THE LEVEL OF SELF-CONFIDENCE ON PUBLIC SPEAKING: A BASIS

TO SPEECH SEMINAR.

CHAPTER I

BACKGROUND AND PROBLEMS OF THE STUDY

Background of the Study

Self-confidence is significant to all of us especially when we are in front of many

people or crowd. We think that we must perform well and need to satisfy the audience.

People need it because it may be the key to overcome challenges and to become

successful.

The researchers observed that most of the Senior High School Students in Tipas

National High School have a low level of self-confidence especially in public speaking.

The researchers themselves, experienced this and thought that it was the problem of

some Senior High School Students in this school. Therefore, the researchers decided to

research it because the researchers want to know if the observations of the researchers

were true. Also to know the level of self-confidence of Senior High School Students to

find solutions for this problem. This study will help Senior High School Teachers because

they will know the weaknesses and strengths of the students when it comes in public

speaking and also help Senior High School Students to build up and improve their public-

speaking confidence. Not only the teachers will help the Senior High School Students but

also their friends, family and other relatives, and the future researchers.
Conceptual Framework

The academic performance of the students is based on their overall extent in

school. As the level of public-speaking confidence of the student increases, their

academic performance also increases. If the students had low public-speaking

confidence, there is a possibility that the student have low academic performance.

Conceptual Paradigm

SELF-CONFIDENCE ON
ACADEMIC PERFORMANCE
PUBLIC SPEAKING

Figure 1: Correlational Model between Self-confidence in Public Speaking and

Academic Performance

The figure above shows the research paradigm of the study with regard to the

discovery of association between two dependent variables: self-confidence in public

speaking and academic performance of the grade 11 students of Tipas National High
School. At the end of data analysis, findings can be generated based from the findings

and data of the study.

Figure 1 also shows the conceptual paradigm of the researchers on how the two

variables affect each other. The higher the public-speaking confidence the higher the

academic performance of the students, as the researchers assumed. But if the public-

speaking confidence is low, there is a possibility of lower the academic performance.

Hypothesis

The following are the null hypotheses of the study:

Ho: There is a significant relationship between the self-confidence in public speaking and

academic performance of the students.

Ho: There is a significant difference between the scores of the respondents in public

speaking confidence in terms of their year level.

Ho: There is a significant difference between the scores of the respondents in public

speaking confidence in terms of their gender.

Ho: There is a significant difference between the scores of the respondents in public

speaking confidence in terms of their strand.

Statement of the Problem

The following were the research questions needed to be answered by the

researchers:

SOP1: What is the level of self-confidence in public speaking of the respondents?

SOP2: what is the rating of the academic performance of the respondents?

SOP3: Is there a significant difference in the scores of the respondents in public-

speaking confidence in terms of:

3.1 gender

3.2 SHS strand

SOP4: Is there a significant relationship between the self-confidence in public speaking

and academic performance of the respondents?

SOP5: What program can be proposed to enhance public speaking skills of SHS

students?
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Literature Review

According to Juanita(2015), in public speaking, trust and attitude play an important

role. One needs confident before his or her audience and public speaking. Self confidence

is essential,self confident emerges only when you are well aware of the agenda and the

presentation purposes is evident. Nervousness only shows that you are lying or that you

are not sure what to communicate and your audience would not take you seriously.

As studied by Stone(2017), trust comes from within and no one can generate it,

and if you don't take an action, you won't create trust. While fear teaches you to safeguard

yourself in dangerous circumstances, allowing fear to stand between you, and your

audience might discourage you from exchanging inspirational thoughts.

As stated by Ambreu(2012), strong public speaking comes from the core, not with

speaking 100 percent confidence.

As mentioned by Tsaousides(2017), being a good speaker is a key skill that can

assist you progress your career, develop your company, and build powerful relationship.

As eloquently stated by Barnard(2017), effective public-speaking skills can help

advance career as they show creatuvity, critical thinking skills, leadership skills, poise,

and professionalism qualities that are great due to the job market.
 As indicated by Breene(2014), in order to enhance public-speaking abilities, a life

coach shares advice to increase self-confidence.

As studied by Raja(2017), most individuals are not burn speakers of the public they

are thought to be it is essential for individuals to recognize deliberately that the world has

more nervous speakers than those who are not .

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method used by the researchers in collecting the

necessary data using survey questionnaire and standardized examinations of the

respondents. It also presents research design, respondents, locale, the data analysis

used and the statistical treatment of the collected data. Research Methodology pertains

to the study of the methods used appropriate to a field of study. It is a methodological way

of accomplishing certain task and is defined as a collection of course, techniques, tools

and documentation aids that helps a software developer to accelerate and simplify the

software development process. In addition, according to the dictionary methodology is a

system of methods used in a particular area of study and activity.

Research Design

This study is a quantitative type of research because it has number as data and

statistics Descriptive type of research design is the type of research method used in

this research because it describe the current status which was the level of self-

confidence on public speaking.

Respondents of the Study

The researchers randomly selected 10 students for every section in grade 11.

The total number of respondents is 60. The researchers randomly chose male and

female in this study.

Data Gathering Procedure

The researchers collected the data through a survey method. In order to this

survey, researchers will give a permission letter to the teachers to give the researchers

permission to conduct the survey to the classrooms of the chosen respondents.

Research Locale

The study was conducted in Tipas National High School.It is located in Brgy.

Palingon-Tipas Taguig City. The school offers strands like HUMMS, ABM, GAS, and

Tech-Voc. GAS (General Academic Strand) is great for students who are still undecided

to their course they want. However, only GAS, ABM and EIM Strands exist in the Grade

12 level.

Tipas National High School started its operation in 2002 under the initiative of the

then Representative of Taguig and Pateros, Alan Peter Cayetano. He passed a bill in the

House of Congress establishing a national high school in barangay Tipas to be named

Tipas National High School in respond to the clamor of parents of the four barangays in

Tipas to accommodate the growing number of enrollees in the area.

During its initial operation, the local government of Taguig constructed six (6)

makeshift rooms at the nearby Tipas Elementary Covered Court to house the 291

freshmen and 172 sophomores, while then the construction of the three-stored building

was in progress. There were five (5) contractual teachers and five (5) volunteer funded

by the Local School Board. It took a year of construction before the school finally moved

to its new building in October 2003.

Since then the school has undergone different administrators, from Mrs. Nelicia S.

Abad in 2003-2004 to Mrs. Guia R. Dela Cruz in October 2004 to July 2008. Last decade,
the school was administered by Dr. Gil M. Teodoro, Principal III. Today, the principal is

Nida DC. Dela Cruz. At present, the school accommodates enrollees from the

neighboring barangays of Palingon, Ligid, Ibayo, Calzada-Tipas and Napindan.

Figure 2: Tipas NHS Location on Google Map

Figure 2 above shows the location of 204 Gen. Natividad Street, Palingon, Ligid,

1638 Taguig City, Metro Manila, Taguig, Metro Manila, Philippines on a detailed satellite

map.
 Sampling Technique

SOP1: What is the level of self-confidence in public speaking of the respondents?

PSC Scores
CRITERIA EIM GAS ABM HUMSS HUMSS COOKERY Total Score Weighted Mean VD
1. I believe that I have enough ability to
speak English in front of my friends. 2.4 2.8 2.4 2.9 2.7 2.8 160 2.67 A
2. I can deliver an organized speech in
front of the class. 2.9 2.5 2.7 2.9 2.4 2.7 261 2.68 A
3. I can explain the material of speech
clearly so that my classmates would
understand what I say. 3 2.7 3 2.7 2.3 2.5 162 2.7 A
4. I have the ability to speak with
competence and confidence. 2.3 2.5 2.6 2.5 2.7 2.5 154 2.52 A
5. I can present a well-organized and
dynamic speech. 2.4 2.5 2.5 2.6 2.4 2.6 150 2.5 SA
6. I can express myself effectively in
front of the class. 2.3 2.4 3 2.6 2.8 2.4 155 2.58 A
7. I can maintain my posture while
delivering the speech. 2.8 2.5 2.9 2.4 3 2.4 160 2.67 A
8. I can get the interest of my fellow
students as I speak. 2.5 2.8 2.9 2.3 2.5 2.7 157 2.62 A
9. I can overcome my shyness in front of
the crowd. 2.7 2.6 3 2.4 2.3 2.6 156 2.6 A
10. I can confidently stand in front of my
classmates . 3 2.5 3.2 2.8 2.4 2.9 178 2.97 A

SOP2: what is the rating of the academic performance of the respondents?

Frequency Table
95-99 90-94 85-89 80-84 76-79 75 and
(6) (5) (4) (3) (2) below (1)
0 19 23 14 3 1
SOP3: Is there a significant difference in the scores of the respondents in public-

speaking confidence in terms of:

3.1 gender

t-Test: Two-Sample Assuming Unequal Variances

Male Female
Mean 27.53571429 25.90625
Variance 23.73941799 21.50705645
Observations 28 32
Hypothesized Mean Difference 0
df 56
t Stat 1.321699681
P(T<=t) one-tail 0.095821165
t Critical one-tail 1.672522303
P(T<=t) two-tail 0.191642329
t Critical two-tail 2.003240719

3.2 SHS strand

Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
ABM 10 290 29 20.22222
GAS 10 260 26 20
EIM 10 265 26.5 26.72222
COOKERY 10 259 25.9 30.54444
HUMSS 20 526 26.3 21.16842

ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 67.73333 4 16.93333 0.727832 0.576776 2.539689
Within Groups 1279.6 55 23.26545

Total 1347.333 59
SOP4: Is there a significant relationship between the self-confidence in public speaking

and academic performance of the respondents?

PSC Score GWA Scale

PSC Score 1
GWA Scale 0.259181979 1

DF= 0.
a= 0.05
 FINDINGS, CONCLUSION AND RECOMMENDATION

Findings:

1. 9 out of 10 critiria scored aware with an average weighted mean of 2.67. It shows that

most of the respondents are aware that they are confident enough.

2. 23 out of 60 respondents got a General Weighted Average of 85-89. It is equivalent of

38.33% of the whole population of the respondents.

3. In result of t-test: Two-Sample Assuming Unequal Variences, the value of t-stat 1.322

is less than the t critical value of 2.003. This means that there is no significant difference

in the scores of the respondents in public-speaking confidence in terms of gender.

4. Based on one-way ANOVA, the F critical value of 2.54 is greater than the F value of

0.728. This means that there is a significant difference in the scores of the respondents

in public-speaking confidence and SHS strand.

5. The computed value of 0.259 is greater than the critical value of 0.253. This means

that there is a significant relationship between the self-confidence in public speaking and

academic performance of the respondents.

Conclusion:

1. There is no significant difference in the scores of the respondents in public-speaking

confidence in terms of gender.

2. There is a significant difference in the scores of the respondents in public-speaking

confidence and SHS strand.

3. There is a significant relationship between the self-confidence in public speaking and

academic performance of the respondents.

Recommendation:

The researchers recommended that students should participate in a speech

improvement seminar to enchance their public-speaking confidence.

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