrifying?

They myriad of reasons can be categorized into three (3) main groups;(1) evolutionary –

simply put ,humans have a natural, subconscious fear of being alienated by other people

for an unsatisfactory performance,(2) traumatic- the fear that stems from a previous public

speaking situation gone wrong(e.i, being laughed at in front of the class).(3) neurological-

maybe caused by some type of anxiety disorder. Public speaking is a doubled edged

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sword. its our greatest fear, yet it’s one of the scales that is necessary for our success in

our professional and even personal life. Did you know that an average person will deliver

at least 47 speeches in his lifetime? Gonzalez (2018).

As mentioned by (Eduque, 2017), even if he have been invited in numerous times

to share a few words in this event or that, even talks countless times to many different

audiences, he still get butterflies in his stomach the last few minutes before he begin. He

also states that “Public speaking- although undoubtedly intimidating- is a fear we can all

overcome. It is something that we’ve all had to go through at some points in our lives, and

while the anxiousness that comes along side it may never get easier, we can only just keep

getting better to conquer it- by working at it and for it!”

Foreign literature

As mentioned by (Arnaiz and Gullen, 2012) since anxiety, fear and lack of skills

among the most important concerns of university students, social anxiety disorder is

troublesome in these institutions, however, oral presentation in front of class or an

audience are frequent activities, being able to give a successful presentation in front of the

teacher, the class or a broad, is assessed, to help the students manage this fearsome, public

speaking training classes have been successfully conducted in university contexts. Even in

our class when it comes to the reporting and other oral presentation. We have some fear to

face our classmates, we are nervous In front of them. But when it comes to by group

presentations, sometimes we’re not nervous because you have the confidence to face the

others because you know you’re not the only one in front.

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Anxiety is defined as a state of uneasiness and apprehension of fear caused by the

anticipation of something threatening .According to Kirkwood and Melton 2002, anxiety

disorders are among the most common mental disorders encountered by public speakers.

People who feel anxiety while speaking in public generally tend to avoid situations where

they have to perform, but when they encounter such situations, they suffer intense distress

and anxiety.

According to Kant (2000), people in general negatively assess and appraise those who

demonstrate their fears towards public speaking and fail to make a strong impression

through confident gestures. These problems cant act as hurdles in achieving once goal that

could be both personal and professional; hence speakers need to develop strong public

speaking skills to enable them to become more confident.

Glossophobia, or the fear of public speaking, is remarkably common. In fact, some

experts estimate that as much as 75 percent of the population has some level of anxiety

regarding public speaking. Of course, many people are able to manage and control the

fear.If your fear is significant enough to cause problems in work,school,or in social

settings, then it is possible that you suffer from a full-blown phobia.Glossophobia is a

subset of social phobia, the fear of social situations.Most people with glossophobia do not

exhibit symptoms of other types of social phobia,such as fear of performing tasks in front

of others. In fact, many people with glossophobia are able to dance or sing on stage,

provided they do not have to talk. Nonetheless,stage fright is a relatively common

experience in those with glossophobia.Glossophobia can even occur in front of just a few

people.In a child, it may present as the child desperately hoping she doesn’t get called on

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in class to answer a question.It may cause you to avoid situation were you may become

the focus of attention. (Fritsches 2018)

Communicating your ideas clearly and presenting them openly in a public forum is

an essential component of success across several domains of life. Being a good public

speaker can help you advance your career, grow your business, and form strong

collaborations. It can help you promote ideas and move people to action on issues that

affect them directly and society at large to do any of these things well requires a fair

amount of standing in front of an audience and delivering a pitch, an idea, or a body of

work, and sometimes the only thing that stands between you and your audience is fear.

(Tsaousides (2017)

Weissman (2012) explains the reasons why some speakers speak faster when they

face the audience. He writes that when a presenter comes in front of an audience, the

pressure of the situation prompts adrenaline rush which produces time warp that causes

the presenter to speak fast. He further says that this can be overcome by using pauses and

lubricants, which allow more time to the audience to process the information and also

gives the speaker enough time to phrase another sentence.

Local study

The factors are expectation, training and experiences, audience, self worth,

rejection ,verbal fluency, preparation and previous unpleasant experience the factors were

the reason given by beginning Filipino students to explain the fears they foresee

themselves experiencing when they engage in oral communication. The factors had

counterparts in two other western studies except for factors six verbal fluency. The

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explanation for the presence of the factor in the present study is that English is a second

language among Filipinos it was not the case in the other western studies where the

respondents spoke English as first language .Del. Villar,2010

This paper examines how hesitations, trough oral language, reveal various levels of

public speaking anxiety among the students of a public speaking class at the university of

the Philippines in Los Baños. Based on the Maclay and Osgood (1959) schema, the

following types of hesitations were examined (1) Repeats (r) all repetition of any lengths

that are judged to be non-significant semantically (2) False starts (FS)- all incomplete and

self interrupeted utterances (3) Filled Pauses (FP)- all vocalized pauses or phonemic

lengthening of phonemes . Hesitation phonema fundamentally refer to the issues involving

language fluency. The word fluency from the latin word fluence means “to flow” refer to

the smooth , easy and ready flow of language (while, 1960) .communication 1 class

participated in the study. They were assigneed to speak in both and extemporaneous

public speaking mode using the Filipino and English Language. A total of 200 speeches

use recorded. There speech listruetors were asked to Observe,judge, and rate each speaker

is anxiety level using the behavioral assessment of speech anxiety (BASA). The

reconded speeches were transcribed as literally as possible to make an accurate

observation and analysis of the frequencies of hesitations. The Wilcoxon Rank-Sum test

foe hesitation phenomena and Language and the spearman’s Rank Correlation for anxiety

variables prove that there is a significant correlation between hesitation phenomena and

oral language ( Baria 2016)

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Based on the study conducted by(Arce, Batac,, and Cabral, 2017) at Holy Angel

University, entitled “Factors Affecting the Public Speaking skills of Technical Vocational

Livelyhood students” they found out that most of their participants feels nervousness, fear,

and shyness in front of other people because they felt like they’re being judged with other

people.

Foreign study

Raja (2017), the purpose of her study is to analyze the reasons behind the anxiety

level in under graduate students of a public speaking class and recommend strategy to

overcome this fear. Her study was entailed quantitative research paradigm on a sample of

50 students using convenience sampling technique from a reputable private sector

business school in Karachi. The finding shows that’s students who fear public speaking

can perform well if they use certain strategies to fight their fears. 75% participants

admitted their fear of public speaking and 95% participants agreed that if proper

counseling, instruction and coaching is provided this fear can be overcome.

Base on the study conducted by (Marinho, 2018) found out that in all 63.9% of the

college students reported public speaking. As many as 89.3% of the students would like

their under graduate program to include classes to improve public speaking. She also

states that being female, having infrequent participation as speakers in groups, and

perceiving their voice as high- pitched or too soft increase the odds of exhibiting fear of

public speaking compared with students without those features.

In line with (Ebru, 2017), on his study entitled “An investigation of the variables

Predicting Faculty of Education students’ speaking anxiety through ordinal logistic

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regression analysis” conducted at Cumhuriyet University Faculty of Education. The

research population consist of 2983 students studying at 7 departments of Faculty of

Education of Cumhuriyet University in the 2015-2016 academic year. The research

sample, on the other hand, is composed of 1057 students from 7 departments of faculty of

education of Cumhuriyet University.Data were collected through cluster

analysis.According to the logistic regression analysis results, gender, department, such

subdimensions of “speaking self –efficacy scale for pre-service teachers” as “public

speaking” and “applying the speaking rules” have a significant influence of speaking

anxiety.

Relationship between the present study and the future study

The similarities and differences of the different local and foreign studies to the

present study are laid on the following synthesis. This present study is similar to the study

of raja 2017. Because they both discusses about the fear of public speaking of the students,

on the other hand, the differ on they respondents because this study will only focus on the

fear of public speaking on the accountancy, business and management students only,

while the study of Raja(2017) focuses on a private sector Business school in Karachi and

discussed about the treatment and remedies regarding the fear of public speaking.

This study is also comparable to the previous study of Mahusay-Baria 2016

because they’re both examines the effects of the fear of public speaking an students,

however, they differ on their respondents because the past study was done on a

communication class and the present study only focus on the accountancy, business and

management students only.

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This is also similar to the study of Del villar (2010), they only differ on their focus

of their because the study of DEL VILLAR focused on the different factors contributing to

the fear of public speaking while the present study is specialize to analyze the different

factors that affects the fear of public speaking of the Accountancy, Business and

Management.

The present study is also similar on the study of (Marinho, 2018) because they’re

both focuses on the fear of public speaking of the students, on the other hand, they’re

differ on the people involved on the study, because the people involved in the previous

study are college students, while on this study it focuses on the Accountancy, Business

and Management students.

It is also similar on the study of (Arce, Batac, Cabral, 2017)conducted at Holy

Angel University, because they both focus on the factors affecting the public speaking

skills, they only differ on their respondents because the previous study only focus on the

Technical Vocational Livelyhood students, while this study only focuses on the

Accountancy, Business and Management students.

It is also comparable to the previous study of (Ebu, 2017) entitled “an investigation

of the variables predicting faculty of education students’ speaking anxiety through ordinal

logistic regression analysis” conducted at Cumhuriyet University Faculty of Education,

because they both discusses about the different factors affecting the fear of public

speaking, however, they differ when it comes to the respondents of the study because the

previous study only focuses on the students Cumhuriyet University Faculty of Education,

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and this study only focuses on the Accountancy, Business and Management students of

Exact Colleges of Asia Senior High School department.

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Chapter 3

Methodology

This chapter presents the research method, locale of the study, sample and

sampling procedure, respondents of the study, the research instrument, data collection and

the statistical analysis of data.

Research Method

The researchers will utilize the descriptive method of research, wherein this type of

research method will gather data concerning the fear of public speaking and describe how

does it affects the academic performance of the Accountancy, Business and Management

students.

This study is a quantitative type of research, therefore, survey questionnaires or

survey checklist gather information needed to accomplish the study.

Locale of the study

The study will be conducted at Exact Colleges of Asia, it is located at Suclayin,

Arayat, Pampanga where the researchers are currently enrolled.

Sample and sampling procedure

Before the collection of data of the respondents, the researchers will ask first for the

permission from the head of senior high school department, after that, the researchers will

proceed to the distribution of the survey questionnaires. Random sampling will be utilized.

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Respondents of the Study

The respondents of the study will be the two sections of grade 11 ABM students of

the target school; they will be selected by the researchers.

Grade and section Class size Total number of

respondents

11-ABM Diligent 29 29

11-ABM Fortitude 36 36

Total 65 65

*65 grade 11 ABM students are the total number of respondents of the study

Research instrument

The researchers will use a self-made survey questionnaires on gathering data and

information from the respondents which will be used on answering the research questions

provided on chapter one.

Data collection

The collection of data needed on the presentation, analysis, and interpretation of

data will be administered to the Accountancy, Business and Management at Exact

Colleges of Asia. Before conducting the research, the researchers will ask first for the

permission from the person-in-charge of senior high school department. Then they will

proceed on distributing the survey questionnaires on the chosen respondents to gather

needed information.

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Statistical analysis of data

The data that will be gathered to the amount of fear and the general average of the

accountancy’ business and management students will be group, tally, tabulate, and

interpret by the researchers. The researchers will use weighted mean, percentage, Pearson

R and T- Test correlation. The formula and indicators are as follows: Percentage (%) This

will be use to describe the relationship of the amount of fear with the whole population.

Formula:

𝒇
p = 𝒙𝟏𝟎𝟎%
𝒏

Where:

P = percentage

f= frequency

n = total frequency (population)

To get the overall evaluation for the survey questionnaires, weighted mean will

computed with the use of the following formula: Formula:

Formula;

∑ 𝒘𝒗
wv=
𝒏

where:

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∑ = Summation of

wm = weighted mean

n = total number of items

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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the result of the data gathered on the factors

affecting the fear of public speaking of Accountancy, Business and

Management students of Exact Colleges of Asia.

The presentation of the data is based on the statement of the problem.

1. How may the demographic profile of the respondents be described according to:

1.1. age; and

1.2.sex?

2. How may the academic performance of the respondents be described?

3. How may the fear of public speaking of the respondents be described in terms of

3.1 personal related factor,

3.2 school related factor, and

3.3Medium related?

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Table 1: Demographic Profile

Table 1.1: Frequency Distribution of the respondents on 11-ABM according to their

age.

AGE FREQUENCY PERCENTAGE

More than 16 years old 59 90.77%
Below 16 years old 6 9.23%
Total 65 100%
Table 1.1 shows the respondents on two sections 11-ABM strands according to

their age out of sixty-five(65) respondents fifty-nine (59) or 90.77% are in the age of 16

and above, while the remaining six (6) or 9.23% are in the age below 16.

Table 1.2: Frequency Distribution of the respondents on 11-ABM according to their

sex.

SEX FREQUENCY PERCENTAGE

Male 19 29.23%
Female 46 70.77%
Total 65 100%
Table1.2. presents the frequency distribution of the respondents of two sections 11-

ABM strand according to their sex. Among the sixty-five (65) respondents, forty-six (46)

or 70.77%of them are female, while the other nineteen (19) or 29.23% are male.

Table 2 Academic Performance of the respondents

Table2: Frequency Distribution of the respondents on 11-ABM according to their

Academic Performance.

ACADEMIC FREQUENCY PERCENTAGE

PERFORMANCE
75-79 2 3.08%
80-84 6 9.23%
85-89 27 41.54%
90-94 25 38.46%
95 above 5 7.69%
Total 65 100%

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Table 2 presents the frequency distribution of respondents on 11-ABM students in

their general average last school year. It can be easily seen that out of the sixty-five (65)

respondents were three (5) students or 7.69% got a general average of 95 and above, and

there were twenty-five (25) or 38.46% got 90-94 as their general average, while twenty-

seven (27) of them or 41.54% got 85-89 as their general average, six (6) respondents or

9.23% got 80-84 and two (2) of them or 3.08% got 75-79.

Table 3. Assessment of the respondents according to the factors affecting the fear of
public speaking of Accountancy, Business and Management students.

INDICATORS 4- 3- 2- 1- WEIGHT
Strongly Agree Disagree Strongly ED
Agree Disagree MEAN

1.I find it difficult to speak in 21 35 8 1

front of the class especially if the 3.17
teacher is strict. 84 105 16 1

2.I feel nervous every time I 18 41 4 2

speak in front of the class because +
I am afraid to commit 3.15
grammatical mistakes. 72 123 8 2

3. I can freely express myself if I 46 18 1 0

use my national language 3.69
whenever I speak. 184 54 2 0

4. I’m terrified of expressing 34 20 9 2

myself because of our judgmental 3.32
society nowadays. 136 60 18 2

5. I have past experience of losing 20 35 8 2

my self- confidence. 80 105 16 2 3.12
6. I’m scared of what people will 25 32 6 2 3.23
say if I commit mistakes. 100 96 12 2
7. I’m afraid of the idea of being 18 33 10 4
laughed at. 3.00
72 99 20 4

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8. I am afraid to the opinion or 22 24 15 4

judgment of other people when I 2.98
speak in front of them. 88 72 30 4

9. I always think that my opinions 6 28 24 7

are wrong. 24 84 48 7 2.51

10. I am shy to express my 15 28 13 9

thoughts or opinions to others. 60 84 26 9 2.75
Grand Weighted Mean = 3.09

Table 3 shows the assessment of the respondents (both 11-ABM Fortitude and

Diligent) on the extent of their fear of public speaking. In the table presented, you can

easily observe the weighted mean of every indicator. In the first statement, which is “I find

it difficult to speak in front of the class especially if the teacher is strict.” Got a weighted

mean of 3.17 that falls under the category of AGREE. The second statement which is “I

feel nervous every time I speak in front of the class because I am afraid to commit

grammatical mistakes.” Got a weighted mean of 3.15 that falls under the category of

AGREE. The third statement which is “I can freely express myself if I use my national

language whenever I speak.” Got a weighted mean of 3.69 which falls under the category

of STRONGLY AGREE. The fourth statement which is “I’m terrified of expressing

myself because of our judgmental society nowadays.” Got a weighted mean of 3.32 which

falls under the category of AGREE. The fifth statement was ” I have past experience

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of losing my self- confidence.” Got a weighted mean of 3.12 that falls under the category

of AGREE. The sixth statement which is “I’m scared of what people will say if I commit

mistakes.” Got a weighted mean of 3.23 which falls under the category of AGREE. The

seventh statement which is “I’m afraid of the idea of being laughed at.” Got a weighted

mean of 3.00 which falls under the category of AGREE. The eight statement which is “I

am afraid to the opinion or judgment of other people when I speak in front of them.” Got a

weighted of 2.98 which falls under the category of AGREE. The ninth statement which is

“I always think that my opinions are wrong.” Got a weighted mean of 2.51 which falls

under the category of DISAGREE. And finally, the tenth statement which is “I am shy to

express my thoughts or opinions to others.” Got a weighted mean of 2.75 which falls

under the category of AGREE.

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Chapter 5

Summary, Conclusion and Recommendation

The present study was designed to determine the factor affecting the fear of public

speaking of Accountancy, Business and Management students of Exact Colleges of Asia

located at Suclayin, Arayat Pampanga for the school year 2019-2020. Utilizing 65 grade

11 ABM students at the said school, and a descriptive method of research, through

formulating the different factors affecting the fear of public speaking of the respondents,

the researchers used the result as the basis and answer to the following questions;

1. How may the demographic profile of the respondents be described according to:

1.1. age; and

1.2.sex?

2. How may the academic performance of the respondents be described?

3. How may the fear of public speaking of the respondents be described in terms of

3.1 personal related factor,

3.2 school related factor, and

3.3Medium related?

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Summary of Findings:

1. The respondents on two sections 11-ABM strands according to their age out of

sixty-five (65) respondents, fifty-nine (59) or 90.77% are in the age of 16 and above,

while the remaining six (6) or 9.23% are in the age below 16. The frequency distribution

of the respondents of two sections 11-ABM strand according to their sex. Among the

sixty-five (65) respondents, forty-six (46) or 70.77% of them are female, while the other

nineteen (19) or 29.23% are male.

2. The frequency distribution of respondents on 11-ABM students in their general

average last school year. It can be easily seen that out of the sixty-five (65) respondents

were three (5) students or 7.69% got a general average of 95 and above, and there were

twenty-five (25) or 38.46% got 90-94 as their general average, while twenty-seven (27) of

them or 41.54% got 85-89 as their general average, six (6) respondents or 9.23% got 80-

84 and two (2) of them or 3.08% got 75-79.

3. The indicator that got the highest weighted mean was “I can freely express myself

if I use my national language” having a 3.69 weighted mean that falls under the category

of STRONGLY AGREE was a Medium related factor.

The indicator that got the second highest weighted mean on the other hand was

“I’m terrified of expressing myself because of our judgmental society nowadays” having a

weighted mean of 3.32 which falls under the category of AGREE was a Personal related

factor.

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Lastly, the indicator that got the third highest weighted mean was “I’m scared of

what people will say if I commit mistake” with the weighted mean of 3.23 which falls

under the category of AGREE was again, a Personal related factor.

Conclusion

Based on the findings of this study, the researchers came up with the following

conclusions:

1. There can be no doubt that the females outnumber the males significantly in two

sections of 11ABM strand most of them have an age 16 and higher.

2. It is clear that the respondents still perform well academically though they feel

anxious while speaking in front of a crowd.

3. The medium that the students uses during the situation involving public speaking

affects their stage freight the most, this indicates that even most students that can speak

fluently also feel nervousness when speaking in public.

Personal related factors also affect the fear of public speaking of the students being

terrified of what people would say if he/she commits mistakes while speaking, and being

anxious of what people think of him/her while he/she was speaking contributes to the

stage freight of the students.

School related factors on the other hand, also contribute to this fear but not as

much as Medium related factor and Personal related factor.

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Recommendation

Based on the conclusions made, the researchers recommended the following:

1. The findings suggest that the teachers should let the students speak using the

language of their choosing in order to let them express their ideas and for them to avoid

committing mistakes resulting to their embarrassment.

2. The students must train themselves and get used on being the center of attention to at

least lessen the anxiety during a dilemma involving public speaking.

3. The students and the teachers must practice empathy when someone is talking

in front, in order for them to feel the nervousness of what he/she feels while talking and to

still understand and to avoid laughing and giggling if even he/she commits a mistake.

4. The Department of Education must take the said fear seriously and formulate some

policies involving the different factors that affect the fear of public speaking of the

students.

5 The teachers should (and must) maintain an atmosphere that encourages learning

during class hours.

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Senior High School