‘Self-confidence and its relationship to Oral Participation of Academic

Track Students of LiNHS’

CHAPTER 1

Background of the study

INTRODUCTION

Oral participation has always been a part of learning in school specially in senior
high school academic track students. It is one of the teachers’ strategy to examine the
knowledge of students about a certain subject. Oral participation usually involves
presentations, debates, and discussions. A students’ ability to confidently express their
ideas has a great impact towards their academic performance. Currently, a lot of students
admitted that they felt anxious during oral participation as they are not confident enough
with their answers and ideas.

Azeez (2023) defined oral participation as an active engagement of students in

class by asking, giving comments, speaking, and participating in pair or group
discussions. While Oswal (2024) defined self-confidence as the ability to trust in one’s
own capabilities and judgement.

A college study in India showed that even though students in an advanced speech
class felt pretty good about themselves, they still struggled with their presentations. Lots
of them didn’t make eye contact, their voices shook sometimes, they repeated things,
used too many hand gestures, and paused a lot. It turned out that things like having a
negative attitude, not being motivated, not practicing enough, not knowing enough words,
lacking skills, and not being prepared all played a part in how confident they felt (Nadiah,
Arina, & Ikhrom 2019).
 Furthermore, according to Denosta et al. (2023), students in an eighth-grade
English class in the Philippines had trouble speaking English. They didn’t get enough
chances to practice, so they felt shy and weren’t very fluent. This study tried a four-week
program with group activities and individual work to help them feel more confident and
speak better. It was an online class of 40 students during the pandemic. The teachers
watched the classes and listened to what the students said. The results showed that
working together helped students feel more comfortable speaking and made friends.
Students felt more confident and spoke better after the program. The study says that
teachers should use more group activities and do more research on helping students
speak easily in different situations.

Moreover, the findings in the study of Untong (2023), indicated that the students of
UM Digos College, a college school in Mindanao have low confidence in speaking. The
study also stated that students who are feeling shy, uncomfortable, and afraid of speaking
in front of others are the students who are afraid to be judged when they commit a mistake
in speaking a second language.

The public school of Libertad National High School – Senior High School (LiNHS-
SHS) offers several academic strands namely; Accountancy, Business, and
Management(ABM), Science, Technology, Engineering, and Mathematics(STEM) and
Humanities Social Sciences(HUMMS). The researchers wanted to find out if there is a
significant relationship between self-confidence and oral participation of academic track
students within the said school.

This study has to be conducted so that the school administrators shall be aware
how the students’ self-confidence affects their oral participation so that they can fill the
gap that are needed to resolve.
 The main objective of this study is to examine the relationship between self-
confidence and oral participation of academic track students in Libertad National High
School.

THEORITICAL FRAMEWORK

This study was anchored with Self-efficacy Theory by Albert Bandura, a theory that
explains how individuals’ beliefs in their capabilities influence their behavior, motivation,
and their achievements.

Figure 1: Self-Efficacy Theory model

Self-Efficacy Theory offers a solid foundation about the study “Self-Confidence and
Its Relationship to Oral Participation of Academic Track Students in Libertad National High
School” by considering how self-efficacy affects the oral participation of the learners. The
components of the model are high self-efficacy, high oral participation, low self-efficacy,
and low oral participation. Self-efficacy and oral participation has a direct relationship,
meaning if the independent variable goes up, the dependent variable would also go up,
but if the independent variable goes down, the dependent variable would also go down.
Based on the model, if the student has high self-efficacy, their oral participation would
also be high, likewise, if the student’s self-efficacy is low, their oral participation would
also likely be low.

CONCEPTUAL FRAMEWORK

After reviewing the inputs from experts, related literature, and related studies in the
topic. The proponents would collect the perception of senior high school students
regarding with their experience in oral participation during classes, through survey. Out of
the quantitative analysis of responses that will be done on the relationship between two
major variables which are the self-confidence and oral participation, a through
investigation to know the relationship of self confidence to the performance of the senior
high school students who experience oral participation in LiNHS will be pursued.

STATEMENT OF THE PROBLEM

This study aims to determine the relationship between self-confidence and oral
participation of academic track students in LiNHS. This study also intends to answer the
following research questions:

• 1. Is there a significant relationship between self-confidence and oral

participation of academic track students in Libertad National High
School?

• 2. What percentage of academic track students have low self-

confidence during oral participation?
 • 3. What percentage of academic track students have high self-
confidence during oral participation?

RESEARCH HYPOTHESIS

Independent Variable : Self- confidence level

Dependent Variable : Oral participation ( number of times a student speaks in class,

willingness to engage)

This study hypothesizes that self-confidence has a significant and positive impact
on oral participation in academic performance. Specifically, students with higher levels of
self-confidence are more likely to participate in oral activities, such as answering
questions, participating in discussions, and presentations. Self-confidence is believed to
lessen nervousness and fear of being judged, which are common obstacle in oral
participation. Consequently, students who have a strong sense of self-confidence are
expected to participate more often and more effectively in oral participation compared to
those with lower levels of confidence. Therefore, the study anticipates a direct and
meaningful relationship between self-confidence and oral participation.

Null hypothesis (Ho):

There is no significant relationship between self-confidence and oral participation.

SCOPE AND DELIMITATION

 The study will cover the determination of the relationship between student self-
confidence and oral participation. The primary subjects of this research will consist of
thirty (30) Grade 12 Academic Track students enrolled in Libertad National High School.
The study will be conducted during the second semester of the academic year 2023–
2024 at Libertad National High School, located in Poblacion Libertad, Misamis Oriental.

Moreover, the participants will be selected based on their availability and

willingness to participate. Data will be gathered through interviews focusing on their level
of self-confidence and frequency of oral participation in class. The study will exclude
students from other tracks and grade levels. Other aspects of a student’s academic and
personal life, such as performance in other subjects, will not be considered, as the
research will focus solely on self-confidence and oral participation.

SIGNIFICANCE OF THE STUDY

DEFINITION OF TERMS

• Academic Track Students: The students that are under the Accountancy,
Business, and Management (ABM), Humanities and Social Sciences (HUMSS),
Science, Technology, Engineering, and Mathematics (STEM) strands.

• Libertad National High School-Senior High: The school where the research
study will be conducted.

• Oral Participation: Actively speaking and engaging in class discussions, asking

and answering questions, and contributing to group activities.
• Self-confidence: A belief in one’s own abilities and judgment, leading to a positive
outlook and a willingness to take risks and pursue goals.

• Significant relationship: Sufficiently great or important relationship of two

variables to be worthy of attention.