“Lack of Self Confidence and Low Self-esteem in Public Speaking Among Students of

Pinaripad National High School “

Submitted to:

Reynante Olog

(Practical Research Teacher)

Submitted by:

May Clare Valdez

Laurence Domingo

Shawn Vhic Pagaduan

(Grade-12 Makakalikasan HUMSS 1)

ACKNOWLEDGEMENT

I humbly acknowledge the Lord, the source of strength, guidance, and blessings in my life.

His unwavering love and grace illuminate my path, and I am grateful for the divine presence

that enriches every moment.

I extend my deepest appreciation to various individuals who have contributed to the

completion of this research paper.

First and foremost, I express my gratitude to my esteemed Research Advisor Sir Reynante

Olog and to our Adviser Mrs. Carmela P. Medina whose expertise, guidance, and constructive

feedback have been invaluable throughout the research journey. Their unwavering support

and commitment to excellence have significantly shaped the quality of this work.

My sincere thanks go to my family for their constant encouragement and understanding

during the demanding phases of this project. Their love and support have been my anchor,

motivating me to persevere through challenges.

I am grateful to my friends and colleagues who provided insightful discussions and valuable

suggestions, contributing to the refinement of ideas and methodologies.

Each of these individuals has played a crucial role in the realization of this endeavor, and for

that, I am profoundly thankful.

 Lack of Self Confidence and Self-Esteem in Public Speaking among Students of

Pinaripad National High School

CHAPTER I

INTRODUCTION

Background of the Study

Public speaking refers to the act of addressing a live audience, which can take place in

diverse settings such as classrooms, business meetings, conferences, and social gatherings.

The ability to engage in public speaking is valuable as it allows for effective communication

of ideas, fosters relationships, and exerts influence over others. It is a skill that finds utility in

various facets of our everyday existence. Whether it entails delivering a presentation at

school or work, public speaking empowers us to effectively express our thoughts, establish

connections with others, and wield persuasive influence.

Students who struggle with their self-esteem or lack confidence often experience thoughts

about themselves. These thoughts can trigger anxiety and fear when they have to speak in

front of others. Moreover, individuals with high self-esteem tend to focus on the potential for

judgment and criticism while speaking, which hinders their ability to relax and effectively

convey their message. Additionally, a lack of self-confidence may discourage these students

from practicing their speeches, resulting in poor performance. This reinforces their beliefs

about themselves. Intensifies their apprehension towards public speaking.

Furthermore, students who struggle with self-confidence and have low self-esteem often

experience difficulties in their academic performances and grades. Poor academic

performances and not receiving academic validation can lead students to experience anxiety,

self-blame, depression, and stress. Low academic performance can also lead to social

isolation and bullying. Students who are struggling academically may be reluctant to

participate in class or socialize with their peers. They may also be targets for bullying by

other students.

Students who lack self-confidence and self-esteem frequently have family issues. These

students frequently live with harsh and judgmental parents, which lowers their children’s self-

esteem. Students who grow up in chaotic or dysfunctional homes may come to believe that

they are worthless, may not develop their self-confidence, and may feel like the worst person

in the world. Students who are constantly compared to others or who are expected to be

perfect, as well as children who are constantly criticized or belittled by their parents, lack of

support or encouragement from their parents, and parents who set unrealistic expectations for

their children, may increase their anxiety issue level.

Having a low self-esteem and lack of self-confidence not only decreases the academic

performances of students but it can also affect their mental health. The worst part about this

issue is that most of the main causes of their low self-esteem and lack of self confidence was

from their households, specifically their parents.

The goal of this study is to determine the factors of having a low self-esteem and lack of

confidence among students, specifically students from SHS. The main focus of this study is

to find out the causes of their lack of confidence and low self-esteem and to provide possible

solutions for SHS students who are struggling with public speaking. It is essential to

understand the struggles and difficulties of students who does not have enough self-

confidence on doing public speaking to distinguish their emotional and physical needs.
 This can be occurred by studying and researching about the factors of having lack self-

confidence and low self-esteem on public speaking among students through interviews and

conducting quantitative research. This study intends to ascertain the reasons behind students’

low self-esteem and lack of confidence in public speaking, as well as the effects of doing so

on their mental health. This study aims to give information and raise awareness among others

about students who struggle with reports and recitations and who have a phobia of public

speaking in order for others to understand why some students experience this kind of

suffering.

Conceptual Framework

INPUT PROCESS OUTPUT

Distribution of Surveys and

Profile of the Respondents
Questionnaires
Factors Affecting their
Data Collected Through Students, teachers, and parents
Performances on doing Public
Survey Questionnaire will be informed about the
Speaking
study’s findings.
Analysis and Interpretation of
Their Struggles on Public
Data and Information
Speaking
Gathered

Figure 1. Conceptual Paradigm of the Study

 The research presents a paradigm that consists of input, processing, and output. The

selected respondents are to be given questionnaires to determine the factors affecting their

performance in public speaking. Their responses will be determined by the researchers as to

which of the factors is more affecting their performance.

Based on the conceptual framework above, input contains the demographic profile of the

respondents and the factors affecting their self-esteem and self confidence. Process contains

asking permission to get the list of the possible respondents and then to administer the survey

questionnaire with the consent of the respondents. Meanwhile, the output contains the

purposed action plan based on whatever the result of the study.

Scope and Delimitation

The researchers focused only on the factors of having lack of confidence and self-esteem on

public speaking of the senior high school students. Respondents of this study are the students

of senior high school who are having difficulties and fear on public speaking. This research

study only focused on Senior High School students, Junior High school students are not

included to this study.

Research Question

This study entitled “Lack of Self Confidence and Low Self-Esteem on Public Speaking

among SHS Students” aims to enlighten and educate others about students who struggle with

reports and recitations and who suffer from a fear of public speaking. It also aims to

understand how they overcome their fears as they encounter the senior high level. They might

answer the following inquiries below:

• How frequently do the selected SHS students of PNHS encounter public speaking?

• What are the factors that contribute to the fear of public speaking of SHS students?

• What are the three most common effects that fear of public speaking has on the selected

students of PNHS?

Significance of the study

This research study will be beneficial in understanding the hardships and struggles

experienced by students who have a fear of public speaking. This will also give information

about the effects of having low self-esteem on public speaking and the school performances

of the students. Specifically, it will benefit the following:

Students and Learners:

This study will give motivation to students and encourage them by boosting their

confidence on public speaking.

Teachers and Administrators:

Through this research, teachers and administrators can implement programs regarding on

public speaking to practice and hone students’ skills. The result of this study will help and

guide teachers and school administrators to strategize for an effective approach on how

learners can overcome their fear on public speaking.

Parents and Guardians:

 This study will inform and raise parents’ awareness on how their relationship with their

children affects their children ‘s self-esteem. This study can also help them to create better

relationship with their children.

Future Researcher:

This study will surely help and serves as a reference for future studies. The result of this

study can be used by the future researchers for their discussions the factors affecting students’

lack of self confidence on public speaking.

Definition of Terms

Anxiety– a natural and often necessary emotional response characterized by feelings of

unease, worry, or fear, typically about an anticipated event or uncertain outcome.

Confidence– is a psychological trait involving a positive perception of one’s abilities, self-

worth, and ability to handle challenges or achieve goals.

Depression– is a mental health disorder characterized by persistent and pervasive feelings of

sadness, hopelessness, and a lack of interest or pleasure in activities.

Fear– is a natural and adaptive emotional response to a perceived threat or danger.

Judgement– refers to the process of forming an opinion, belief, or decision about something

or someone based on careful consideration, evaluation, or assessment of available

information or evidence.

Public speaking– is the act of speaking to a live audience.

Self-esteem– refers to a person’s overall subjective sense of their own worth, value, and self-

worth, it involves the beliefs and feelings of an individual about themselves.

Struggle– state of difficulty or hardship in achieving a goal or dealing with a situation. It can

be physical, mental, or emotional.

CHAPTER II

Review of Related Literature (RRL)

Foreign

A study of Taqwa et al. (2022) entitled “An Analysis of Students’ Speaking Anxiety in EFL

Classroom: A Mixed-Method Study”, aimed to determine the level of speaking anxiety

among 62 english education department students from the State Islamic University, Syarif

Hidayatullah Jakarta, and its impact on their willingness to talk. A mixed-method approach

was used, including questionnaires based on Horwitz’s Foreign Language Speaking Anxiety

Scale and interviews. It also founded that variables affecting students’ speaking involvement

in EFL classes included their English proficiency, self-esteem, fear of making mistakes,

preparation, motivation, teaching strategy, and lecturer’s attitude. The FLCAS questionnaire

categorized students into five groups, with moderately and severely anxious students
questioned for further data. Furthermore, the study found that speaking anxiety affected

participation by making students think twice and be reluctant to speak. Other variables

affecting students’ speaking engagement in EFL classes included their English ability, low

self-esteem, and fear.

Findings from the study “Exploring Students’ Speaking Anxiety” by Nuridzdzati et al.

(2023), identified three causes of speaking anxiety; test anxiety; worry of receiving a bad

review; and communication uncertainty. Considering speaking fluency as a challenge was

one positive contribution. Other negative contributions included experiencing anxiety and

unease when speaking in front of peers, exhibiting symptoms like fast heartbeats, blank

stares, and stammered speech, being reluctant to speak because of strained relationships with

teachers, and finding it difficult to refocus memory during speaking assessments. The study

emphasizes how crucial it is to treat speaking anxiety among high achievers in order to

enhance their output. The purpose of this study was to identify the variables that contribute to

speaking anxiety in high achievers, especially those who are learning foreign languages.

Study from Kho et al. (2023) entitled has found through the study entitled “English

Proficiency, Public Speaking Experience, and Communication Apprehension in Oral

Presentation of Polytechnic Student”, stated that people who communicate orally often

experience anxiety when making oral presentations, especially when doing so in front of an

audience. In this study, communication anxiety during oral presentations by polytechnic

students was compared to English competence, public speaking experience, and these three

variables. 62 students from a polytechnic in Sarawak, Malaysia, participated in the study by

completing the PRCA-24 questionnaire, which emphasized the components of public

speaking. The study investigated the relationship between English proficiency, public

speaking experience, and communication apprehension in polytechnic students during oral

presentations. The results showed that 6.4% of students had low communication
apprehension, while 71% had moderate apprehension. 22.6% had very high apprehension,

causing anxiety and discomfort when asked to give an oral presentation. The study highlights

the need for improved English proficiency and public speaking experience to reduce

communication apprehension in students.

The study of Ahmad et al. (2022) named “Discovering The Relationship between

Communication Strategies and Fear of Oral Presentation among University Students”,

investigates the impact of communication strategies (CS) on university students’ dread of oral

presentations. According to the study, which was based on a survey of 134 students at a

public university, the majority of respondents preferred that CS be impacted externally, with

examination scores and anxiety serving as the main sources of dread. The study also

discovered that, to some extent, communication techniques can lessen presenting anxiety. The

results point to the necessity of more structured strategy training to assist students in

overcoming their fear of public speaking and maximizing the advantages of efficient

communication techniques. According to the study, formal strategy instruction could aid

students in developing the motivating requirements to control their fear of public speaking

and get access to useful communication techniques.

According to Rayani et al. (2023) in their research study entitled “Glossophobia: A Cross-

Sectional Assessment of Public Speaking Anxiety among Saudi Nursing Students”, public

speaking anxiety or glossophobia is common among college students, especially those

studying in their non-primary language. Since they will be advocating for patients in the

future, nursing students are expected to have a strong grasp of effective public speaking. The

implications of glossophobia on Arab nursing students studying in English, a second

language, are poorly understood. This study reveals a flaw in existing training where there is

little assistance, resulting in anxiety levels being constant over the course of a nurse training
program. Future studies should look on culturally sensitive methods for reducing anxiety in

nursing students while boosting their self-assurance and self-worth. (Rayani et al., 2023).

In the study “Use of Video Blogs in Alleviating Public Speaking Anxiety among ESL

Learners” of Madzlan et al. (2020), it was stated that anxiety over public speaking is a

common problem among students learning a second language. Their anxiousness and stage

fright may be contributing factors to their anxiety when speaking in the target language. Peer

pressure, the classroom setting, and the instructor’s presence can all be dangerous elements

for students, especially when it comes to public speaking situations. The purpose of the

current study is to determine whether using online resources and/or video blogs can reduce

anxiety related to public speaking. The development of personal video blogs has the potential

to benefit students by offering a secure and encouraging setting for them to hone their public

speaking abilities. This study also intends to determine the elements that affect the use of

video blogs as a platform for public speaking. The impacts of using video blogs are intended

to be investigated using a mixed-method approach.

The study entitled “Communication Students’ Anxiety in Speaking Skill Practice” of

Sholikhi et al. (2022), explores the impact of speaking anxiety on communication majors,

highlighting its potential to reduce employment options and lead to subpar work

performance. English proficiency is crucial in the digital age, but it is rarely discussed in ESP

classes. The research, involving 19 students, used semi-structured interviews and

observations to identify three naturally occurring events related to speaking anxiety or issues

with speaking anxiety. The findings highlight the importance of effective communication in

the digital age.

The study of Aulia et al. (2023) entitled “The Relationship Between Speaking Anxiety and

Self Confidence in New Students at Ahmad Dahlan University Yogyakarta”, aimed to

understand the relationship between speaking anxiety and self-confidence among Ahmad

Dahlan University freshmen. Using a quantitative research methodology, 143 respondents

were analyzed using spearman-rho analysis. The majority of students had moderate levels of

speaking anxiety, while 78 had moderate self-confidence. The results showed a strong

association between speaking anxiety and self-confidence in first-year students. The test

results showed a value of r -0.292, indicating that students’ self-confidence decreases as their

speaking anxiety increases. This suggests that speaking anxiety can be a significant factor in

determining students’ confidence in public speaking.

A study of Netta et al. (2020) namely “Indonesian EFL students’ strategies in dealing with

speaking anxiety in public speaking course” said that one of the courses that university

students take is public speaking. The goal of this pilot study was to look into the coping

mechanisms used by students in the English public speaking course to deal with nervousness.

A study conducted at Universitas Muhammadiyah Aceh in Indonesia, involving two junior

students, found that they used various coping mechanisms to manage their speech anxiety,

including practicing and preparing enough, and using their hands and bodies to gesture during

a speech. The study suggests that teachers should encourage other EFL students to use these

techniques to help them overcome their fear of speaking in front of groups. The data was

collected through an interview-based qualitative methodology. (Netta et al., 2020).

According to the study of Jing et al. (2023) entitled “Factors of Public Speaking Anxiety

among Postgraduate Students of Malaysian Public Universities in Online Presentations”, the

study investigates the factors contributing to public speaking anxiety (PSA) in postgraduate

students from Malaysia and other countries. Using a qualitative research design, the study

used the Personal Report of Public Speaking Anxiety (PRPSA) and the Foreign Language

Communication Anxiety Scale (FLCAS). Three postgraduate students were selected using a

selective sample technique. The findings revealed that peer pressure, fear of failure, and
making mistakes are key causes of PSA. Additionally, the study reveals that while PSA has a

minor impact on some postgraduates, it significantly affects others’ online learning abilities,

making it crucial to understand the relationship between PSA, language anxiety, and

academic achievement.

Local

The study of Nacionales et al. (2023) namely “Investigating oral presentation anxiety of

freshmen English major students in a Philippine higher educational institution” found that

students’ anxiety related to oral recitation is influenced by negative past experiences, self-

perception, rejection anxiety, and inadequate training. Other contributing factors include fear

of making mistakes, perfectionism, classroom environment, lack of confidence in speaking

English, and procrastination. Participants discussed their preparations, including reading

ahead, formulating questions, and attending to physical demands. They also discussed coping

mechanisms, such as working out, practicing appropriate breathing and body language, and

avoiding distracting thoughts. The study highlights the importance of addressing these issues

to improve students’ performance and overall well-being.

The research study of Saavedra et al. (2023) entitled “Speaking Anxiety among College

Students at St. Paul University Surigao” aimed to identify college students at St. Paul

University Surigao who were afraid of public speaking. The four categories of anxiety levels

were Context, Audience, Situation, and Trait Anxiety. The researchers used a researcher-made

questionnaire administered to 81 education students and conducted a quantitative descriptive

survey approach. The results showed that students had high levels of trait, context, and

situation anxiety, but very high levels of audience anxiety. No discernible variation in anxiety

levels was found across all age groups, genders, and academic levels. The study recommends

including public speaking as a course in all tertiary degree programs, particularly teacher
preparation programs. School administrators should also provide greater opportunities for

students to participate in public speaking both within and outside the classroom. Additionally,

school officials should promote more in- and extracurricular public speaking events to

develop their talents and reduce public speaking phobias.

The study “English Language Anxiety Among Students in a Boarding School in the

Philippines: The Post-Pandemic Scenario” by Zulueta et al. (20233), aimed to determine the

association between the respondents’ province of origin and mother tongue and the degree of

language anxiety in Grade Seven students at a local all-girls boarding school in Cebu,

Philippines. The data showed moderate language anxiety levels among respondents from 33

provinces and 25 languages and dialects. There was no connection between respondents’

profiles and language anxiety levels. The study suggests that teachers should be aware that

children learning the English language experience anxiety, regardless of their mother tongue

and region of origin.

The study entitled “English only please? Students’ views of their self-confidence in spoken

English in a Philippine state university. Journal of Language and Pragmatics Studies” by

Briones et al. (2023) uses Interpretative Phenomenological Analysis to investigate the self-

confidence of 22 second-year English major students at a Philippine State University. The

research aimed to understand their perceptions of spoken English and the techniques they use

for confidence reinforcement. The results showed that most students view themselves as

mediocre users of the language and are still working on fluency and expanding their

vocabularies. The most dominant learning approach is traditional reading, such as books and

novels. Future research could explore students’ oral recitation approach preference and

conventional learning mediums, which were not included in the current study.
 The research study of Giray et al. (2023) entitled “English Language Anxiety among

College Students”, explores English language anxiety among Filipino college students in

state universities and colleges in Metro Manila, Philippines. Data was collected from 37

students through purposive sampling and analyzed using thematic analysis. Four themes

emerged: lack of language skills, personal insecurities, judgment of others, and negative

influences on performance and being. Students are recommended to work on their English

language skills through practicing, listening openly to constructive criticism, and building

self-esteem. College teachers are advised to foster a psychologically safe atmosphere where

mistakes are seen as learning opportunities, refrain from using deprecating comments, and

conduct planned and meaningful class sessions. This research aims to bridge the research gap

on language anxiety in the Philippine context.

Self-esteem is a crucial aspect of personal growth, and students often struggle with it due to

the pressures of school interactions according to Racines et al. (2022) in their research study

entitled “Boosting Self-Esteem of Grade 12 Students through Enhanced Public Speaking”.

The study aimed to improve self-esteem among Grade 12 Accountancy, Business, and

Management (ABM) Strand students by conducting public speaking activities. The research

found that students struggle with expressing themselves, especially in groupings and

reporting due to the need for public speaking. The study also found that social environment

and school environment play a role in influencing self-esteem. Students’ anxiety about their

own opinions and feelings can affect their self-esteem. The researchers recommend that

students know their worth and be willing to build their self-esteem, encourage participation in

public speaking activities, and have teachers and administrators conduct such activities.

According to Bactol et al. (2023) on their research study entitled “Investigating anxiety in

oral recitation among freshmen BS accountancy students in a Philippine higher education

institution”, oral recitation is a common method in higher education to assess students’

learnings. However, students often experience anxiety when asked to recite in front of the

class. Thematic analysis reveals four reasons for students’ anxiety: unpleasant past

experiences, self-evaluation, fear of rejection, and lack of preparation and training. Five

underlying factors include anxiety of making mistakes, perfectionism, classroom setup and

environment, linguistic insecurity in English language, and cramming and procrastination.

Participants also disclosed their preparations before oral recitation, such as advance reading,

crafting possible questions, reminding for a sure performance, and fulfilling physiological

needs. Coping techniques during oral recitation include exercising proper breathing and body

gestures, avoiding intrusive thoughts, and exercising proper breathing and body gestures.

A study conducted by Pontillas et al. (2021) in their research study entitled “Levels of Oral

Communication Skills and Speaking Anxiety of Educators in a Polytechnic College in the

Philippines” at Camarines Sur Polytechnic Colleges found a significant correlation between

teachers’ oral communication skills and their speaking anxiety. The researchers used a

correlational research design and 25 teacher-participants from various departments to assess

their speaking abilities. The results showed a significant correlation between the two

variables. Environmental factors, personal experiences, and exposure were identified as

factors affecting teachers’ speaking skills and anxiety. The researchers recommend that

institutions implement intervention programs for educators to improve their oral

communication skills and that higher education institutions add additional communication

courses to their undergraduate programs. This will help educators overcome their

communication anxieties and improve their overall communication abilities.

The study conducted by Pontillas et al. (2020) entitled “Reducing the public speaking

anxiety of ESL college students through popsispeak”, focuses on reducing public speaking

anxiety among ESL college students, who often struggle with using English in the classroom.

The teacher-researcher introduced an intervention called Popsispeak, which helped students

overcome their fear and improve their oral communication skills. The study involved 28

students from Camarines Sur Polytechnic Colleges, who were enrolled in the class of the

teacher-researcher for the AY 2017-2018 2nd semester. The T-test for Dependent Samples was

used to determine the significant difference between pre-test and post-test results of the

students’ Personal Report of Public Speaking Anxiety (PRPSA) and the level of oral

communication skills before and after the intervention. Pearson’s Correlation was used to

determine the relationship between public speaking anxiety and oral communication skills.

Thematic analysis was used to group students’ responses and analyze their experiences In the

intervention activity. The study found that Popsispeak is an effective intervention in helping

students improve their oral communication skills and reduce their public speaking anxiety.

The research study entitled “Glossophobic experience amongst MPSPC Philippines pre-

service teachers through oral speech presentations” conducted by Fagsao et al. (2021), aims

to understand the factors causing speaking anxiety among pre-service teachers at Mountain

Province State Polytechnic College-Teacher Education Department (MPSPC-TED) in the

Philippines. The study analyzed data from 50 undergraduate students who had oral

presentations, lesson demonstrations, and oral speaking presentations. Major themes

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

motives were identified as major causes of glossophobia problems. The findings suggest that

the DISRUPT strategy can effectively reduce students’ public speaking anxiety by addressing

linguistic obstacles, audience manifestation, mastery of the topic, and specific motives. This

research contributes to the understanding of public speaking and its potential impact on

students’ performance.

CHAPTER III

METHODOLOGY
Research Design

Descriptive research design will be applied in this study. This method seeks to collect

information in order to describe a phenomena, situation, or population. It specifically assists

in answering the what, when, where, and how questions about the research challenge rather

than the why. This research design can help researchers to determine the factors affecting

students’ low self confidence in public speaking.

Sampling Procedure and Sample

Probability sampling refers to the selection of a sample from a population using the

randomization principle, that is, random selection or chance. This can help researchers have

fewer respondents than the whole population when choosing their respondents.

Data Gathering

The researchers will be using survey questionnaires to gather data and information about

respondents’ profiles and personal experiences with public speaking. The questionnaires will

be distributed to the respondents, who will answer them.

Data Analysis
 The profile of the respondents will be examined by the researchers by distributing survey

questionnaires to the respondents. The survey questionnaire contains a demographic profile

of the respondents and questions related to public speaking. . They will also examine the

factors contributing to low self-confidence among students and how these factors affect their

performance in public speaking. The data and information gathered will remain confidential.

CHAPTER IV
 Presentation of Data, Analysis, and Interpretation

This chapter presents the results, the analysis and interpretation of data gathered from the

answers to the distributed questionnaire. The said data were presented in tabular form

accompanied by analysis and interpretation.

Profile of the Respondents

Table 1. Gender

Gender Frequency Percentage

M 65 55.08%

F 53 44.91%

Profile of the respondents according to gender are shown in the table 1. 55.08% of the

respondents are females while 44.91% are males. The majority of the respondents are

females; therefore, the data implies that females are the ones who are mostly participating in

answering the survey questionnaires.

Table 2. Sections

Sections Frequency Percentage

Makakalikasan 30 25.42%

Maka-Dyos 34 28.82%

Makabansa 30 25.42%

Makatao 24 20.33%

The profiles of the respondents according to sections are shown in Table 2. The majority of

respondents are from Grade 12 Maka-Dyos, with a frequency of 34 and a percentage of

28.82%, while Grade 12 Makakalikasan and Makabansa are tied with a percentage of

25.42%, and the section with the fewest respondents is Grade 12 Makatao, with a frequency

of 24 and a percentage of 20.33%.

Questions

Table 1. Question no. 1.

Question Frequency Percentage

Do you feel supported by teachers, classmates,

friends, or family members in boosting your

confidence in public speaking?

• Yes 78 66.10%

• No 5 4.23%

• Sometimes 35 29.66%

Based on Table 1 below, it shows that the majority of the respondents are likely to gain

support from their teachers, friends, and parents in regards to boosting their confidence in

public speaking. More than 60% of the respondents answered “yes,” almost 30% of the

respondents answered “sometimes,” and lastly, there are 5 respondents who disagreed with

the question and answered “no.”

Result of the study showed a positive association between teacher support and self-efficacy,

while classmate support had a positive linkage with self-efficacy. The study found that higher

self-efficacy among students reduced speaking anxiety during oral presentations. This

suggests that teacher and classmate support can be beneficial in reducing anxiety. (Villegas-

Puyod, 2020).

Table 2. Question no. 2.

 Question Frequency Percentage

Do you experience self-doubt when you do

public speaking?

• Yes 85 72.03%

• No 9 7.62%

• Sometimes 24 20.33%

Most respondents who answered have self-doubt when they do public speaking. The table

shows that 72% of the respondents do not have enough self-confidence and are doubting

themselves in their public speaking ability, and only 7% of the respondents are confident

enough in doing public speaking, while there are more than 20% of the respondents who tend

to doubt themselves sometimes.

Self-confidence is crucial for effective public speaking, influenced by linguistic and

psychological factors. Psychological elements include fear of mistakes, shyness, and anxiety.

Linguistic factors include grammatical errors, low vocabulary, poor pronunciation, and

fluency, with linguistics having the greatest impact on students’ confidence in public

speaking. (Muna, M., 2023)

 Table 3. Question no. 3.

Question Frequency Percentage

Do you tell to your parents about the factors

affecting your confidence in public speaking?

• Yes 78 66.10%

• No 5 4.23%

• Sometimes 35 29.66%

In Table 3 below, it appears that 46% of the respondents did not want to open up with their

parents or guardians regarding the things that hindered them from participating in public

speaking activities. 39 participants with a percentage of 33.05% put “sometimes” on the

survey; it reveals that they are likely to open up about the factors that’s affecting their public

speaking ability to their parents, and there are 27 participants who chose “no” as their answer

with a percentage of 22.88%.

Table 4. Question no. 4.

Question Frequency Percentage

 What specific aspects of public speaking makes

you feel most anxious?

• Fear of judgement 51 43.22%

• Speaking in front of a large audience 29 24.57%

• Don’t have enough self confidence? 32 27.11%

• Others 6 5.08%

It shows in Table 4 that most of the respondents are afraid to participate in public speaking

because they are afraid of people’s judgment. 51 respondents, with a percentage of 43.22%,

chose “fear of judgment” as their answer. The table below shows the cause of students’ public

speaking anxiety. 27.11% of them showed that the aspect that makes them anxious the most

when performing public speaking activities is that they do not have enough self-confidence,

and 29 students with a percentage of 24.57% answered “speaking in front of a large

audience” as their answer. The majority of the respondents are afraid of being judged when

they do public speaking, and some respondents with a percentage of 5.08% did not find their

answers in the questionnaire because they chose “others” as their answer.

Table 5. Question no. 5.

 Question Frequency Percentage

When you do reporting in class, do you find it

hard to concentrate on your report?

• Yes 36 30.50%

• No 22 18.64%

• Sometimes 60 50.84%

Most of the respondents answered “sometimes” in the survey; 50% of them answered

“sometimes.” This indicates that students find it hard to concentrate on their report, but at the

same time they can do it with concentration sometimes. 30% of the students find it hard to

concentrate when doing their reporting in class, while 22% of them do not find it hard to

concentrate and can easily do reporting in class.

Table 6. Question no. 6.

Question Frequency Percentage

Rate your own public speaking skills on a scale

of 1-3.

1 22 18.64%

2 61 51.69%

3 35 29.66%

Table 6 reveals that 51.69% of the respondents rated themselves as “2” in their public

speaking skills, while 35 students rated themselves as “3,” and lastly, 22 respondents marked
“1” as their answer. The majority of the respondents are in the middle; they are not very

professional when it comes to their public speaking skills, but they can manage to do public

speaking activities. 18.64% of them can perform in public speaking activities very well, and

29.66% of them rate themselves as the lowest.

Table 7.

Question: How do you feel when some of your audience is not listening when you are

reporting in class?

Scale Range

(4) Always 3.50 – 4.00

(3) Sometimes 2.50 – 3.49

(2) Rarely 1.50 – 2.49

(1) Never 1.00 – 1.49

Table 7.1

Statement 4 3 2 1 Total

I feel sad 21 68 20 9 337

I feel disappointed in 28 66 19 5 353

myself

10 56 38 13 288

I feel frightened

26 44 27 9 231

I feel embarrassed
 19 30 32 37 200

I feel angry

Table 7.2

Statement Weighted Mean Verbal Description

I feel sad 2.85 S

I feel disappointed in myself 2.99 S

I feel frightened 2.44 R

I feel embarrassed 1.95 R

I feel angry 1.06 N

Overall Weighed Mean : 2.25 R

As shown in the table, the statement number 2 comprised the majority of the respondents’

assessment which have the computed value of weighted mean (M=2.99) resulting that they

feel sad when their audience are not paying attention when they do public speaking, followed

by statement number 1 that has a total of (2.85) mean. The statement number 3 had a 2.44

mean and lastly, 1.95 weighted mean is computed in statement number 4. State number 5 has

the least computed mean with the mean of 1.06, correspondingly with the overall mean

(M=2.25) and was verbally interpreted as “rarely” interpretation.

Table 8.
 Scale Range

(4) Frequently 3.50 – 4.00

(3) Occasionally 2.50 – 3.49

(2) Never 1.50 – 2.49

(1) Unsure 1.00 – 1.49

Table 8.1

Statement 4 3 2 1 Total

How often do you fear 38 66 19 5 393

speaking in front of others?

How often do you struggle

when you are reporting 40 52 13 13 365

using the English

language?

How often do you engage

in public speaking 22 22 13 4 365

activities?

Table 8.2

Questions Weighted Mean Verbal Description

How often do you fear speaking in front of others? 3.33 O

 How often do you struggle when you are reporting 3.09 O

using the English language?

How often do you engage in public speaking 3.09 O

activities?

Overall Weighed Mean : 3.17 O

Based on the table, the statement 2 and 3 had the equal results of their computed mean

(M=3.09) comprised the majority of the respondents’ assessments, with a computed value of

weighted mean (M= 3.33), resulting in occasionally interpretation, corresponding with the

overall mean (M= 3.17) and were verbally interpreted as “occasionaly”.

CHAPTER V

Presentation, Analysis and Interpretation of Data

 This chapter is composed of the summary of the research findings, the conclusions drawn

based on gathered data and evaluation, and the recommendations made to enhance the

entirety of the study.

A. Summary

The purpose of this study is to identify the factors affecting students’ public speaking

anxiety among Grade 12 learners in PNHS. The objective of this research study is to

determine the reasons why students are experiencing public speaking anxiety and how it can

affect their mental health and self-confidence.

With the use of a descriptive research design, the researchers were able to understand the

factors affecting students self-confidence in public speaking activities. The computed and

target 118 respondents are all 12th graders for the academic year 2023-2024, as the research

was limited to them only. The researchers used probability sampling as their sampling

procedure and sample. With an adapted survey questionnaire, the researchers were able to

gather sufficient data to conclude the study by distributing it to random students from four

sections of grade 12 learners.

After summarizing the gathered and interpreted data,it revealed that among the respondents,

males are the ones who mostly experienced public speaking anxiety, with a frequency of 65

and a percentage of 55.08% of the sample.

Over 72.03% of the respondents experienced self-doubt when performing public speaking

activities. Moreover, the students tend to open up with their parents about what hiders them

from participating in public speaking activities, with a percentage of 66.10%. As answered by

the respondents, it indicates that the majority of the aspects of public speaking that make

them more anxious are that they fear others’ judgments, and their answer resulted in 43.22%
of the computation. However, the other factor that affects their public speaking anxiety is that

they lack self-confidence, with a percentage of 27.11%, followed by the fear of speaking in

front of a large audience, with a percentage of 22.57%. The majority of the students find it

hard to concentrate on their reports in class sometimes, with a percentage of 50.84%, and half

of the population rated themselves 2 with a percentage of 51.69%, which means that they are

not confident and good enough at performing public speaking activities. The result also

indicates that students feel sad with a mean of (2.85) and disappointed with themselves with a

mean of (2.99) whenever their audience is not paying attention to them when they are

reporting in class; they also rarely feel frightened (M= 2.44) and embarrassed (M= 1.95); and

lastly, they never feel sad (1.06) when their audience is not listening to them when they are

reporting in class. Furthermore, they fear speaking in front of others occasionally, with a

mean of 3.33; they also struggle when reporting using the English language; and they engage

in public speaking activities occasionally, with a mean of 3.09. However, the overall

weighted mean computed is 3.17, indicating that they struggle with public speaking

occasionally.

B. Conclusion

Based on the result, the following conclusion were drawn:

1. Struggling in public speaking using the English language, lacking self-confidence, and

self-doubt appear to be the greatest factors affecting the anxiety and fear of students in public

speaking activities.

2. Students from PNHS tend to have a low to medium rating on how they see themselves as

public speakers; the majority of them answered 2 with a percentage of 51.69%.

3. Having a fear of public speaking can have a negative impact on students’ grades and

performances. Students who are not often participating in public speaking activities such as
reporting and reciting in class tend to have lower grades than those who are participating in

these particular activities.

4. A program for enhancing students’ public speaking abilities in PNHS to train students’

public speaking vocabulary and abilities must be considered.

C. Recommendation

In light of the findings and conclusions, this is offered as a recommendation for possible

actions:

1. Teachers should give attention and focus to students who are struggling with public

speaking to lessen their fears.

2. Encourage and assist students to do their best and help them improve their public speaking

abilities by boosting their self-confidence and helping them out.

3. Give consideration to students during reports and recitation, and try not to embarrass them,

especially in front of other people, so that their confidence won’t be ruined.

4. For future researchers, they should learn about the other factors affecting students’ self-

confidence in public speaking and how they are going to prevent these factors, empower the

students who are struggling with public speaking, and inform teachers, parents, and students

about this topic.

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 APPENDICIES

January, 15, 2024

Catherine V. Atchuela, PhD.

School Principal IV

Pinaripad National High School

Pinaripad Norte, Aglipay, Quirino

Ma’am, Good day!

In partial fulfillment of our requirements for our subject Practical Research II, we,

grade 12 learners of HUMSS-1 MAKAKALIKASAN, would like to ask for your permission

to conduct a research study entitled “Lack of Self Confidence and Low Self-esteem in Public

Speaking Among Students in Pinaripad National High School”.

In connection, we would like to ask your good office to allow us to conduct our

research study among grade 12 learners. Rest assured that the data we will gather will remain

confidential and to be used in academic purpose only. Your approval to conduct this study

will be greatly appreciated.

Respectfully yours,

The Researchers
Catherine V. Atchuela, PhD.

School Principal IV

SURVEY QUESTIONNAIRE

“Lack of Self Confidence and Low Self-esteem in Public Speaking Among Students”

Good day! We are inviting you to participate in this research questionnaire by answering the survey honestly.

The aim of this research is to find out the factors affecting students’ self-confidence in public speaking. This is

for educational purposes only. Thank you for participating!

Name(Optional): Section:

□ Female □ Male

Are you voluntarily taking part in this survey?

□ YES

□ NO

DIRECTIONS: Read each question carefully and choose your answer (/) on the following questions.

1. Do you feel supported by teachers, classmates, friends, or family members in boosting your confidence in public

speaking?

( ) Yes

( ) No

( ) Sometimes

2. Do you experience self-doubt when you do public speaking?

( ) Yes

( ) No

( ) Maybe

3. Do you tell to your parents about the factors affecting your confidence in public speaking?

( ) Yes

( ) No

( ) Sometimes

4. What specific aspects of public speaking makes you feel most anxious?

( ) Fear of judgement
 ( ) Speaking in front of a large audience

( ) Don’t have enough self confidence

( ) Others (Please Specify) :

5. When you do reporting in class, do you find it hard to concentrate on your report?

( ) Yes

( ) No

( ) Sometimes

6. Rate your own public speaking skills on a scale of 1-3.

()1

()2

()3

DIRECTIONS: For each item please select the best that represents how frequently you

experience the emotion according to the following scale.

1. How do you feel when some of your audience is not listening when you are reporting in class?

Always Sometimes Rarely Never

I feel sad

I feel disappointed in

myself

I feel frightened

I feel embarrassed

I feel angry

Frequently Occasionally Never Unsure

How often do you

fear speaking in front

of others?
How often do you

struggle when you are

reporting using the

English language?

How often do you

engage in public

speaking activities?

“Lack of Self-confidence and Low Self-esteem in Public Speaking Among Students of

Pinaripad National High School”

Submitted to:
Reynante Olog

(Practice Research Teacher)

Submitted by :

May Clare Valdez

Laurence Domingo

Shan Vhic Pagaduan

(Grade-12 Makakalikasan HUMSS 1)

DOCUMENTATION
ACKNOWLEDGEMENT
I humbly acknowledge the Lord, the source of strength, guidance, and blessings in my life.

His unwavering love and grace illuminate my path, and I am grateful for the divine presence

that enriches every moment.

I extend my deepest appreciation to various individuals who have contributed to the

completion of this research paper.

First and foremost, I express my gratitude to my esteemed Research Advisor Sir Reynante

Olog and to our Adviser Mrs. Carmela P. Medina whose expertise, guidance, and constructive

feedback have been invaluable throughout the research journey. Their unwavering support

and commitment to excellence have significantly shaped the quality of this work.

My sincere thanks go to my family for their constant encouragement and understanding

during the demanding phases of this project. Their love and support have been my anchor,

motivating me to persevere through challenges.

I am grateful to my friends and colleagues who provided insightful discussions and valuable

suggestions, contributing to the refinement of ideas and methodologies.

Each of these individuals has played a crucial role in the realization of this endeavor, and for

that, I am profoundly thankful.