ST. MARY’S ACADEMY OF JASAAN, INC.

Formerly: Mary Immaculate Academy

E. Quirino St., Upper Jasaan, Jasaan, Misamis Oriental
School Year 2023-2024

UNRAVELING THE MINDS:

UNDERSTANDING SOCIAL SPEAKING ANXIETY AMONG JUNIOR

HIGH SCHOOL STUDENTS

Emmanuel Allan B. Diala

Joashs A. Estrebor
Racel Denise T. Sanchez
Tranquilino II C. Gacus
Symon Austen Ellezo
Veyzei Pillar M. Ipanag
Clint Domenic M. Allego
Paul Terrence D. Pabayo

Researchers

Mr. Rey C. Carreon

Mr. Aldren G. Amor

Research Advisers
May 2024
 CHAPTER 1

INTRODUCTION

Public speaking is the act of presenting a speech or presentation in front of a crowd. It includes

expressing information, ideas, thoughts or opinion. It may also be a message to certain individuals or a

group. Public speaking can occur in many places, such as meetings, seminars, social events or even in

schools. The main goal of public speaking is to inform, persuade, entertain, or inspire the audience. To

successfully deliver a presentation, it needs proper preparation, organization and proper delivery

techniques to convey the message without fail.

But not all people are capable of speaking in front of a crowd. Some are afraid to present or speak

in public which may result to public speaking anxiety. Public speaking anxiety, can also be referred as

stage fright or glossophobia or the feeling of fear that people experience whenever they need to speak in

front of a crowd. This situation could occur in various physical and psychological ways such as increased

heart rate, sweating, trembling, dry mouth, and feelings of fear. Public speaking anxiety is a feeling that is

very familiar among students and the overall population. Public speaking anxiety among students is a

huge challenge, slowing their ability to successfully deliver their ideas and thoughts and in the end, it

hinders their personal and academic growth. The feeling of anxiety is something all people experience

with many different reasons based on who the person is especially students who often needs to speak in

front of a crowd. Teachers give their students a chance to speak in front of the class in order to train them

to be ready for their future endeavors and for them to confidently speak in the presence of a large crowd.

However, they cannot avoid the fear of being judged, and being scared in front of people thus making

them scared and avoid the opportunity to speak in public.

 Introduction

Students are required to communicate loudly and confidently when addressing large audiences, as

this skill is crucial for their future success. It would be nice if all the students would lose their fear

towards public speaking in order for them to grow and blossom, so they can prepare for their future lives.

As noted by Raja (2017), despite being competent in their field of work, professional’s worldwide

struggle due to lack of good public speaking skills. Their assessments and appraisals are often not

depictive of their professional competitiveness; therefore, it is important for students to overcome public

speaking anxiety before they transit from academic life to professional life.

However, in reality, students find it challenging to express their thoughts confidently in public.

Regardless of having numerous ideas, they struggle to vocalize them due to a lack of speaking abilities

and the presence of fear. Consequently, they encounter difficulties when it comes to addressing or

communicating with large audiences, often resulting in public speaking anxiety.

According to Chollet et al. (2015), having good communication skills bring whole lot of immense

benefits such as personal growth, career advancement, and strong leadership. Another study by Dansieh

(2021) discovered that despite students’ recognition of public speaking as an important and indispensable

communicative skill required in both their academic and future professional lives, many still struggle to

effectively develop and apply it in practical settings.

Related to a fear of public speaking, is Social Anxiety Disorder (SAD), this could directly affect

students' social interactions and public speaking. Importantly, SAD is a mental health diagnosis that is

listed in the Diagnostic and Statistical Manual of Mental Disorders. It is characterized by dread or anxiety

in social interaction or performance settings when the individual is exposed to new individuals or

probable scrutiny by others.

The purpose of this study is to identify and investigate the causes of public speaking anxiety

within the students and recommend plans and steps that can be used to overcome their anxiety. This study
explores the reasons behind students' fear of public speaking and investigates the problems arising from

their anxiety. It also includes the results and conclusions of the research and so, the following research

questions will be examined.

Statement of the Problem.

This anxiety is caused by not only one reason, so this study aims to find out the causes of public

speaking anxiety among students. This study will be guided by the following research questions:

1. What factors are responsible for the fear of public speaking among the students?

2. Does the environment of the students cause their fear of public speaking?

3. Can students’ academic performance be affected by their fear of public speaking?

4. In what way can the students overcome public speaking anxiety?

5. How can the school help students in overcoming their fear of public speaking?
 Theoretical Framework

Public speaking anxiety is something that many people are experiencing. It makes it hard for

them to speak in front of others. This research has the goal to understand why people feel this anxiety and

how it can affect them. By looking at different theories, we aim to create a clear picture of what the

causes of public speaking is and how we can help people overcome it.

This study is anchored on the Conditioning Theory by Hoffman et al., (1995). Conditioning

theory provides an understanding of the origins of fear and anxiety, which can be relevant to Public

Speaking Anxiety (PSA). The theory suggests that anxiety is acquired through learning; adverse life

experiences influence our behavior and lead us to avoid specific situations, (Hoffman et al., 1995). For

example, a random student which we will give the name of Clint had bad experience with public speaking

(perhaps he stuttered), over time this may create a situation in which public speaking becomes strongly

associated with negative outcomes and as such becomes a fear-inducing stimulus. The natural response

when faced with a fear evoking event is to fight it or flee. If you managed to escape from giving a speech

or talking in public, you would know all this. However, when one learns how to avoid public speaking

opportunities, they miss out on crucial experience, skill building and opportunities to improve their public

speaking abilities. Public speaking anxiety is quite common to all people; therefore, the fear must not be

avoided, rather be faced.

The theoretical framework is also supported by the Action Assembly Theory developed by John

Greene in 1984. A communication theory highlighting the psychological and social factors influencing

human behavior is centered on the transformation of an individual's thoughts into action. At the core of

this theory is a procedural record, demonstrating the impact of a segment of an individual's memory

system on analysis and the subsequent execution of actions. The various theories developed within the

overarching action-assembly perspective are grounded in cognitive functionalism as an approach to

theory-building. That is, theories are designed to account for observed input—output regularities by

recourse to descriptions of the system of mental structures and processes that give rise to those
regularities. Functionalist theories, then, are cast at the level of “mind” rather than “brain”. According to

the studies of Greene, J. O. (1984), Key features of this conceptual framework include: (a) a modular

conception of elemental long-term memory structures, (b) characterizations of the “activation” and

“assembly” processes that operate over these memory structures, and (c) a four-level hierarchical “output

representation” of action-to-be-taken. Other aspects of the theory include propositions addressing: (a) the

“strength” of long-term memory representations, (b) the speed of activation of memory contents, (c) the

processing-capacity demands of the assembly process, and (d) the development of “unitized assemblies”

resulting from repeated activation and assembly of particular subsets of action specifications.

Furthermore, Greene, J. O. (2006) stated that the focus of “ideational dynamics” is the question: “If

thought drives talk, then what drives thought?” and further, “If thought drives talk, then how does it do

so?” Two types of “message-relevant ideations” (i.e., cognitive content of which the individual is

consciously aware) are distinguished. Additional key points are that a great many other coalitions, of

which the individual is not consciously aware, will also play a role in shaping overt behavior and that

lower-level action specifications can drive higher level mentation. Moreover, Greene, J. O., and D.

Geddes. (1993) states that across a variety of treatments of social skill, performance quality is typically

seen to be a function of knowledge (or ability) and motivation, and skill deficits are thought to arise when

either or both of these components are absent or insufficient. Greene and Geddes propose an action-

assembly-based formulation to address the fact that individuals may possess perfectly adequate

knowledge/ability and motivation, and yet still fail to perform in optimal ways. This approach locates

various types of performance deficits in the nature and characteristics of the activation and assembly

processes.
 Conceptual Framework

The fear of speaking in public among students is influenced by many factors, including lack of

preparation, mindset, and environment. Communication approach also emphasis on presentation skills

and intelligibility of the speech. Through communication approach, students' English level can be

improved to have a better understanding of grammar, observed correct pronunciation, stress, rhythm and

intonation with minimal fillers and pauses (Chand, 2021). Students believe that there are rules that they

must meet in order for their presentation to be good. Lack of preparation in particular means that those

students are afraid to stand in front because they are short in preparation. They have poor organization

and presentation and thus making them hesitate to present in front. Preparation is crucial for students

when presenting in order for them to perform nicely. Another reason as to why they are afraid to present

in front is their fear of failure and their lack of confidence. Students may worry about not being able to

deliver a successful presentation when they are not properly prepared. The fear of failure and the potential

negative evaluation by peers or instructors can lead to hesitation. If they fail to perform in front, a

possibility of them being humiliated is big that is another reason why they are afraid of public speaking.

They are scared to think of the possibilities of them being humiliated in front of the crowd. Speaking in

front of an audience exposes individuals to social evaluation. Students may fear being judged by their

peers, teachers, or others in the audience, leading to concerns about potential humiliation. There are even

some students who already experienced this and leaving them a trauma. Students who have faced

challenges in the past may be more hesitant to present without adequate preparation. Next is their

environment, several factors could be a reason for their heightened public speaking anxiety, making

speaking for them difficult. One factor is negative audience reactions, an unsupportive audience can

massively increase anxiety. Negative facial expressions, disinterest, or criticism could destroy the
speaker’s confidence. Moreover, speaking in a new place could be a reason why they are afraid to speak.

Since they are not familiar with the venue, they might get stressed about failing and be afraid to speak

publicly.

Figure 1.0

Scope and Delimitation

This study focuses on the causes of public speaking anxiety among students. The causes of public

speaking anxiety do not only consist of one reason so this study aims to find the reasons behind this

speaking dilemma.

The respondents of the study are the students of St. Mary’s Academy of Jasaan (SMAJ). The

researchers included respondents from all year levels from Grade 7-10. This is intentionally made to

obtain more information and equal representation from all year levels.
 Significance of the Study

To the School Administration:

This research has the potential to encourage school administrators to be more supportive and

motivated in creating activities that can boost students' oral performances and assist them in overcoming

their fear of public speaking.

To the Students:

This study also provides students with a chance to enhance their speaking skills and reduce their

apprehensions related to public speaking. Additionally, it teaches students to refrain from diminishing

their classmates' confidence during class speeches, fostering an environment where they are motivated to

uplift and support each other.

To the teachers:

This highly benefits the teacher because they can identify the cause of public speaking anxiety

and in this way, this can provide the advisers with important information that are needed in making

teaching adjustments so their students can enhance their speaking capabilities.

To the Parents:

Parents with children that suffer from public speaking anxiety could also be informed and can

also take necessary actions to support their child and to conquer their anxiety.
 Definition of words

Indispensable. Refers to something that is absolutely necessary or essential implying that it cannot be

done without.

Apprehensions. It refers to anxiety or fear that something bad or unpleasant will happen.

Endeavors. It refers to efforts, actions, or activities that are undertaken with a specific purpose or goal in

mind.

Qualitative. It is relating to, measuring, or measured by the quality of something rather than its quantity.

Ambiguity. The quality of being open to more than one interpretation; inexactness.

Adequate. Something satisfactory or acceptable in quality or quantity.

Detrimental. Is an adjective used to describe something that causes harm, damage, or has a negative

effect on someone or something.

Fostering. To encourage or promote the development of (something, typically something regarded as

good).

Consequently. Is an adverb that indicates a cause-and-effect relationship between two events or

situations.

Anxiety. Is a feeling of unease, apprehension, nervousness or fear for something that may not happen.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discussed the related literature that were used to support the results and discussion of

the study. This review seeks to explore the existing body of literature on public speaking anxiety,

encompassing studies that investigate its roots and causes, at the same time it also finds ways to overcome

public speaking anxiety.

Public speaking is the skill of that uses words to interact with an audience. It involves speaking

with numerous people in any size, it could just be in a classroom or even in the social media or television.

To master public speaking, you must first distinguish between four styles of speech: Ceremonial,

Demonstrative, Instructive, and Persuasive (Brown, 2017).

A speech that shows how to do something or how it works is called a demonstrative speech.

Charts, graphs, maps, pictures, and other visual aids are optional and should be made use of to enhance

rather than to replace materials or activities. In contrast, informative speech includes definitions, vivid

detail, descriptions, and demonstrations to clarify a topic, person, or place that the listener is interested in

learning more about. It offers a different perspective or simplifies a complicated topic. The purpose of an

informative speech is to help the people listening understand and retain the information. On the other

hand, in a persuasive speech, the speaker tries to convince the audience to agree with their viewpoint

(Brown 2017).

Additionally, as stated by Moon (2016), doing public speaking can be highly challenging. But at

the same time, it is a tremendously rewarding opportunity when you know these types of public speaking.

The ability to perform in front of an audience is a valuable skill that should be developed and, hopefully,
developed over time. Public speaking is a crucial part of any student’s life, but it is also necessary for

almost any future job. As indicated by Raja (2013), “Communication is becoming one of the markers of

social solidarity, social ranking and professional capabilities and most of the components of the language

are learnt through this medium.”

Consequently, a student's apprehension about being scrutinized or evaluated by an audience is

recognized as public speaking anxiety. This dread can cause physical and emotional reactions, which can

make it difficult for the student to give an effective speech or presentation. Anxiety, worry, uneasiness,

trembling or shaking, perspiration, and dizziness are examples of these reactions. In addition, Cetlin

(2018) also agrees when dread hits, logic, reason, and even language to identify the threat are all

unavailable to define the threat. These are terror reactions that cause the student’s high-level thinking

brain to shut down in order to survive.

As stated by Riegel (2013) public speaking anxiety is not directly proportionate to the number of

audiences that are present in one’s presentation. A small group can terrify you as badly as a large group.

However, public speaking anxiety is not determined by the size of the audience but rather influenced by

various factors. These may include the individual's self-confidence, fear of judgment, level of

preparedness, and past experiences. Some people may feel more anxious in smaller, intimate settings,

while others may find larger audiences challenging. It's a complex interplay of psychological and

situational factors that contribute to public speaking anxiety.

A speaker can all conquer the fear of public speaking to the help of the audiences. It is all

experienced at some point in life, and while the anxiety that comes with it may never go away, it can only

be improved when overcome by working hard (Eduque 2017).

As stated by Mclaughlin (2017), efficient preparation enables them to predict their capabilities,

resulting in a smooth and calm presentation. It's a valuable skill that contributes to their overall

communication abilities. In addition to these, the findings reported by Ihsan (2016) suggest that the use of
media is crucial for increasing student motivation and providing ample opportunity for students to explore

their ideas. Other suggestions include using different ways to teach and learn so it doesn't get boring,

giving students prizes and extra points when they speak well in English, and making sure the classroom

feels friendly and supportive.

Review of Related Studies

A. Foreign

Public speaking anxiety, also known as glossophobia, is a common phenomenon marked by

intense fear or apprehension when faced with speaking in front of an audience. This fear can manifest in

various physical and psychological symptoms, including rapid heartbeat, sweating, trembling, and

cognitive impairment. Understanding the factors contributing to public speaking anxiety is very

important, as it affects individuals across different contexts, from academic presentations to professional

settings and social interactions.

According to Marino, et al., (2015). Overall, 63.9% of college students expressed fear of public

speaking. Up to 89.3% of students would like to incorporate public speaking lessons into their

undergraduate degree. Being female, often participating as a speaker in groups, and seeing their voice as

high-pitched or overly soft all enhance the likelihood of expressing fear of public speaking as compared

to students who lack those characteristics. In addition, research by (Sawyer, 2016) states that fear of

public speaking is considered a social anxiety disorder and refers to the fear a person feels when giving or

preparing to speak in public.

As stated by Hasibuan, et al., (2021), public speaking anxiety is defined as the fear of speaking in

front of a group. It's noted as the most common form of anxiety, potentially becoming the predominant

social psychological disorder (Bartholomay, et al., 2016). Public speakers often encounter anxiety,

recognized as one of the most prevalent mental disorders.

 Moreover, according to Chen (2023) Junior high school students are in an important

developmental transition period to maturity. During adolescence, the students facing psychophysical

changes are vulnerable to psychological problems. Although they are growing quickly, mental health

services in China still have a lot of issues. Due to widespread stigma, a lack of human resources, and

disjointed service delivery models, mental health services are underutilized in China (Liu et al., 2018).

Therefore, Chinese adolescents still face various psychological crisis and behavioral problems, such as

anxiety, depression, internet addiction, and suicide. In conclusion students are under tremendous pressure

from study and competition in China’s education system.

Another study by Chuan-Chi, et al., (2023) investigates the impact of anxiety on oral

communication, particularly during academic thesis defense presentations, among Chinese English as a

Foreign Language (EFL) Ph.D. candidates. Despite the significance of emotional elements in such

presentations, this area has received limited attention in academic research. Using a revamped version of

the Personal Report of Public Speaking Anxiety (PRPSA), 68 Chinese EFL Ph.D. candidates participated

in the study, revealing high levels of public speaking anxiety during their thesis defense presentations,

measured across categories such as public speaking apprehension, self-behavior management, and fear of

negative evaluation. Interestingly, no significant differences in anxiety levels were found based on gender

or graduate study specialization. The findings emphasize the need for educational interventions to address

public speaking anxiety among Chinese EFL Ph.D.

In the study by Z Yaprak (2022), it investigates the impact of using digital platforms, specifically

Canvas, and podcasts on learners' public speaking anxiety and performance in their second language (L2)

education. Recognizing the growth of e-learning and the positive effects of technology on language

education, particularly in reducing language anxiety, the study employs a one-group pretest-posttest

design to measure the effects of online speaking tasks and podcasts on learners' anxiety levels and oral

performance. Data collection involves the use of the PRPSA scale to assess public speaking anxiety

before and after the intervention, along with speaking rubrics to evaluate oral performances. Additionally,
participants engage in online forums on Canvas to provide insights into their learning experiences and

emotional states. The results demonstrate a significant improvement in learners' confidence and public

speaking performances, indicating the efficacy of digital platforms and podcasts in alleviating anxiety and

enhancing language learning outcomes.

Similarly, Gershman (2019) states that the inclination to distance oneself from the audience is a

common trait, even among speakers who exude confidence. This behavior is attributed to the inherent

programming of our brains. However, Gershman proposes a strategy to overcome this hurdle—leveraging

human generosity. The key lies in shifting the focus away from oneself. By doing so, individuals can

effectively calm the amygdala and deactivate the panic response associated with public-speaking anxiety.

Gershman emphasizes that this challenge is pervasive, affecting individuals across various levels of

confidence, including those at the pinnacle of their speaking abilities. Recognizing and addressing this

inherent inclination to create a psychological distance from the audience can be instrumental in fostering

more effective and engaging public speaking experiences.

This is also supported by a research of Perry (2023), public speaking, despite lacking inherent

physical threats, can induce stress responses through social anxiety. Fears of judgment, making errors, or

jeopardizing professional prospects send protective signals to the brain. While occasional fear can act as a

motivator, compelling individuals to meticulously prepare for client presentations or make impactful first

impressions in networking events, a persistent and incapacitating fear of public speaking can negatively

impact one's career. Chronic anxiety may result in avoidance behaviors, causing individuals to miss

valuable opportunities to showcase their expertise, establish a personal brand, and pursue professional

development goals.

B. Local

Language proficiency has remained a relative term in linguistic parlance and tended to depend on

one’s grammar and vocabulary abilities. In particular, the decline of the oral proficiency among Filipinos
is so alarming that it warrants an investigation regarding some factors that can uplift the speaking

competency of students. According to the study of Aguisando (2013), this study examines the relationship

between grammar, vocabulary, and speaking proficiency among Education students at the University of

the Immaculate Conception in the Philippines, responding to concerns about declining oral proficiency

among Filipinos. Using a descriptive-correlation design and researcher-made questionnaires modeled

after standardized English tests, the study assesses the grammar, vocabulary, and speaking abilities of 80

purposively sampled students. Results indicate that while grammar, vocabulary, and speaking

proficiencies are generally average among the students. There is no significant correlation between

grammar proficiency and speaking competency. However, a weak but significant relationship is found

between vocabulary proficiency and word use in speaking. Consequently, the study suggests that

grammar and vocabulary proficiencies may not reliably predict the speaking competency of Education

students at the university.

Moreover, in their analysis, Plandano, et al., (2023) conducted research that aims to explore

public speaking anxiety among college students at St. Paul University Surigao. It specifically delved into

participants' anxiety levels categorized as Trait Anxiety, Context Anxiety, Audience Anxiety, and

Situation Anxiety. The data underwent analysis for significant differences based on participant profiles.

The researchers employed a quantitative descriptive survey design, utilizing a researcher-made

questionnaire that underwent validation and reliability checks. The survey was administered to 81

education students. The findings revealed that students experienced very high levels of Audience Anxiety,

with high levels of Trait, Context, and Situation Anxieties. Additionally, the study found no significant

difference in anxiety levels based on participant profiles, suggesting that anxiety levels remained

consistent across age, sex, and year level. The study recommends incorporating public speaking as a

subject in all tertiary degree programs, especially in teacher education. Furthermore, it suggests that

school administrators should promote more public speaking activities within and outside the school to
provide students with opportunities to participate in events that enhance their public speaking skills,

ultimately reducing public speaking anxieties.

According to del Pilar (2014), the phenomenon of oral communication anxiety has received

extensive study among Western communication researchers, with nearly every aspect thoroughly

explored and documented. However, the situation differs significantly in the Philippine context, where

there remains a notable scarcity of research data on Filipinos concerning oral communication, as noted by

del Pilar. Despite anxiety's significant impact on speakers, Filipino teachers often rely on Western

materials when designing their courses. Del Villar raises the question of whether incorporating data

gathered from the local setting would enhance the syllabus design process.

In addition, according to Fagsao and Mi-Ing (2021), public speaking is a skill developed through

education rather than an innate trait. When individuals find themselves in the spotlight, the fear and

anxiety associated with public speaking can lead to physical reactions such as nausea and excessive

sweating. This phenomenon, recognized as glossophobia, characterizes a strong fear of public speaking

and social performance situations. The research conducted aims to identify the factors contributing to

speaking anxiety among pre-service teachers at Mountain Province State Polytechnic College - Teacher

Education Department (MPSPC-TED) in the Philippines. Furthermore, the study seeks to propose

strategies to prevent glossophobia issues. Major themes contributing to glossophobia problems were

identified, including linguistic obstacles, audience manifestation, mastery of the topic, and specific

motives. To effectively address public speaking anxiety, the study proposes the DISRUPT strategy as a

preventive measure for students, recognizing the various factors that cause glossophobia and offering

targeted strategies for improvement.

Pontillas and Talue (2021) assert the universal importance of possessing effective communication

skills across various professions and contexts. Despite scholars contributing studies on communication

anxieties and proficiencies in different languages, there is a notable gap in research concerning the

context of educators. To address this gap, the researchers employed a correlational research design,
utilizing the frameworks of Pontillas (2020), aiming to examine the relationship between educators' oral

communication skills and speaking anxiety. Pearson’s Moment of Correlation was applied to correlate the

results of the two variables, revealing a significant correlation. The researcher identified environmental

factors, personal experiences, and exposure as influential factors affecting both speaking skills and

anxiety. In light of these findings, the researchers recommend the implementation of intervention

programs within the institution to enhance educators' oral communication skills. Additionally, they

propose that Higher Education Institutions offering Education undergraduate programs should consider

integrating additional communication courses into their curriculum to better equip future educators for

effective communication.

As stated by (Marlon Pontillas 2021), aside from the significant relationship that was found out

between the two variables of the study, it is interesting to note that educators who are exposed to different

communicative activities in their field have not-so-good experiences in their personal and professional

lives. Thus, they need to be trained and retrained to enhance their competence in this field further. This

study’s pedagogical implication is to call out the different institutions’ attention to consider giving

intervention programs to address the educators’ communication skills. Also, Higher Education

Institutions that are offering Bachelor’s degrees in Education should consider giving additional

communication courses to the said program. Through this, the problems raised in this study could be

solved. Since the study encompasses the participants’ overall speaking skills and speaking anxiety, future

researchers could investigate more specific variables that affect the educators’ communication skills.

Furthermore, according to Tamayo, et al. (2022), public speaking is considered an essential skill

that holds significant importance and requires continuous refinement. The absence of proficiency in

public speaking can pose challenges to progress both in the world and in life in general. It has the

potential to impact daily interactions significantly and can play a crucial role in shaping one's career

trajectory and overall success. The demand for effective public speakers is global, particularly since

English is widely used as a means of communication in various professions worldwide. In the context of
English as a Second Language (ESL) learning, speaking holds a pivotal role in language development.

Currently, students face difficulties in oral communication using the English language, encountering

various obstacles that impede their ability to become proficient public speakers. This limitation not only

affects their language skills but also hampers their overall communication abilities, highlighting the

importance of addressing these challenges for students to excel in public speaking.

These studies show how important public speaking is in the lives of people. According to Zong et

al. (2021), communication stands as a fundamental human necessity, tracing its roots back to the dawn of

humanity. Over the ages, people have sought to fulfill this essential need through various means, with

speaking consistently emerging as the most effective method. The overarching objective of all languages

is to facilitate human communication, enabling individuals to articulate and convey their thoughts to one

another.

Stated by Lungay (2023), public speaking is a vital talent that everyone, especially students, must

possess. The majority of grade 11 pupils struggle to speak in front of their peers and instructors. This

study examined the level of Public Speaking Anxiety in Oral Communication among Grade 11 students at

Cagayan de Oro College during the School Year 2022-2023. This study specifically sought to determine

the following: 1) the respondents' characteristics, 2) the respondents' level of Public Speaking Anxiety in

Oral Communication, and 3) the significant difference in the respondents' Public Speaking Anxiety in

Oral Communication when grouped by their characteristics.

CHAPTER III

Methodology
This chapter offers a thorough overview of the methods and processes applied in connection with

the execution of this inquiry. The specific subjects discussed in this chapter include the research
methodology, research design, research respondents, sampling strategies, data collection tool, data

gathering procedure, and statistical tool.

Research Design

This research utilizes a survey research design to find out the underlying causes of public

speaking anxiety. This approach is appropriate for this study as it allow the researchers a thorough

investigation on to why the students experience public speaking anxiety. In the design of this study,

researchers employ a survey questionnaire as a means to gather insights into the perspectives of

individuals or groups regarding a specific idea or topic of interest.

Respondents of the study

Students from St. Mary's Academy of Jasaan were chosen as respondents of the study. The

overall population consisted of three hundred fifteen (315) students. The researchers surveyed ten (10)

students from Grade 7, ten (10) students from Grade 8, ten (10) students from Grade 9, and ten (10)

students from Grade 10, a total of forty (40) respondents. The researchers selected 10 students in all year

levels in order to enhance statistical power, leading to stronger analyses and more reliable findings.

Having data from multiple year levels can allow the researchers to evaluate different behaviors and

experiences across different stages of high school. This can show insights about how age or academic

experience can influence public speaking. Moreover, studying all year levels will also lessen the potential

biases that may be present within a single group or year level. This would enhance the overall findings of

the said research.

Data Collection Instrument

The survey questionnaire served as a major instrument in this study to gain concrete data and

feedback from the respondents. The researchers used this as instrument to gather the data of the

causes/reasons of the public speaking anxiety of the students. To ensure that the data collected are
pertinent to the study's goals, our researchers employed a close-ended questionnaire to limit the amount of

information that was collected.

Sampling Design

This study uses probability sampling in order to be carried out. The method that researchers chose

is known as stratified sampling. All the respondents that the researcher’s picked were students that are

afraid to speak in public in order to find more reliable results. The researchers selected 10 students from

each year level to maximize proficiency for a total of 40 respondents in all. The basis or qualifications for

the respondents is that they must have little exposure in public speaking. Next is those people who are shy

to speak in front of others or otherwise known as introverts. And lastly the researchers will ask each class,

which of their classmates rarely participates in public speaking.

Data Gathering Procedure

The researchers first obtained permission from the school principal before commencing the study.

Upon receiving authorization, they proceeded with their research. The researchers then explained the

study's objectives to the selected respondents, obtained their agreement, and verified that each respondent

fulfilled the requirements in advance. The researchers utilized a survey form containing the respondent's

name, section, and questions containing on why they are afraid of speaking in front of a crowd and what

are the factors affecting it.

Statistical Tool

The following statistical procedures were used to interpret the data that were gathered from the

respondents of the study.

Simple Percentage: The demographic profile variables of the respondents were analyzed using the

simple percentage and is used to get the frequency of each response in the questionnaires. The following

is the formula of simple percentage.

P= percentage

F= Frequency of each category

N= Total Number of respondents

100= Constant Multiple

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the findings of the research through the questionnaires are analyzed and presented.

The purpose of this study is to determine the causes of the student’s fear of public speaking and to find

out what other factors are affecting them. Moreover, it also seeks how it can affect their academic lives.

Pie charts were used to convey the following results, the conclusions were then backed up by quoted

research to strengthen the credibility and make it more believable.

1. What factors are responsible for the fear of public speaking among the students?

Before unraveling the reasons that are responsible for the public speaking anxiety among students, the

researchers first asked if do they experience this anxiety or not. Figure 2.0 below shows that, 10 or 25%

of 40 respondents strongly agrees that they do have public speaking anxiety. Meanwhile 22 or 55% of

them agrees with the same question, but 6 or 15% answered that they are in the neutral side. Furthermore,

only 2 or 5% disagrees with this. Thus, majority of the respondents experience the public speaking

anxiety. According to Madzlan (2020), public speaking anxiety is a common issue faced by students

learning a second language. Feelings such as stage fright and nervousness could contribute to their

anxiety in communicating using the target language.

In relation to this, the data below shows the quantity of grades 7 to 10 student’s reasons as to why

they are afraid of public speaking. The pie chart (see figure 2.0) shows the amount of the 40 respondents

of their reasons for their fear of public speaking. The chart displays that out of 40 respondents, 15 or

37.5% strongly agrees that they do worry about what others think of them whenever they have to speak in

public. Furthermore, 12 or 30% of 40 respondents agrees to this as well. In addition,10 or 25% of 40

respondents are in the neutral side of this matter. Moreover, only 3 or 7.5% of 40 students disagrees to

this. Hence, majority of the students does worry about what others think of them, they are afraid of

presenting themselves because they scared that they might get judged. According to Karen, et al (2023),
academic grade performance can be influenced by individual attributes, including motivation, attitudes,

and beliefs. These attributes can be manifested by current events, such as technology or world events.

In connection with this, figure 2.0 unfolds that only 3 or 7.5% of 40 students strongly agrees that they

do avoid opportunities to speak in public because of their fear of embarrassment, but on the other side, 15

or 37.5% agrees to this statement. Moreover, 14 or 35% stays in the neutral side of this question, but 5 or

12.5% of them disagreed and 3 or 7.5% of them strongly disagrees. As a result, there are still many

students that are afraid of embarrassment and most of them were from the lower years, meanwhile the

higher years answered mostly neutral. According to the findings of Kankam and Boateng (2017), fear of

negative evaluation drives up the apprehensive feelings of the students especially when they are tasked to

speak up in the classroom.

In regards to this, 12 or 30% strongly agreed that whenever they speak in public, they become self-

conscious about their appearance and voice. Additionally, 13 or 32.5% also agreed with the statement, but

10 or 25% remained neutral. Furthermore, 4 or 10% disagreed with the question and only 1 or 2.5%

strongly disagreed. In conclusion, appearance plays a big factor whenever one presents himself in front of

a crowd, as the majority of the students agreed with this statement. As stated by Riegel (2013) public

speaking anxiety is not directly proportionate to the number of audiences that are present in one’s

presentation. A small group can terrify you as badly as a large group. However, public speaking anxiety is

not decided by the number of audiences alone, but it includes several factors. It could be that the presenter

is insecure or they are not confident enough to present themselves in front.

Figure 2.0: A pie chart depicting the percentage of the factors
affecting public speaking anxiety
Figure 2.0: A pie chart depicting the percentage of the factors
affecting public speaking anxiety

Figure 2.1: A pie chart depicting the percentage of the factors

affecting public speaking anxiety
Figure 2.2: A pie chart depicting the percentage of the factors affecting
public speaking anxiety
 2. Does the environment of the students cause their fear of public speaking?

Students struggle whenever they have to present in a new place, but it’s not only that but even their

audience can be a factor of their public speaking anxiety, they may be more comfortable with having

lesser audience but the opposite could be true as well. In the pie chart below (see Figure 3.0) shows that

on a scale of 1 to 5 with 5 being the highest, 17.5% or 7 out of 40 respondents answered that they strongly

agree that their environment does affect their public speaking anxiety. Additionally, 15 or 37.5% out of

40 students responded that they agree with their environment being a factor of their public speaking

anxiety. Meaning to say that they are indeed anxious about speaking in a new place but not so much to the

point where they can’t present. In addition to that, 14 or 35% of the 40 respondents says that they are on

the neutral side of this matter. Besides that, only 4 or 10% of the respondents said they disagree. As such,

it is revealed that only a few students are not affected by their environment and this also means that many

students are affected by their environment whenever they speak in public. In addition, (Thongsrirak,

2018) found out that several factors influenced students with their public speaking anxiety, and among

those factors are their environment and also linguistic factors.

In connection with this, the pie chart below (see Figure 3.1) shows that 17.5% or 7 students strongly

agrees that it is difficult to organize their thoughts in public. In addition to that, 10 or 25% also agrees

with this as well, but 20 or 50% of the students says they are on the neutral side. Meanwhile, only 3 or

7.5% of the students disagreed. In conclusion, half of the students asked aren't sure if they find it hard or

easy to organize their thoughts when speaking in public. This shows that people have different feelings or

are unsure about how they do with public speaking. It also shows that out of 40 people, 17 agree they find

it difficult to organize their thoughts in public. This suggests that a significant portion of the group

experiences challenges with public speaking. Cetlin (2018) agrees that when dread hits, logic, reason, and

even language to identify the threat are all unavailable to define the threat. These are terror reactions that

cause the student’s high-level thinking brain to shut down in order to survive.
 In relation to this, Figure 3.2 reveals that 15 or 37.5% strongly agrees that they are worried about

forgetting what they have to say whenever they speak in public. Additionally, 13 or 32.5% also agrees

with this statement, but 8 or 20% answered neutral. Furthermore, only 4 or 10% disagrees with the

statement. Hence, most of the students are worried about forgetting what to say in public, showing a

common concern about public speaking, and less than half of the respondents disagrees with this or they

are in the neutral.

With regards to this, Figure 3.3 shows that 13 or 32.5% out of 40 students strongly agrees that

speaking in smaller groups is more comfortable than speaking in front of larger ones. Likewise, 16 or

40% of the students also agrees with the statement, but 10 or 25% stayed neutral. On the contrary, only 1

or 2.5% of the respondents disagreed with statement. In conclusion, most respondents prefer speaking in

front of a small group rather than a large one, indicating a comfort preference for smaller audiences in

public speaking contexts.

In connection with this, the pie chart below (see Figure 3.4) highlights that 18 or 45% of the students

agrees that they often speak in front of a group as part of an activity. In addition to this, 11 or 27.5%

strongly agrees as well with the said statement, but 8 or 20% remained neutral. On the other hand, 2

students or 5% disagrees, and only 1 or 2.5% strongly disagreed with the statement. As a result, a large

majority of students frequently have to speak in front of a group as part of their activities, indicating that

public speaking is a common requirement in their academic performance. According to Pratama (2018),

public speaking being a barrier in the academic process, students cannot actively share their ideas and

opinions loudly due to factors such as fear of making mistakes, negative evaluation, and minimum

preparation.
 Figure 3.0: A pie chart depicting the percentage of the factors
affecting public speaking anxiety

Figure 3.1: A pie chart depicting the percentage of the factors affecting
public speaking anxiety
Figure 3.2: A pie chart depicting the percentage of the factors affecting
public speaking anxiety

Figure 3.3: A pie chart depicting the percentage of the factors affecting
public speaking anxiety
Figure 3.4: A pie chart depicting the percentage of the factors affecting
public speaking anxiety
 3. Can students’ academic performance be affected by their fear of public speaking?

The impact of public speaking anxiety on student’s academic progress is a topic of rising attention

and concern for many people. For students, the fear of public speaking can be a hurdle to their future.

This fear, often referred to as glossophobia, can manifest in various ways, including nervousness,

sweating, and difficulty organizing thoughts during presentations. This phenomenon may not only affect

the student’s academic growth but also their ability to speak their minds and for their future as well.

The researchers first surveyed the students on their thoughts about the importance of public speaking

for their success in the future. In the pie chart below (see Figure 4.0) shows that 29 (72.5%) out of 40

respondents strongly agrees that public speaking anxiety is very important for their future’s success.

Moreover, 9 (22.5%) of the 40 students agrees that it is indeed important for their future. This shows that

most students believes that public speaking is a crucial tool for the success of their lives. Meanwhile only

2 (5%) out of 40 respondents are on the neutral side of this matter. This could mean they plan to take a

path for their future that does necessarily require the skill of public speaking. According to Ramstad

(2018), although public speaking is one of the top fears for many individuals, it is advantageous for the

students to take public speaking courses offered at colleges. It has been proven that students who have

taken public speaking classes perform better in other courses, become better listeners, learn to manage

anxiety, and build their self-confidence.

In terms of how public speaking anxiety affects the students’ academic performance, Figure 4.1

reveals that only 2 or 5% strongly agrees that it is challenging to ask or seek help from teachers because

of their public speaking anxiety. Moreover, only 9 or 22.5% agrees with this as well, but almost half of

the respondents answered neutral, having 19 or 47.5% of them saying so. On the contrary, 6 or 15%

disagrees with this and 4 or 10% strongly disagrees. Meaning to say that a considerable number of

respondents find it challenging to ask questions or seek help from teachers due to their fear of speaking in

public, while a significant portion remains neutral. This suggests that fear of public speaking may hinder

communication with teachers for a notable proportion of the group surveyed.

 With regards to this, Figure 4.2 highlights that 9 or 22.5% of 40 students strongly agrees that they

avoid participating in a class presentation or a public speaking activity due to their anxiety. Moreover, 12

or 30% of the respondents also agrees with this statement, but 6 or 15% stays neutral. On the other hand,

9 or 22.5% disagrees with this, and 4 or 10% strongly disagrees with the said statement. Hence, a notable

number of respondents have avoided participating in class presentations or public speaking activities due

to anxiety, while a smaller portion disagrees, highlighting the impact of anxiety on participation in such

activities. Additionally, Figure 4.3 shows that 7 or 17.5% of 40 respondents strongly agree to the fact that

public speaking anxiety makes it harder for them to participate in classroom discussions. Furthermore, 10

or 25% also agree with this, but in the same time 10 or 25% also stays in the neutral side of this matter.

On the contrary, 9 or 22.5% disagrees with the statement, and 4 or 10% strongly disagrees. In conclusion,

a significant number of respondents agree that public speaking anxiety makes it harder for them to

participate in classroom discussions, while a considerable portion remains neutral. This shows that many

students in the group might find it hard to join classroom discussions because they're anxious about public

speaking. Based on the findings of Sugiati and Indriani (2021), it is strongly recommended that students’

level of speech anxiety in public speaking need to be measured as knowing the degree of anxiety in the

students and its causes would help in overcoming students' public speaking anxiety.

In relation to this, Figure 4.4 highlights that 15 or 37.5% of 40 respondents agree that they avoid

extra-curricular activities that imvolves public speaking due to their anxiety. Moreover, only 2 or 5%

strongly agrees with this, but 14 or 35% remained neutral. Nonetheless, 5 disagreed with the said

statement, and 4 strongly disagreed. Hence, many respondents in the survey tend to avoid elective courses

or extracurricular activities involving public speaking due to anxiety, indicating a significant impact of

anxiety on their educational and extracurricular decisions. Mohamad Sattar (2014) strongly claimed that

people with good communication skills will be able to convey ideas effectively which is inevitably

beneficial to the daily operation running.

Figure 4.0: A pie chart depicting the percentage of the factors
affecting public speaking anxiety

Figure 4.1: A pie chart depicting the percentage of the factors

affecting public speaking anxiety
Figure 4.2: A pie chart depicting the percentage of the factors
affecting public speaking anxiety

Figure 4.3: A pie chart depicting the percentage of the factors

affecting public speaking anxiety
 Figure 4.5: A pie chart depicting the percentage of the factors affecting
public speaking anxiety

4. In what way can the students overcome public speaking anxiety?

The pie chart below (see figure 7.0) shows that almost all of the respondents supports the possibility

of overcoming their public speaking anxiety by practicing. 16 (40%) of 40 respondents strongly agrees,

meanwhile 16 (40%) also agrees with the possibility of overcoming the said anxiety. On the other hand

only 7 (17.5%) respondents answered neutral, so they either think that practicing with public speaking

does not help with lessening the anxiety or perhaps it does work for them but not so much. Additionally,

only 1 (2.5%) strongly disagreed, meaning to say he does not believe that practicing would make his

anxiety go away. This is also supported by Raja (2017) saying that “public speaking is a learned skill and

can be overcome by practicing and rehearsing before presentations or speeches and people who

experience public speaking anxiety can perform as well as those who have a good command over public

speaking.
 Based on the pie chart below (refer to figure 6.0), 13 or 32.5% of the respondents strongly agrees that

practicing their speeches and gaining experience are ways to overcome public speaking anxiety. In

addition, 12 or 30% of 40 respondents agrees with these as well, having a combined 62.5% of the total

respondents. Meanwhile, 8 or 20% of 40 students says they are on the neutral faction. Furthermore, only 5

or 12.5% of the respondents disagreed with this and 2 or 5% of them strongly disagreed. It can be

concluded that a majority of respondents (25 out of 40) believe that practicing their speeches will lead to

improvement. This suggests that there is a significant belief among participants in the effectiveness of

speech practice for enhancing public speaking skills and reducing anxiety. According to the findings of

Thongsrirak (2018), the preparation strategies and the delivering strategies were at a high level of use

when it comes to overcoming public speaking anxiety.

Figure 5.0: A pie chart depicting the percentage of the factors

affecting public speaking anxiety
Figure 5.1: A pie chart depicting the percentage of the factors
affecting public speaking anxiety

Figure 5.2: A pie chart depicting the percentage of the factors

affecting public speaking anxiety
 5. How can the school help students in overcoming their fear of public speaking?

To begin with ways for school to help students, based on the pie chart (refer to Figure 8.0), 12 or 30%

out of 40 students strongly agreed with receiving feedbacks as a way to improve their public speaking.

Meanwhile, 16 or 40% of them agreed with this as well, and 8 or 20% of them says they are in the neutral

side. Moreover, only 3 (7.5%) disagreed, while one (2.5%) strongly disagreed. So, the majority of the

students thinks that receiving feedbacks would enhance their skills in public speaking. According to

Emma and Olatz (2022), the ability to communicate effectively is a crucial aspect of education. For

students, learning how to speak in public is essential for their academic and professional future.

In relation to this, out of 40 respondents (refer to Figure 9.0), 12 or 30% strongly agrees that having

more opportunities to practice public speaking in school is good. Meanwhile 15 or 37.5% of them agrees

as well. On the other hand, 11 or 27.5% are in the neutral side maybe because they are undecided or they

don’t like public speaking that much. In addition, 1 (2.5%) disagrees with these and only 1 strongly

disagreed as well, they maybe don’t like public speaking so they don’t want to practice public speaking in

school. But having 7 out of every 10 students says that opportunities are good so they could practice their

skills in public speaking. According to Parcha (2024), public speaking creates discomfort for many

students. Instead of instead of seeking to avoid this inevitable discomfort, they should instead find

activities that can help the person that is suffering from the said anxiety.

The data was gathered in response to the question, “when teachers provide guidance and support

before a public speaking activity, do you find it helpful?” Majority of the students agreed with these with

a total of 19 or 47.5% of 40 respondents (refer to Figure 10.0), while 12 or 30% also strongly agreed with

this. Furthermore, 8 or 20% stayed in the neutral side, and only 1 (2.5%) strongly disagreed. Meaning to

say that, teachers’ support and guidance does indeed give a push to most students, they find it helpful and

makes them more confident, causing them to present more nicely. In the opinion of Benq (2021)
Encourage your students to find ideas and topics that interest them, so that speaking about them publicly

will be easier due to proficiency and genuine curiosity. Don’t dismiss any idea out of hand or allow other

students to make fun of it.

Figure 6.0: A pie chart depicting the percentage of the factors

affecting public speaking anxiety
 Figure 6.1: A pie chart depicting the percentage of the factors
affecting public speaking anxiety

Figure 6.2: A pie chart depicting the percentage of the factors affecting
public speaking anxiety
 CHAPTER V

This chapter contains the conclusion and summary of the study which is to find out the reasons

why students of St. Mary’s Academy of Jasaan have public speaking anxiety. It provides

recommendations that can guide students to improve their public speaking skills and to lessen their

anxiety.

Summary of Findings

The findings of the study were summarized according to the statement of the problems stated in chapter 1.

1. What factors are responsible for the fear of public speaking among the students?

In 40 respondents, 27 or 67.5% responded that they are worried about what others think about them

while presenting in front. Meanwhile 25% stayed in the neutral side so they may not worry about their

appearance or they are not scared of embarrassment at all so they are quite confident about their self. And

lastly, only 3 or 7.5% disagreed with this matter. In addition, 18 or 45% of the students avoid

opportunities to speak in public due to their fear of embarrassment. Meanwhile14 or 35% remained

neutral, and 8 or 20% disagrees with the statement. With regards to this, 25 or 62.5% of the respondents

are insecure of their looks and voice whenever they need to speak in public. Furthermore, 10 or 25% are

in the neutral side, but 5 or 12.5% disagreed.

2. Does the environment of the students cause their fear of public speaking?

Out of 40 respondents, 22 or 55% says that their environment when public speaking is a factor to

their anxiety. However, 14 or 35% says they are on the neutral side, and only 4 or 10% disagreed with the

given question. In connection with this, 17 or 42.5% of the students have difficulties in organizing their

thoughts in public. Meanwhile, 20 or 50% of them remained neutral, but only 3 or 7.5% disagreed. In

relation to this, 28 or 70% says that they are worried that they might forget about what they need to say in
public due to nervousness. Additionally, 8 or 20% answered neutral but, only 4 or 10% disagreed with the

said statement. With regards with this, 29 or 72.5% prefers smaller group of audience rather than larger

groups. Meanwhile, 10 or 25% stayed neutral, on the other hand only 1 or 2.5% of them disagreed. With

connection to this, 29 or 72.5% says that they often have to speak in front of a group for an activity,

meanwhile 8 or 20% remained neutral. On the contrary, 3 or 7.5% students disagreed with the said

statement.

3. Can students’ academic performance be affected by their fear of public speaking?

Among the 40 respondents, 38 or 95% agrees that public speaking is important for their academic

success, and only 2 or 5% stayed neutral. Not a single student disagreed to the fact that public speaking is

important, in other words, it can be concluded that all of the students admitted that the skill, public

speaking is indeed for their future. Additionally, out of 40 students, 11 or 27.5% says that it is hard to ask

or seek help from teachers due to their anxiety. Meanwhile, 19 or 47.5% are undecided, remaining in the

neutral side, but 10 or 25% of them disagreed. With regard to this, 21 or 52.5% tends to avoid

participating in class presentation or any activities that involves public speaking due to their anxiety.

Furthermore, 6 or 15% stayed neutral, and 13 or 32.5% disagreed. With relation to this, 17 or 42.5% of

the respondents says that it is hard for them to participate in class discussions because of their anxiety.

Meanwhile, 10 or 25% remained neutral, but 13 or 32.5% disagreed. In relation to this, 17 or 42.5% says

that they avoid extracurricular activities that involves public speaking due to their anxiety. Moreover, 14

or 35% are in the neutral side of this matter. On the contrary, 9 or 22.5% disagreed with the said

statement.

4. In what way can the students overcome public speaking anxiety?

Within 40 students, 32 or 80% of them acknowledged the possibility of overcoming public speaking

anxiety with practice, but 7 or 17.5% stayed in the neutral side. Meanwhile, only 1 (2.5%) disagreed with

the said question. Hence, almost all students supported the possibility of overcoming public speaking
anxiety with practice and experience. In addition to this, 25 or 62.5% of the respondents agreed that

practicing their speeches beforehand would make them improve. Meanwhile, 8 or 20% answered that

they are in the neutral and only 7 or 17.5% disagreed with the said question. Hence, most students believe

that through practice, they can improve their skills.

5. How can the school help students in overcoming their fear of public speaking?

Among 40 respondents, 28 or 70% agrees that receiving feedbacks on their public speaking would

help them improve, but 8 or 20% remained neutral. Furthermore, only 4 or 10% disagreed with the said

question. Therefore, a large number of students, believes that receiving feedbacks would greatly help on

their public speaking, and only a small number disagrees. In relation to this, 27 or 67.5% wants more

opportunities to hone their skills in public speaking in school, on the other hand, 11 or 27.5% are in the

neutral side of this matter. Additionally, only 2 or 5% of the respondents disagreed with the question. As

a result, many students wish to have more opportunities to enhance their skills in public speaking, and

only a few wishes the opposite. In addition to this, 31 or 77.5% students says that it is helpful for them

whenever teachers provide them guidance and support before a public speaking activity. Meanwhile, only

8 or 20% answered neutral and only 1 or 2.5% of 40 students disagreed to this. In conclusion, majority of

the students think that the guidance and support that teachers are giving them are very helpful to them.

Conclusion

Based on the indicated findings, the following conclusions were made:

1. The findings revealed that many students from grades 7 to 10 have public speaking anxiety.

2. The findings discovered that a factor of their public speaking anxiety is their environment, many

seem to prefer presenting in front of a small group.

3. The findings disclosed that the students are anxious about their appearance, and not many of them

are confident when it comes to public speaking.

4. The findings uncovered that all students believe that public speaking is important for their future.
 5. The findings unveiled that public speaking does affect the academic performance of a student.

6. The findings unraveled that it is possible to overcome public speaking anxiety with experience

and practice.

7. The findings showed that receiving feedbacks regarding their public speaking would greatly help

them improve.

8. The findings revealed that many students wish to have more opportunities to experience public

speaking in order to enhance their skills.

9. The findings conceded that majority of the students thinks that guidance and support from

teachers boosts their confidence and helps them improve.

The researchers concluded that students suffer from public speaking anxiety due to many factors such

as environments, their appearance, and the audiences. This leads to their academic performance being

affected and also their future, as this skill is really needed for the path they will take in the future.

However, with experience and practice it is possible to overcome this anxiety.

Recommendation:

1. Encourage students to actively participate in activities that involves public speaking, so they can

gain more experience and improve their skills.

2. Motivate teachers to give support to students in order to boost their confidence to present well in

public, and guide them properly so they can have a better future.

3. Help to advocate the stop of body shaming and bullying. Many students are afraid to speak in

public because they are worried about being judged of their appearance. So, advocating the stop

of bullying would greatly help students to actively participate in public speaking activities.

4. Suggest the teachers or the school to have more public speaking activities and have every student

participate to give them more chances to enhance their skills.

5. Support the students: Encourage them to seek for help whenever they need it, may it be guidance

or support.
6. Let the students self-reflect. Motivate them to think carefully about their future, let them know

that it is important to have the skill of public speaking for their future to be successful.