1

FACTORS AFFECTING FEAR OF PUBLIC SPEAKING AMONG

HUMSS STUDENTS AT VILLA CONCEPCION NATIONAL HIGH
SCHOOL

Presented
To the Faculty of Senior High School
Of Villa Concepcion National High School

In Partial Fulfillment of
Practical Research II

JUNIO, JERALD R.
NARIO, MICHAEL A.
ACOB, CHRISTINE JOY A.
PASCUAL, JAMAICA S.
TUQUIB, SHERILYN D.

June 2023
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
Public speaking, the act of addressing an audience in a structured
manner, is an essential skill in today’s fast-paced and interconnected
world. It is an invaluable tool for individuals to express their thoughts,
ideas, and opinions confidently and effectively. However, for many
individuals, public speaking is accompanied by a profound sense of
fear and anxiety. This fear, known as glossophobia, can significantly
hinder one’s ability to communicate and can have adverse effects on
personal, academic, and professional development.
The fear of public speaking is particularly prevalent among
students, as they often find themselves in situations where they are
required to present their ideas or speak in front of their peers,
teachers, and even larger audiences. Within the Humanities and
Social Sciences strand, students at Villa Concepcion National High
School engage in activities that involve oral presentations, debates,
and discussions, making public speaking a crucial component of their
academic experience.
Understanding the factors contributing to the fear of public
speaking among HUMSS students at Villa Concepcion National High
School is of utmost importance. Identifying the root causes of this fear
can facilitate the development of targeted interventions, enabling
students to overcome their apprehensions and improve their public
speaking skills. Moreover, investigating this issue will contribute to
the existing body of knowledge on public speaking anxiety among
adolescents, potentially leading to broader insights applicable to other
educational institutions and student populations.
This research aims to examine the fear of public speaking among
HUMSS students at Villa Concepcion National High School, exploring
various factors that may contribute to their apprehension. By
conducting a comprehensive investigation, we seek to shed light on
the underlying causes, manifestations, and impacts of public speaking
anxiety on these students. Furthermore, this research will identify
causes of fear of public speaking and strategies that can be
implemented to mitigate the fear of public speaking and enhance
students’ confidence in expressing themselves effectively.
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To achieve these objectives, a mixed-methods research approach

will be employed. Qualitative methods, such as interviews and focus
group discussions, will be used to gather in-depth insights into
students’ experiences and perceptions regarding public speaking
anxiety. Additionally, quantitative surveys will be conducted to collect
data on the prevalence and severity of fear of public speaking among
HUMSS students. The research findings will be analysed and
interpreted, providing valuable recommendations for educational
stakeholders, teachers, and counsellors to effectively address this
issue within the school setting.
By investigating the fear of public speaking among HUMSS
students at Villa Concepcion National High School, this research aims
to contribute to the improvement of educational practices and student
well-being. By equipping students with effective communication skills
and empowering them to overcome their fear, we can create an
environment that fosters personal growth, confidence, and academic
success.
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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. Respondent’s
Profile
2. Advantage and
disadvantages
of the factors
affecting the
fear of public
speaking Improve
Analysis of the
3. Problem and knowledge on the
status and the
problems status and the
problems of
encountered by problems in the
factors affecting
students factors affecting
fear of public
affecting fear of fear of public
speaking among
public speaking speaking among
HUMSS students
4. Action needed HUMSS students
at Villa
in order to at Villa
Concepcion
immediately Concepcion
National High
address the National High
School.
problem and School.
problems
encountered by
students in
Villa
Concepcion
National High
School.
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FEEDBACK

Figure 1
Paradigm of the Study
The present study used the Input-Process-Output (IPO) model of
goal accomplishment. This model has three major components
namely: the input, the process and the output.
The input involved the respondents’ profile, disadvantages of fear
of public speaking, and the problem and problems encountered by
students affecting fear of public speaking among students at Villa
Concepcion National High School. It will include the interventions
needed in order to immediately address the problems and problems
encountered by Villa Concepcion National High School HUMSS
students affecting in fear of public speaking. These were, in brief, the
elements that bring about results.
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The process include the analysis of the status and the problems of
students affecting fear of public speaking among HUMSS students at
Villa Conception National High School.
The linkage of the input and the process determine the output.
Thus, it was expected that the output would bring forth an improved
knowledge and understanding on the status and the problems in the
factors affecting fear of public speaking among HUMSS students at
VCNHS.
Conclude the flow of the paradigm, the feedback was sent back to
the input and the process through a broken line for suggestions to be
made from the results of the study.

STATEMENT OF THE PROBLEM

This study attempts to determine the factors affecting fear of
public speaking among HUMSS students at Villa Concepcion National
High School.
More specifically, it sought to answer the following questions;
1. What was the profile of the respondents in terms of the
following;
1.1 Name (optional);
1.2 Age;
1.3 Sex;
1.4 Grade level;
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2. What are the causes of having a fear of public speaking?

3. What are the action needed in order to address the problem
encountered by the fear of public speaking?

HYPOTHESIS
There is no significant difference in the problems and problems
experienced by the factors that affect the fear of public speaking
among HUMSS students in Villa Concepcion National High School,
they need self-confidence to solve it.

SIGNIFICANCE OF THE STUDY

The academic year 2022-2023, the purpose of this study was to
ascertain effects of fear of public speaking among HUMSS student at
Villa Concepcion National High School. This study is deemed
meaningful and useful to the following:
Students. This study is important to the students since it cannot be
avoided specially it is needed in the strand taken.
Researcher. This study will serve as a guide to handle the fear of
public speaking. Also, the result of this study will further the
researcher's understanding on the effect of public speaking.

Teachers. The study will be of great assistance in better

understanding the various issues and difficulties associated with
public speaking, which may inspire them to come up with solutions so
that these issues won't interfere with their teaching, ensuring work
performance and productivity among themselves.
School. The findings of this study may be used as a resource by the
institution and its staff to better understand the issues and difficulties
students with public speaking anxiety face. Therefore, in order to
successfully attain the goals of public speaking teaching in schools,
these issues and difficulties must be adequately handled.
Future Researchers. This study will serve as a guide for future
studies. The use of this study will enable upcoming researchers to
comprehend the ideas presented.
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SCOPE AND DELIMITATION

This study is conducted to determine the factors affecting public
speaking among speech communication encountered by students of
Villa Concepcion National High School S.Y 2022-2023.
A survey of HUMSS students in this study in the amount of sixty
(60) persons is being studied. The data was collected through the
responses from participants, 60 persons, at VCNHS public school.

DEFINITION OF TERMS
The following definitions were provided to help readers
understand the major terminology used in this study:
Teachers. It refers to the setting of a certain learning facilitator's
workplace. This demonstrates that the teacher is employed by a public
school, VCNHS that is under the control of the office for the schools
division.
Students. Scholar, learner especially: one who attends a school: one
who studies, an attentive and systematic observer a student of
politics.
Impact. This refers to the real results of a specific action, plan, or
even phenomenon. Impact, refers to the actual results of fear of public
speaking.

Public speaking. Is the act of giving a speech to a live audience in a

planned way in an effort to enlighten, amuse, and persuade them. The
art of public speaking involves many different skills, from selecting a
subject and crafting a speech to taking audience questions.
Fear. Is a fundamentally basic, strong, and normal human feeling. A
high level of individual emotional response is involved, according to
psychological study, as well as a general physiological response.
Whether the risk is physical or psychological, it serves as a warning
when it is there.
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Chapter II
REVIEW RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies that have

bearing with the present piece of work. These were extracted from
books, journals, unpublished thesis and dissertations and from other
materials found in several libraries and online sources.
Foreign Literature
According to Hrideep Barot (n. d.), Public speaking anxiety is not
age-specific but the age group that it affects the most is that of
students. It is observed that the thought of public speaking is often
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frightening to students, the main reason being the fear of judgment

and lack of confidence. Students fear public speaking not only
because of the lack of exposure but also due to the fear of making a
blunder in front of the audience. The fear that they will be perceived
as the ‘laughing stock’ is very distressing to them. It is observed that
often after making a mistake on the stage, students start perceiving
that as an extremely big blunder hurting their self-esteem. It is
important to keep in mind that making mistakes should not be seen
as a dead-end but rather a learning experience. At times, the size of
the audience also plays a crucial role as many people feel comfortable
with a small group of audience but as the group size increases, the
anxiety levels also rise. According to Gamston and Wellman (1992)
large audience is perceived as more intimidating. Stage fright can also
cause people to leave schools, pass on job promotions- one of the
reasons why it should be dealt with at a younger age if possible.
Marissa Moore & Simay Gokbayrak (2022), cited that
Glossophobia is the fear of public speaking, and it’s pervasive.
Research from 2007 estimates that it’s the most prevalent lifetime
social fear, and up to 21.2% trusted source of people experience a fear
of public speaking during their lifetime. You may have Glossophobia if
you freeze up or dread talking in front of people. People with fears
such as public speaking may try to avoid it.

According to Abegail Saneholtz (2019), Effective communication is

an essential part of building relationships, expected across work
settings and occurs regularly within school projects. Glossophobia or
the fear of public speaking is a common challenge that affects
approximately 73% of the population according to the National
Institute of Mental Health. Such fears impact a large amount of people
and their performance across many demand situations throughout
their lifetime. Think back to the first time you had to speak in front of
a large group. What was did you experience? Typically people shared
they felt nervous, feared the worst happening, heard their voice shake,
experienced sweating, dry mouth, increased heart rate and the
dreaded “brain freeze”. At some point in our lives, most of us have had
these fears and either challenged them to confront the issue or
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avoided the situation as many people do when feeling anxious. The

more people avoid their fears it will bring short-term relief, but in the
long-term it will maintain their anxiety.
A study conducted by Texas Christian University faculty
members Amber N. Finn et al (n. d.), found that speaking-related
anxiety peaks for most speakers immediately before their speech
begins and recedes after the first minute or so of talking. For others,
this fear leads to pervasive and persistent anxiety that results in
avoidance of all public speaking situations. This can be a serious
hindrance to career and personal growth. For instance, perhaps you
have a great idea but are too scared to bring it up in a meeting. Or you
routinely let others take the lead during sales presentations. In the
sections to come, we offer information and resources to help you
better understand the reasons this fear can become pervasive and
how it manifests itself, as well as how to get over fear of public
speaking – and even use it to your advantage.
According to Kat Kadian-Baumeyer (2021), did you know it is one
of the most common phobias? It happens to some of the most
seasoned speakers. It is so common that many people have plans in
place to avoid public speaking. It can be so debilitating, people with
performance anxiety may choose a career where they will never be
asked to speak before a crowd. Others may choose college courses
that will never require an oral presentation. However, if you had to
perform before an audience who knew what you know and even more,
the consequences are higher. This can provoke anxiety because the
consequences for doing a good job are much higher. So, you're
thinking this is all well and good.

Synthesis
Varied articles post assorted viewpoints on the students affected
in fear of public speaking also known as Glossophobia. Most of the
articles mentioned depict that the students is afraid of public
speaking because they're afraid of being judge or they are lacked of
confidence. With this, we should help each other to build confidence
because it helps them to become better leaders and communicators.

Local Literature
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Confirming to unknown (n. d.), the fear of public speaking is the

most common phobia ahead of death, spiders, or heights. The
National Institute of Mental Health reports that public speaking
anxiety, or Glossophobia, affects about 73% of the population. The
underlying fear is judgment or negative evaluation by others. Public
speaking anxiety is considered a social anxiety disorder. Evolution
psychologists believe there are primordial roots. Our prehistoric
ancestors were vulnerable to large animals and harsh elements. Living
in a tribe was a basic survival skill. Rejection from the group led to
death. Speaking to an audience makes us vulnerable to rejection,
much like our ancestors’ fear. A common fear in public speaking is
the brain freeze. The prospect of having an audience’s attention while
standing in silence feels like judgment and rejection.
As reported by Armie Jane A. Espinosa (2022), Glossophobia, or a
fear of public speaking, is a very common form of anxiety and at the
same phobia and one that is believed to affect up to 75% of the
population. "Public speaking anxiety is more common in younger
patients than older patients, and it may be more prevalent in females
than males," says Jeffrey R. Strawn, MD, FAACAP, associate professor
of psychiatry and paediatrics and director of the Anxiety Disorders
Research Program in the University of Cincinnati's Department of
Psychiatry & Behavioural Neuroscience. "We know that certain people
are more anxious in situations when they are afraid of being judged or
embarrassed."

As cited by Vladimir T. Tamayo & Jonalyn T. Caber (2022), This

study entitled “Glossophobia: Fear of Public Speaking Among Grade
11 Senior High School Students in Aliaga National High School” aimed
to describe and analyze the components that contribute to the
glossophobia among Grade 11 Senior High School students.
Furthermore, it sought to determine the significant difference in the
components to glossophobia among the students in terms of their
profile. It also aimed to create interventions that can be applied to
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address challenges and issues on glossophobia that the students

encountered during public speaking class.
As stated by unknown (2020), Weather we like to or not, public
speaking and presentation giving is a large part of most academic
experiences as well as job duties after graduation. Even in this class,
we have had the opportunity to hone some of our public speaking
skills through a variety of assignments and prepare for instances in
our lives when speech giving is essential. However, public speaking is
not exciting and thrilling for everyone. Glossophobia, more commonly
referred to as the fear of public speaking, is one of, if not the most
common phobias that affect people. In fact, it is estimated that about
75% of the population struggles in some fashion when it comes to
talking in front of others. For most people who suffer from the phobia,
it truly does not matter how large the crowd is. Just like other social
phobias, the number of people around you is negligible, and the fear
stems from how those people or that group of others may perceive you
and your actions.
As mentioned by unknown (2021), Speech anxiety is best defined
as the nervousness that a speaker feels before and/or during a
presentation. Sweating palms, a shaky voice, a dry throat, difficulty
breathing, and even memory loss are all common symptoms of
anxiety. The symptoms you, as an individual, will feel are hard to
predict. But it helps if you remember that nearly every speaker has
experienced some degree of speech anxiety. Even professional
speakers occasionally feel a small amount of apprehension at times.
Anxiety levels vary. Some speakers will report little to no anxiety while
speaking; others will confess that they are petrified at the thought of
speaking in public.

Synthesis
Public speaking is the greatest form to communicate, though
some may opt in public speaking to which flow of anxiety or
Glossophobia. The literature cited emphasized the local struggles of
students to overcome the Glossophobia. As to what these writings had
affirmed, it's one of the skills that is necessary for our success in our
professional and even personal life.

Foreign Study
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Amirul Mukminin et al (2015), cited that anxiety is defined as "a

state of apprehension, a vague fear" (Scovel, 1978, p. 134) while
Horwitz, Horwitz, and Cope (1986) defined anxiety as “the subjective
feeling of tension, apprehension, nervousness, and worry associated
with an arousal of the autonomic nervous system” (p.125). In foreign
language contexts, Horwitz, Horwitz, and Cope (1986) who were one of
the pioneers to conduct a study of the sources of foreign language
anxiety by developing and constructing the Foreign Language
Classroom Anxiety Scale (FLCAS) defined foreign language anxiety as
“a distinct complex of self-perception, beliefs, feelings, and behaviours
related to classroom language learning arising from the uniqueness of
the language learning process” (p.31). Furthermore, they identified
three sources of foreign language anxiety, including communication
apprehension, test anxiety, and fear of negative evaluation. Following
Horwitz, Horwitz, and Cope (1986), Young (1990) developed a
questionnaire to scrutinize more analytically the sorts of speaking-
oriented practices that lead anxiety to language students.

As mentioned by JoEED loBM & Farhan Uddin Raja (2017), most

people are not born public speakers; they are trained to become one.
When they end themselves in situations where they become the focus
of attention as they have to address an audience, they experience
emotions like fear and anxiety, leading to nausea and excessive
sweating. Most of them try to avoid situations where they have to
perform or speak in public, but when unavoidable, such situations are
endured by distress. According to Lucas (2011), Many people who
converse easily in all kinds of everyday situations become frightened
at the idea of standing up before a group to make a speech”(p.9). Such
people need to realize that they are not the only ones who may be
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going through these emotions; in fact, almost every speaker feels the
same. It is important that people consciously realize the fact that
there are more nervous speakers in the world than those who are not.
Cited by Allen Christy1 et al (2021), today, speaking may be a
difficult task for several students as a result of it desires interactions.
The opposite four abilities can be practiced alone, except for speaking,
the scholars cannot extremely speak alone, that's why students ought
to create each effort potential to seek out someone to talk with.
Student should have sensible command of communication skill of
English therefore on prepare their future careers and lives.
According to Rajita K. & Alemalu. C January (2020), English
language speaking anxiety is considered as one of the most
challenging issues in teaching learning process. Educationists and
researchers have undertaken numerous, in-depth research on causes
and reasons for speaking anxiety. There are many internal and
external factors that impact the level or intensity of speaking anxiety.
This paper highlights the various factors that lead to speaking anxiety
of Arts and Science college students who belong to different discipline.
It also focuses on the measures taken by them to overcome speaking
anxiety factors.

As mentioned by Kausar Perveen et al (2018), Individuals who have

fear speaking publically suffer from strong fear in social performance
situations and social sphere. Frequency and percentage analysis has
been made to determine the level of public speaking fear in male and
female students. A factorial ANOVA has been applied for comparative
analysis of anxiety levels in males and females while presenting in
front of the opposite gender. Further, a paired t-test has been
applicable to determine if psycho-physiological strategies for language
learning are effective for reduction in Glossophobia. The study
affirmed that female students get more anxious then males while
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giving speech publically. It has also found that there is no effect of

gender of audience on anxiety level of students during public
speaking. Public speaking anxiety has a strong relationship with the
adaptation of psycho-physiological strategies and can be reduced
effectively.

Synthesis
In totality, the above-mentioned studies pertain to the actual
effects of fear of public speaking in students that have been developed
because of fear of being judge, lack of confidence etc. This then shows
how students are affected with this issue. Furthermore, the studies
cited depict the cause of fear of public speaking at students.

Local Study
As stated by Mark Windel Lignes et al (2020), Results of the study
showed that many students had fear of public speaking. The study
also revealed that males have a higher tendency to experience the fear
of public speaking than females. Judgment was the main reason why
they suffer from the fear of public speaking, thereby leading the
students to lose their confidence and affecting their communication
skills. The results showed that preparedness avoided mental block to
the students. The researchers also found out the solution to overcome
the fear of public speaking by learning how to speak confidently.

Cited by Galias Julius R. (2018), it widely known that many

people, mostly students, experience anxiety in public speaking.
Especially when it comes to using a foreign language, not less their
second language. The purpose of this study was to investigate the
factors that cause public speaking anxiety of using English as a
second language in Grade 11 HUMSS students University of Perpetual
Help-Molino Campus. The researchers conducted a face to face
interview that contains eight interview questions with 13 respondents
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referred by their oral communication teacher, the finding showed that

students feel anxious because they are afraid of judgement, fear
criticism, and moreover, they are afraid of making grammatical errors.
Further study about the positive and negative effects of public
speaking anxiety, along with respondents whose third language in
English, is recommended.
According to Jonelle Fagsao et al (2021), most individuals are not
born to be public speakers; they are educated to be developed as one.
When they are in front of an audience being the focus of attention,
they experience emotions leading to nausea and excessive sweating
because of fear and anxiety. Individuals who have a fear of speaking
in public suffer from strong fear in social performance situations and
social spheres, which is known as Glossophobia.
As mentioned by Saima A. Sansaluna et al (2021), Anxiety is a
normal reaction to certain situations. A small level of anxiety is
normal, but severe anxiety can be a serious problem. Academic
anxiety can become more detrimental over time. As a student’s
academic performance suffers, the anxiety level related to certain
academic tasks increases. Most teachers will have students with
social anxiety and/or academic anxiety. Social anxiety can also affect
a student’s academic performance. If a student has social anxiety, the
student might not be able to complete group tasks or might not feel
comfortable asking for help in class. Social anxiety can go along with
or even lead to academic anxiety. Teaching student’s self-regulation
can reduce anxiety and increase academic performance.

As cited by Mylen Azagra (n. d.), many find oral communication as

the most difficult skill to develop especially for learners whose English
language is taught only in the classroom. Most students find problems
in speaking and expressing themselves in their Oral Communication
classes and experience stage fright, trembling when speaking, dryness
of mouth and throat ,poor eye contact, excessive perspiration, and
mental block. These manifestations belong to the so called speech
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anxiety which affects students‟ social skills, self -esteem, and

academic performance (ERIC Digest, 2000).

Synthesis
The local studies summarize the actual perception of students
who affected in fear of public speaking. And it goes to say that in this
case, it negatively affects learner's achievement and leaves its
debilitating effects on students' learning. This shift introduced prior to
students that are affected in fear of public speaking.

Chapter III
RESEARCH METHODOLOGY
This chapter describes the method of research design, the
respondents of the study, the instrument used, data gathering
procedures, and statistical tools.
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Research Design
This study determines the factors affecting fear of public speaking
among HUMSS students at Villa Concepcion National High School.
The descriptive method is use in the study.
According to Trochim (2005), research design “provides the glue
that holds the research project together. A design is use to structure
the research, to show how all the major parts of the research project
work together to try to address the central research questions.” The
research design is like a recipe. Just as a recipe provides a list of
ingredients and the instructions for preparing a dish, the research
design provides the components and the plan for successfully carrying
out the study. The research design is the “backbone” of the research
protocol.
The descriptive aims to accurately and systematically describe a
population, situation or phenomenon. It can answer what, where,
when, and how questions, but not why questions. A descriptive
research design can use a wide variety of research methods to
investigate one or more variables.

Respondents of the study

HUMSS students in Grade 11&12 sample size was chosen using
the convenient or availability sampling technique wherein only the 60
number of students are chosen as respondents of this study to
represents the population of HUMSS students. A total of 60 out of 152
students are chosen to participate in this study.
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SECTION NUMBER OF RESPONDENTS

HUMSS 11-A 28
HUMSS 11-B 30
HUMSS 12-A 47
HUMSS 12-B 47
TOTAL 152

Data Gathering Instrument

The researcher utilized a paper survey structured questionnaire
in gathering the data vital to the study. The questionnaire was floated
through face to face specifically.
The questionnaire was carefully prepared after a comprehensive
review of related literature and studies. It shall be comprising of the
following subheadings:
Part I - Respondent's profile.
Part II – Causes of having a fear of public speaking.
Part III – Actions needed in addressing the problems.
Data Gathering Procedure
1. The researcher select HUMSS students in Villa Concepcion
National High School as respondents of the study.
2. The researcher seek permission from the students.
3. The researcher asked permission from the adviser to conduct
the study. In the validation of the questionnaire, it will be improved on
the basis of the suggestions given by the researcher adviser. It will be
revised and reproduced for its administration to the respondents.
4. The questionnaire will be given individually by the researcher to
the respondents, who will then return it. To determine their
importance, the data will be totalled, tabulated, and interpreted.

Statistical Tools
After the retrieval, the data were tallied, tabulated, and computed
to facilitate the analysis and interpretation. The following statistical
tools will be used.
1. Frequencies and Percentage
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These were used to evaluate the profile of the respondents as

to age, sex, grade level and, strand.

The formula is:

F
P= ------ x 100
N

Where: P = Percentage
F = Frequency
n = Total number of respondents

2. Weighted Mean
This was used to treat the data in answer to the questions
presented in the other parts of questionnaire.
The formula is:
WM = Σfx
N
Where: fx = weighted frequency of response obtained by
multiplying x or weight for each item in the choices
Σfx = summation of the obtained fx on each item
N = number of the respondents

Research Instrument
The main tool used in this study was a researcher – made
questionnaire – checklist. Set of questionnaire was constructed for
the student respondents. The questionnaire – checklist consisted of
the students’ source of fear of public speaking.
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In order to determine the problems and problems encountered

by HUMSS students who have a fear of public speaking, the 5-Point
Likert Scale was utilized in the interpretation of data with the
following ranges and qualitative description:
4 - Agree
3 – Strongly Agree
2 – Disagree
1 - Strongly Disagree
INTERVAL INTERPRETATION
3.25-4.00 Strongly Agree
2.50-3.24 Agree
1.75-2.49 Disagree
1.00-1.74 Strongly Disagree

3. Analysis of Variance (ANOVA)

This was utilized to determine the factors affecting fear of public
speaking among HUMSS students at Villa Concepcion National High
School, when gathered accordingly to their profiles, serves as the
medium of instruction

Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
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The information obtained from the respondents is presented in

this chapter. The data are grouped, summarized, analysed, and
interpreted to give light to the problem which this study sought to
investigate. The researcher utilized the paper survey in collecting data
to the study.

TABLE 1

Frequency and Percentage Distribution of Respondents Grouped

According to their Grade level and Section

Grade Frequency Percentage

11A 15 25.00
11B 15 25.00
12A 15 25.00
12B 15 25.00
Total 60 100.00

The table reveals the frequency and percentage distribution of the

respondents when grouped according to their grade level and section.
The tables shows that the respondents of each of the grade 11&12
were equal. This signifies that the respondents are selected only.

TABLE 2

Frequency and Percentage Distribution of Respondents According

to Age
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Age Frequency Percent

14-16 15 25.00
17-19 45 75.00
Total 60 100.00

The table reveals the frequency and percentage distribution of the

respondents when grouped according to their age. The table shows
that majority of the respondents aged 17-19. With the given frequency
data on the age of the respondents, majority of the respondents were
at their early to mid-adolescent. However, the least frequency count of
the respondents belongs to those who are aged between 15-16 years
old. This group of respondents, there is an implication that they are
not expose in the field of public speaking, most of them they are still
building up their confidence.

TABLE 3

Frequency and Percentage Distribution of Respondents According

to Sex

Sex Frequency Percentage

Male 19 31.67
Female 41 68.33
Total 60 100.00

The table reveals the frequency and percentage distribution of

respondents when grouped according to sex. Majority of the
respondents are female. This means that the most of our respondents
were women.

This data suggests that females make up a larger proportion of

the group or population compared to males. The female percentage is
approximately twice as high as the male percentage. There is a logical
implications that most of our respondents were female. Although we
didn’t get the whole HUMSS as our respondents it still implies that
HUMSS strand were dominated by women.

TABLE 4

Weighted Mean and descriptive interpretation of the factors that

causes fear of public speaking
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FACTORS THAT CAUSES Mean Description

FEAR OF PUBLIC SPEAKING

I am afraid of speaking in
front of people because I feel 2.85 Agree
like they will make fun of me.

I experienced physical
symptoms such as sweating, 2.75 Agree
trembling, or racing heart when
giving speech of presentation.

I feel that my fear of public

speaking has affected my
academic performance. 2.75 Agree

I avoid opportunities that

require public speaking 2.75 Agree
because I feel like they will
judge me.

I am afraid of speaking in
public because of lack of 2.90 Agree
confidence.

Category Mean 2.8 Agree

 26

Table 4 reveals the weighted mean and descriptive interpretation of

the causes of fear of public speaking. The table shows that the
respondents considered that they fear of being laughed by the
audience. It is also important to know that there are people who are
making fun of people especially when they noticed that you are
stuttering or uncomfortable speaking in public. Furthermore, the
table shows that the respondents agreed that they experienced
physical symptoms such as sweating, fear of public speaking has
affect their academic performance, and they also avoid activities
required public speaking. This implies that the respondents were
experiencing the disadvantage of being afraid of speaking in public.
Additionally, the respondent source of being afraid is their lack of
confidence.

Bandura (1977) stated that the self confidence is a major

determinant of behaviour only when people have sufficient incentives
to act on their self-perception of confidence and when they possess
the requisite skills. This implies that self-confidence significantly
influences behaviour, but its impact is dependent on the presence of
sufficient incentives and the possession of the required skills. When
individuals have both confidence in their abilities and external
motivation, along with necessary skills to perform the behaviour, they
are more likely to translate their self-perception of confidence into
action.
 27

TABLE 5

Weighted Mean and Descriptive Interpretation of the action they

do to avoid having fear of public speaking.

Action to prevent this Mean Description

anxiety

I use strategies to cope with 3.03 Agree

my fear of public speaking.

I avoid any activities that

required speaking in public. 2.40 Agree

I’ve practiced speaking in

front of smaller, more familiar 3.07 Agree
groups before larger audiences.

I believe that well prepared for

speech or presentation can help 3.15 Agree
me alleviate my fear of public
speaking.

I consider seeking feedback

from teachers or friends to help 2.98 Agree
build my confidence

Weighted Mean 2.92 Agree

 28

Table 5 indicates the weighted mean and descriptive

interpretation of the action to prevent the anxiety. As can be realized
in the table most the respondents agreed that they did some strategies
to reduce their anxiety, most of them were agreed that they practicing
in front of smaller group of people, and lastly majority of the
respondents were seeking a feedback from teachers and their friends.
This implies that they are trying to help their self to prevent their
anxiety. However, the mean rate shows that the respondents’ agreed
about the idea of avoiding the any activities that required public
speaking. This further implies that they not trying hard to overcome
their fear of public speaking by avoiding any activities.
Cited by Betrand Russell, “Fear is the main source of
superstition, and one of the main source of cruelty. To conquer fear is
the beginning of wisdom”. This implies that conquering your fears is
the beginning of wisdom, it involves embracing uncertainty,
acknowledging the limitations of our knowledge, and seeking
continuous learning and growth.
 29

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter displays the summary of findings, conclusions, and

the possible recommendations based from the interpretations and
analysis of the gathered data as presented in the preceding chapter.

Summary of Findings

I. Profile of the Respondents

The table pertaining the various profile variables of the
students-respondents gave a clearer insight substantial to
the general interpretation of the study. After a thorough
analysis of data gathered the following profile data were
noted:

a. The students-respondents are in their Senior High School.

Both grade level were 15 respondents.
b. Majority of the students-respondents are in 17-19 years
old while least of them are aged 14-16.
c. Majority of the student-respondents were female.
II. Causes of fear of public speaking

A. Factors that cause fear of public speaking to HUMSS students

Having a fear of public speaking is considerably impactful to

the students of Villa Concepcion National High School. However,
the cause it yields result to negative effect to the respondents. In
line with the causes, the following findings in terms of causes of
fear of public speaking as taken out from the table were hereby
listed:

1. They are afraid of speaking in public because they are afraid

being laugh by the audience.
2. Experiencing physical symptoms such as sweating,
trembling, or racing heart when speaking.
3. It affects their academic performance.
4. Often avoid opportunities that require public speaking and
afraid of being judge.
5. Lack of confidence to perform public speaking.
 30

B. Actions to address the problem encountered in fear of public

speaking.

1. Strategies are used to cope with their fear of public speaking.

2. Activities that required speaking in public were being avoided
by the respondents.
3. They considered practicing in speaking of small groups
before shifting to large audience.
4. Being well prepared for a speech can help to gain courage to
speak in public since you know about the topic you are going
to present.
5. Seeking feedback to teacher and friends is good action to
gain a confidence to speak in public.

CONCLUSION

In conclusion, our research focused on exploring the fear of

public speaking among HUMSS students at Villa Concepcion National
High School. Through our study, we aimed to understand the
underlying factors contributing to this fear, the impact it has on
students' academic and personal lives, and potential strategies for
addressing and overcoming this fear.
Based on our analysis of the data collected from interviews,
observations, and relevant literature, several key findings emerged.
First, we discovered that the fear of public speaking among
Humanities and Social Sciences student at Villa Concepcion National
High School is a common and significant issue, affecting a
considerable number of individuals. Students experienced physical
symptoms such as sweating, trembling, or racing heart when giving
speech or presentation.

Moreover, our research identified several factors contributing to

the fear of public speaking. These factors encompassed both internal
and external aspects. Internally, students expressed concerns about
being judged, making mistakes, and being embarrassed in front of
their peers. External factors included the pressure to perform well,
lack of confidence, limited opportunities for practice, and insufficient
support from teachers and peers.
 31

Furthermore, the fear of public speaking had profound effects on

students' academic performance and personal development. Many
students experienced decreased self-esteem, avoidance of speaking
opportunities, and missed educational opportunities due to their fear.
It also hindered their ability to effectively communicate and articulate
their thoughts, which are vital skills for academic and professional
success.
To address this fear, several strategies emerged from our
research. First, being well prepared, a presentation requires careful
planning. A speaker's confidence can grow with practice, and the end
result will be better. Additionally, seeking feedback from teachers or
from friends can be beneficial in helping students overcome their fear
of public speaking. These techniques involve gradually exposing
students to speaking situations while providing them with coping
mechanisms and support to manage their anxiety.
In conclusion, our research shed light on the fear of public
speaking among Humanities and Social and Social Sciences students
at Villa Concepcion National High School. By understanding the
factors contributing to this fear and the impact it has on students'
lives, we can implement effective strategies to support and empower
them in overcoming this fear. Through the creation of a nurturing
environment and the utilization of targeted interventions, we can help
students develop confidence, enhance their communication skills, and
navigate future academic and professional challenges with greater
ease.
 32

RECOMMENDATION
Based on the findings and analysis presented in the previous
chapters, this chapter provides recommendations to address the fear
of public speaking among Humanities and Social Sciences students at
Villa Concepcion National High School. These recommendations aim
to support students in overcoming their fear, building confidence, and
developing effective public speaking skills.

1. Teachers should provide regular opportunities for public speaking

practice, incorporating techniques such as role-playing, group
discussions, and presentations.

2. Create a safe and supportive environment where students feel

comfortable practicing and making mistakes. Encourage a positive
classroom culture where constructive feedback is given, and mistakes
are seen as opportunities for growth. This environment should be free
from judgment or ridicule, fostering an atmosphere of encouragement
and support.

3. Villa Concepcion National High School should develop a structured

program dedicated to improving public speaking skills. The program
should include theoretical instruction, practical exercises, and
opportunities for students to engage in regular public speaking
practice. This program could be incorporated into the existing
curriculum or offered as an extracurricular activity.

4. Leverage technology to enhance public speaking skills. Encourage

students to create and deliver multimedia presentations using tools
such as PowerPoint, Prezi, or video recording software. This allows
students to practice their delivery, improve their body language, and
gain confidence in presenting in front of others.

5. Lastly, the future researchers may use the results of this study as
academic reference to further understand the problems that arise for
students that have this anxiety.
 33

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