ASSESSING THE EFFECTIVENESS OF PUBLIC SPEAKING

SKILLS AMONG GRADE 11 SENIOR HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES STUDENTS
OF RONDA NATIONAL HIGH SCHOOL, CEBU

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 44
Issue 3
Pages: 306-316
Document ID: 2025PEMJ4258
DOI: 10.70838/pemj.440302
Manuscript Accepted: 06-22-2025
 Psych Educ, 2025, 44(3): 306-316, Document ID:2025PEMJ4258, doi:10.70838/pemj.440302, ISSN 2822-4353
Research Article

Assessing The Effectiveness Of Public Speaking Skills Among Grade 11 Senior High School
Humanities And Social Sciences Students Of Ronda
National High School, Cebu
Edna D. Etable*
For affiliations and correspondence, see the last page.
Abstract
This study assesses the effectiveness of a structured public speaking guidance plan in enhancing Grade 11 HUMSS
students’ communication skills at Ronda National High School, Cebu. The research aimed to: (1) evaluate students’
entry and exit proficiency in content organization, delivery techniques, audience engagement, and confidence and
anxiety management; (2) determine significant differences between pre- and post-intervention performance; and (3)
develop evidence-based teaching materials. Employing a mixed-methods sequential explanatory design, the study
analyzed 45 students through pre-test/post-test assessments using validated rubrics and semi-structured interviews.
Quantitative data were evaluated via paired t-tests and effect size calculations, while qualitative insights were
thematically analyzed. Grounded in Bandura’s Social Cognitive Theory, the 5-day intervention integrated peer
feedback, anxiety-reduction exercises, and audience-centered strategies. Results demonstrated statistically significant
improvements (p<0.001) across all competencies, with content organization showing the largest effect size (Cohen’s
d = 3.03), advancing students from “proficient” to “excellent.” Delivery techniques and audience engagement
exhibited substantial gains in vocal expression (mean difference = 0.793) and audience adaptation (mean difference =
0.845). Qualitative findings revealed reduced anxiety through structured practice and increased self-efficacy via
observational learning. The study recommends: (1) institutionalizing peer-assessment frameworks and anxiety-
management modules in public speaking curricula; (2) developing AI-powered tools for self-assessment of nonverbal
cues; (3) integrating community-based projects for real-world application; and (4) training teachers in differentiated
coaching strategies. Aligned with RA 10533’s mandate for holistic education, these strategies emphasize technical
proficiency and emotional resilience.
Keywords: public speaking, communication skills, HUMSS students, mixed-methods, audience engagement, delivery
techniques, Cebu, Philippines

Introduction
Public speaking, often viewed as a daunting task, is a fundamental skill with far-reaching implications for personal and academic
growth. Beyond its immediate application in formal presentations and debates, it permeates various aspects of daily life, from job
interviews to casual conversations (Cuamag et al., 2024). Mastering public speaking not only enhances communication abilities but
also fosters confidence that can transform personal and professional interactions.
Assessing public speaking skills is crucial for understanding an individual's proficiency and areas for improvement. Effective
assessment goes beyond mere observation; it involves a structured evaluation of key components such as content organization, delivery
techniques, and audience engagement. Various assessment tools, such as rubrics and peer evaluations, can provide comprehensive
feedback to speakers. For instance, rubrics can outline specific criteria for grading speeches, including clarity of message, use of visual
aids, body language, and the ability to connect with the audience (McTighe & Frontier, 2022). This structured approach allows
educators to identify strengths and weaknesses in students' public speaking abilities and tailor instruction accordingly.
Additionally, self-assessment plays a vital role in the development of public speaking skills. Encouraging students to reflect on their
performances fosters self-awareness and helps them recognize their progress over time (Nilson & Zimmerman, 2023). By setting
personal goals and evaluating their own performances against established criteria, students can cultivate a growth mindset that
emphasizes continuous improvement. This self-reflective practice not only enhances their public speaking skills but also contributes to
their overall self-confidence and academic success.
Incorporating formative assessments throughout the learning process is essential for building students' public speaking competencies.
Regular feedback from instructors and peers can guide students in refining their skills and adapting their strategies for different speaking
contexts (Gallego et al., 2021). Such ongoing assessments create a supportive environment where students feel empowered to take risks
and learn from their experiences. Ultimately, effective assessment practices in public speaking not only enhance individual performance
but also contribute to a culture of communication that benefits the entire learning community.
These skills are directly transferable to academic endeavors such as writing essays, participating in class discussions, and delivering
oral presentations. By honing their public speaking abilities, students can enhance their critical thinking, problem-solving, and
analytical skills, leading to improved academic performance and overall intellectual growth (Pratiwi et al., 2024). Moreover, public
speaking can significantly impact students' self-confidence and self-esteem. As students gain experience in speaking in front of an

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audience, they develop a heightened sense of self-assurance and the ability to overcome stage fright (Cuamag et al., 2024).
This increased confidence can positively influence their academic performance, as it empowers them to take risks, participate actively
in class, and seek help when needed. Furthermore, it can foster a growth mindset, enabling students to embrace challenges and view
setbacks as opportunities for learning and improvement. Beyond the academic benefits, public speaking can also cultivate important
social and emotional skills. By engaging in public speaking activities, students learn to collaborate with others, respect diverse
perspectives, and adapt to different audiences (Montijo, 2022). A study by Gallego et al. (2021) found that students who received public
speaking instruction showed significant improvements in their academic performance across various subjects, highlighting the direct
correlation between effective communication skills and educational success. Additionally, research conducted by Zhang et al. (2020)
demonstrated that public speaking training not only enhances students' self-efficacy but also leads to better cognitive learning outcomes.
Furthermore, a recent study assessed the effectiveness of public speaking instruction on cognitive, behavioral, and affective learning
outcomes among undergraduate students, revealing that those who participated in public speaking courses exhibited notable
improvements in knowledge acquisition and communication competence (Gallego et al., 2021).
Findings from Labad et al. (2024) indicated that students who struggle with effective communication tend to have lower academic
performance, emphasizing the importance of developing public speaking skills for overall educational achievement. These studies
collectively underscore the vital role of public speaking in enhancing academic performance and fostering essential skills necessary
for student success.
In addition, these skills are essential for building strong relationships, resolving conflicts, and succeeding in various social and
professional settings. Public speaking can also help students develop empathy and intercultural competence as they learn to understand
and appreciate different viewpoints (Cuamag et al., 2024).
Moreover, some students may benefit more from developing other skills such as active listening or digital literacy, which are equally
essential for their personal and academic development. By investigating the multifaceted impact of public speaking, this study aims to
provide valuable insights for educators, parents, and policymakers to promote the development of effective communication skills
among young people. However, a balanced and inclusive approach that acknowledges diverse learning styles and preferences may be
more effective in empowering students to reach their full potential and become confident, articulate individuals (Pratiwi et al., 2024).
This research aims to delve deeper in assessing the effectiveness of public speaking on the academic performance of grade 11 senior
high school students at Ronda National High School, Cebu. A substantial body of research underscores the strong correlation between
public speaking skills and academic achievement.
Research Questions
This study assessed the effectiveness of public speaking guidance plan in enhancing public speaking skills of grade 11 senior high
school Humanities and Social Sciences students at Ronda National High School, Cebu, during the school year 2025-2026 as basis for
crafting an enhance teaching material Lesson Plan. Specifically, this study aimed to address the following sub-problems:
1. What is the entry level of the students public speaking skills in English before the use of public speaking guidance plan, in
terms of the following:
1.1. content organization;
1.2. delivery techniques; and
1.3. audience engagement?
2. What is the exit level of the students Public Speaking skills in English after the students used the public speaking
guidance plan based on the aforementioned competencies and criteria:
2.1. content organization;
2.2. delivery techniques; and
2.3. audience engagement?
3. Is there a significant difference between students entry-level and exit level performance in public speaking?
4. Based on findings of the study, what learning guide in public speaking can be crafted?
Literature Review
Importance of Public Speaking in Education
Public speaking is a fundamental skill that significantly influences personal, academic, and professional development. It enables
individuals to express their thoughts clearly, persuade audiences, and engage effectively in various social settings (Bylkova et al.,
2021). In educational contexts, public speaking supports the development of critical thinking, organization, and confidence,
competencies that are essential for academic success.
According to Purba and Setiawan (2021), delivering effective speeches requires logical organization and the ability to present ideas
coherently, which sharpens students’ analytical thinking.

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Meanwhile, Pratiwi (2024) emphasizes that regular practice in public speaking builds learners’ confidence and encourages active
participation in class, both of which contribute to improved academic performance.
Several studies emphasize that public speaking enhances not only communication abilities but also cognitive and affective learning
outcomes. For instance, Tong et al. (2022) found that students who received formal public speaking instruction showed notable
academic improvements across subjects. Zhang et al. (2020) supported these findings by demonstrating that such training significantly
boosts students’ self-efficacy, which is strongly linked to better academic performance.
More recent research by Naqiyah et al. (2021) found that public speaking training among high school students led to a measurable
increase in their self-confidence, particularly in delivering structured arguments. Similarly, a 2025 study by Chiu et al. revealed that
students who participated in peer-assisted public speaking workshops improved not only in delivery but also in audience engagement
and critical thinking. These findings reinforce the multifaceted benefits of public speaking instruction in shaping students' academic
and personal development.
Assessment of Public Speaking Skills
Effective assessment plays a vital role in the development of public speaking skills by providing both educators and students with clear
insights into progress and areas needing improvement. Tools such as rubrics, self-evaluations, and peer feedback offer structured
frameworks to systematically measure critical competencies including content organization, delivery techniques, and audience
engagement (Farzana, 2023). These assessment instruments help break down complex speaking tasks into manageable components,
enabling targeted feedback that guides learners in refining specific skills rather than relying on general impressions.
Formative assessment, in particular, has been shown to be essential for promoting continuous growth in public speaking. Al Hakim et
al. (20222) emphasize that ongoing, timely feedback creates an interactive learning environment where students can adjust their
strategies in real time, improving not only their technical skills but also their confidence in speaking. This iterative process encourages
experimentation and risk-taking, which are crucial for mastering the dynamic nature of public speaking.
Among various assessment methods, self-assessment holds a special significance. Kohn (2024) argue that when learners actively reflect
on their own performances, they develop greater self-awareness and a deeper understanding of their strengths and weaknesses. This
reflective practice fosters emotional growth by helping students manage anxiety and build resilience. Furthermore, self-assessment
nurtures a growth mindset, a belief that abilities can be developed through effort and learning. By recognizing incremental
improvements, students become motivated to pursue higher levels of performance and take ownership of their learning journey.
Public Speaking, Confidence, and Academic Achievement
A recurring and well-documented theme in educational research is the strong connection between public speaking skills and students'
confidence levels. Successfully overcoming stage fright and delivering speeches before an audience can substantially boost learners’
self-assurance. This enhanced confidence not only improves their comfort in speaking situations but also encourages greater
participation in class activities and a willingness to take academic risks, such as engaging in discussions or attempting challenging
tasks (Samana & Abrori, 2025). This pattern aligns with Bandura’s Social Cognitive Theory and Self-Efficacy Theory, which posit
that belief in one’s capabilities is a key driver of motivation and behavioral engagement in learning contexts.
Building on these theoretical foundations, recent empirical studies have reinforced the role of public speaking in shaping confidence
and academic performance. For example, Abdolrezapour et al. (2023) found that structured public speaking interventions significantly
increased high school students’ communication self-efficacy, which in turn positively influenced their overall academic motivation and
resilience. Similarly, Al-Khresheh (2024) reported that students who received targeted public speaking training demonstrated marked
improvements in self-confidence, which correlated with enhanced participation and higher grades.
Moreover, research by Sam (2024) highlights that students with underdeveloped communication skills tend to face more academic
challenges and lower achievement. In contrast, students who develop strong public speaking skills benefit from improved self-
perception and psychological resilience, which serve as protective factors against academic stress and failure. Supporting this, a 2023
meta-analysis by Tauchid concluded that interventions aimed at improving oral communication consistently enhance learners’ self-
efficacy and academic outcomes across diverse cultural contexts.
Public Speaking in the Philippine Education Context
The Enhanced Basic Education Act of 2013 (RA 10533) promotes a holistic and learner-centered curriculum in the Philippines,
identifying communication skills as essential for 21st-century learning. This includes oral communication and public speaking, which
are integrated into English subjects across grade levels. However, structured public speaking instruction is often lacking, especially in
public and rural senior high schools, where lessons typically focus on content delivery rather than skill development and practice
(Galang, 2020).
While oral tasks like speeches and presentations are required, they are frequently implemented without clear standards, formative
feedback, or sufficient teacher guidance. As a result, many students struggle with confidence and stage fright, particularly in
environments where public speaking is not regularly practiced or emphasized (Docena, et al., 2023). Cayabas and Sumeg-ang (2023)
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also noted that public schools face limitations in teacher training and instructional resources, hindering the consistent development of
communication competence.
Most existing studies on public speaking in the Philippines focus on college students or urban school contexts, leaving a research gap
in the senior high school level, especially in rural settings. Addressing this gap is essential to ensure that all learners - not just those in
well-resourced areas - can benefit from public speaking opportunities that build confidence, self-efficacy, and academic readiness.
Identified Gap and Relevance of the Study
While a growing body of literature confirms the positive impact of public speaking on students’ academic performance, self-confidence,
and communication competence, most existing research focuses on college-level learners or urban school contexts. There remains a
noticeable lack of empirical studies that examine the effectiveness of public speaking instruction at the senior high school level,
particularly in rural public schools in the Philippines. This oversight is significant, considering that students in these settings often face
unique challenges, such as limited access to speech training, under-resourced classrooms, and reduced exposure to formal
communication activities, that may hinder their ability to develop public speaking skills.
In addition, few studies explore the use of structured intervention programs that include key pedagogical components such as goal-
setting, self-assessment, peer and teacher feedback, and confidence-building strategies. These elements are critical for helping learners
internalize public speaking practices and apply them across academic and real-life contexts. The absence of such comprehensive,
school-based programs in the research landscape presents a gap that this study aims to address.
By assessing the effectiveness of a structured public speaking guidance plan, this study seeks to contribute valuable data on how
systematic training can influence the academic performance, self-confidence, and oral communication skills of Grade 11 students under
the Humanities and Social Sciences (HUMSS) strand at Ronda National High School in Cebu. The study's findings are expected to
inform not only classroom instruction and assessment practices but also broader curriculum design and educational policy aimed at
promoting equity and competence in communication skills across diverse educational settings.
Methodology
Research Design
This study employed a quantitative, quasi-experimental research design utilizing a pre-test and post-test approach. Students’ public
speaking performance was assessed before and after an intervention using a validated rubric-based evaluation. Each student delivered
a public speaking task, which was scored by an expert evaluator using standardized criteria to ensure objectivity and consistency in
performance measurement.
To further assess the impact of the intervention, the Rosenberg Self-Esteem Scale was administered alongside the performance
evaluations to measure changes in students’ self-confidence. Academic records were also collected to examine potential correlations
between public speaking performance, self-esteem, and academic achievement. Data analysis included descriptive statistics to
summarize the scores, paired sample t-tests to determine significant differences between pre- and post-intervention results, correlation
analysis to examine relationships between variables, and regression analysis to evaluate the predictive power of public speaking skills
and self-confidence on academic performance. The results were interpreted in the context of relevant theories and prior research, with
implications discussed for instructional practices and future studies.
Respondents
The respondents of this study were a representative sample of senior high school students enrolled at Ronda National High School in
Cebu, Philippines. These students were selected through purposive sampling to ensure a diverse range of experiences and perspectives.
By incorporating students at achieving classes, researchers could track the records of these students and had valuable insights into the
relationship between public speaking skills, self-confidence, and academic achievement within this specific educational context.
Instrument
There were two instruments used in the study. The first instrument measured students’ level of performance in public speaking, which
was assessed using a rubric and questionnaire. The second instrument was an interview guide designed to gain insights into students’
learning experiences. To gather the necessary data for this study, several research instruments were employed. The Public Speaking
Skills Assessment Tool, adapted from A Prototype Public Speaking Skills Assessment (Joe et al., 2015), evaluated students’ abilities
in key areas such as content organization, delivery, and audience engagement. Additionally, the Rosenberg Self-Esteem Scale (RSES)
was utilized to assess students’ self-perception and self-worth, providing insights into their confidence levels. Finally, students’
academic records, including their Grade Point Average (GPA) and subject grades, were collected to measure academic achievement
and analyze potential correlations with their public speaking skills and self-confidence. This revision included the publication year for
the citation of the Public Speaking Skills Assessment Tool.
Data Analysis

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Descriptive statistics such as mean, standard deviation, frequency, and percentage were utilized to summarize and describe the students’
entry and exit levels of performance in public speaking. These measures provided a clear overview of the participants’ overall
performance and distribution of scores before and after the intervention. To determine whether the observed differences in students’
performance were statistically significant, a paired sample t-test was employed. This test assessed the mean difference between the pre-
intervention (entry) and post-intervention (exit) scores, allowing the researcher to evaluate the effectiveness of the structured public
speaking guidance plan.
Ethical Considerations
Informed consent was obtained from both the participating Grade 11 students and their parents or legal guardians prior to the
implementation of the public speaking guidance plan. This ensured compliance with ethical standards for conducting research involving
minors. Participation in the study was strictly voluntary, and students were informed that they could withdraw at any point without
penalty or academic consequence.
To maintain confidentiality, all personal data were anonymized using unique codes, and records were securely stored and accessible
only to the researcher. Participants' identities were not disclosed in any reports or presentations of the findings. Care was taken to avoid
any form of coercion or pressure to participate, and no incentives were offered that could unduly influence the students' decision to
take part.
The selection of participants was based on a convenience sampling method drawn from an intact class, but efforts were made to ensure
that no particular traits—such as prior public speaking experience or academic standing—biased the outcomes. Furthermore, the
researcher acknowledged the possible influence of instructional strategies and assessment tools, including feedback sessions and
performance-based tasks, which may have impacted students’ motivation and engagement in ways beyond the scope of the public
speaking intervention alone.
Results and Discussion
This section presents the data presentation, analysis, and interpretation of the findings of the study.
Entry Level of the Students Public Speaking Skills in English before the Use of Public Speaking Guidance Plan
Content Organization
Table 1. Entry Level Content Development & Organization
Criteria Weighted Mean sd Category
Introduction Effectiveness 2.98 0.69 Proficient
Organization Structure 2.83 0.57 Proficient
Supporting Evidence 2.95 0.71 Proficient
Conclusion Impact 2.84 0.64 Proficient
Over-all 2.90 0.42 Proficient

The pre-test assessment reveals that Grade 11 HUMSS students at Ronda National High School demonstrate a proficient baseline in
Content Development & Organization. This indicates that prior to any intervention, students already possessed fundamental
organizational skills in their public speaking endeavors. Introduction Effectiveness emerged as the strongest element, suggesting
students had developed some competency in opening speeches effectively to capture audience attention. Supporting Evidence followed
closely, demonstrating students' existing ability to incorporate relevant facts and examples into their presentations. These findings align
with Purba & Setiawan's (2021) assertion that effective public speaking requires logical organization and coherent presentation of
ideas.
However, the relatively lower scores in Organization Structure and Conclusion Impact, while still within the proficient range, indicate
areas where students could benefit from targeted improvement. The assessment results across all criteria reveal moderate variability in
student performance, particularly in Supporting Evidence, suggesting inconsistent application of evidence-based argumentation
techniques among the cohort. As Alsaleh (2020) emphasizes, the ability to organize content logically requires careful analysis and
systematic thinking skills that appear to be developing but not yet mastered by all students. This baseline assessment provides crucial
insights for designing interventions that build upon existing strengths while addressing specific organizational weaknesses in students'
public speaking repertoire.
Delivery Techniques
Table 2. Entry Level Delivery Techniques
Criteria Weighted Mean sd Category
Vocal Expression 2.97 0.72 Proficient
Articulation Clarity 2.84 0.87 Proficient
Speaking Rate and Pauses 2.67 0.80 Proficient
Eye Contact and Facial Expression 2.93 0.79 Proficient

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Over-all 2.85 0.56 Proficient

In assessing Delivery Techniques, the pre-test data indicates that students demonstrated proficient baseline abilities in this domain.
Vocal Expression emerged as the strongest component, suggesting students entered the study with relatively well-developed abilities
to modulate their voices effectively during presentations. This was closely followed by Eye Contact and Facial Expression, indicating
students' existing awareness of nonverbal communication importance. As Watts (2022) notes, these nonverbal aspects are crucial
elements that significantly impact message delivery and audience perception, making this baseline competency particularly valuable.
The analysis reveals Speaking Rate and Pauses as the area with the most room for improvement, though still within the proficient
range. This suggests students faced challenges with pacing their delivery appropriately and utilizing strategic pauses elements that
Boettcher and Conrad (2021) identify as critical for conveying confidence and emphasizing key points. The assessment of Articulation
Clarity indicates considerable variability among students in this aspect, with some likely demonstrating clear pronunciation while
others struggle with articulation issues. These findings establish important benchmarks for the intervention, highlighting that while
students possess fundamental delivery skills, targeted guidance in pacing, pausing, and consistent articulation could significantly
enhance their overall presentation effectiveness.
Audience Engagement
Table 3. Entry Level Audience Engagement and Connection
Criteria Weighted Mean sd Category
Audience Awareness 2.91 0.63 Proficient
Engagement Techniques 2.84 0.83 Proficient
Visual Aid Integration 2.72 0.72 Proficient
Response to Audience 2.72 0.74 Proficient
Over-all 2.80 0.51 Proficient

The pre-test assessment of Audience Engagement and Connection reveals that students entered with proficient baseline skills in this
domain. Audience Awareness emerged as the strongest element, suggesting students possessed an innate understanding of their
listeners' needs and perspectives a finding that aligns with Scott et al.’s (2024) emphasis on audience analysis as a foundational public
speaking component. Engagement Techniques followed closely, indicating that students had developed some strategies to maintain
audience interest, though the considerable variation suggests inconsistent application across the cohort.
Visual Aid Integration and Response to Audience scored identically and represented the areas with the greatest potential for
improvement. This suggests students faced challenges in effectively incorporating supporting materials and adapting their presentations
based on audience feedback skills that Aini et al. (2023) identify as increasingly critical in contemporary communication contexts. The
relatively lower overall performance in this category compared to Content Organization and Delivery Techniques indicates that
audience engagement represents the most challenging aspect of public speaking for these students.
As Bailey and Burch (2023) notes, the ability to connect meaningfully with audiences distinguishes merely competent speakers from
truly effective communicators. These baseline results provide valuable direction for the intervention, highlighting the need to focus
particularly on developing students' responsive presentation skills and strategic use of visual supports.
Exit Level of the Students Public Speaking Skills in English after the Use of Public Speaking Guidance Plan
Content Organization
Table 4. Exit Level Content Development & Organization
Criteria Weighted Mean sd Category
Introduction Effectiveness 3.76 0.43 Excellent
Organization Structure 3.79 0.41 Excellent
Supporting Evidence 3.78 0.42 Excellent
Conclusion Impact 3.74 0.44 Excellent
Over-all 3.77 0.26 Excellent

Following the implementation of the public speaking guidance plan, Grade 11 HUMSS students at Ronda National High School
demonstrated remarkable growth in Content Development & Organization, achieving exceptional results that placed them in the
"excellent" category. This outstanding performance indicates students have developed sophisticated skills in structuring their
presentations, transcending their previous "proficient" classification to reach "excellent" status across all criteria.
Organization Structure emerged as the strongest element, representing a dramatic improvement from pre-test results and suggesting
students have mastered the ability to arrange their ideas in a compelling, logical sequence that enhances audience comprehension.
Supporting Evidence followed closely, indicating students now skillfully integrate relevant facts, examples, and research to substantiate
their arguments a critical skill that Alsaleh (2020) identifies as essential for persuasive communication.
The consistently strong performance across Introduction Effectiveness and Conclusion Impact demonstrates students have developed

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advanced competency in crafting powerful openings and memorable closings. The exceptional consistency across the student
population indicates the guidance plan effectively addressed individual differences that were more pronounced in pre-test results.
This transformative improvement aligns with Purba & Setiawan's (2021) findings that structured guidance significantly enhances
students' content organization abilities. The transition from "proficient" to "excellent" classification across all criteria represents a
meaningful pedagogical achievement, confirming that with appropriate instructional support, students can develop sophisticated
rhetorical organization skills that approach professional-level standards.
Delivery Techniques
Table 5. Exit Level Delivery Techniques
Criteria Weighted Mean sd Category
Vocal Expression 3.76 0.43 Excellent
Articulation Clarity 3.69 0.47 Excellent
Speaking Rate and Pauses 3.57 0.50 Excellent
Eye Contact and Facial Expression 3.76 0.43 Excellent
Over-all 3.69 0.28 Excellent

The post-test results reveal extraordinary development in students' Delivery Techniques, placing them firmly in the "excellent"
category. Vocal Expression and Eye Contact/Facial Expression emerged as the strongest components, indicating students have
mastered these critical nonverbal elements that Watts (2022) identifies as fundamental to audience connection. This substantial
improvement from pre-test scores demonstrates students' enhanced ability to modulate pitch, volume, and tone effectively while
maintaining consistent visual connection with their audience skills that significantly amplify message impact and speaker credibility.
The consistency across these high scores suggests the guidance plan effectively standardized high-quality delivery techniques across
the entire student cohort.
Speaking Rate and Pauses, while still achieving "excellent" status, remained the relatively lower-scored element, indicating this aspect
of delivery may require the most concentrated development over time. Nevertheless, the significant improvement from pre-test results
demonstrates substantial progress in students' ability to pace their presentations appropriately and utilize strategic pauses for emphasis.
As Boettcher and Conrad (2021) note, mastery of pacing represents one of the more advanced aspects of delivery that distinguishes
expert speakers. The consistently excellent ratings across all delivery elements indicate the public speaking guidance plan successfully
transformed students' presentation skills from merely proficient to genuinely compelling, enabling them to command attention through
polished, confident delivery that enhances content credibility.
Audience Engagement
Table 6. Exit Level Audience Engagement and Connection
Criteria Weighted Mean sd Category
Audience Awareness 3.76 0.43 Excellent
Engagement Techniques 3.64 0.48 Excellent
Visual Aid Integration 3.71 0.46 Excellent
Response to Audience 3.72 0.49 Excellent
Over-all 3.71 0.29 Excellent

The post-test assessment of Audience Engagement and Connection revealed exceptional development, with students achieving
performance levels in the "excellent" category. Audience Awareness scored highest among all criteria, representing a remarkable
improvement from pre-test results and indicating students have developed sophisticated abilities to adapt presentations to audience
needs, interests, and backgrounds a skill that Anderson (2016) considers paramount for impactful public speaking.
Response to Audience followed closely, demonstrating students' newfound capacity to adjust presentations in real-time based on
audience feedback and reactions. This dramatic improvement from pre-test scores is particularly significant as it represents the
development of advanced metacognitive abilities where students simultaneously deliver content while monitoring and responding to
audience engagement.
Visual Aid Integration showed substantial improvement from pre-test results, indicating students now skillfully incorporate multimedia
and supporting materials that enhance rather than distract from their message. Engagement Techniques, while still excellent, received
the comparatively lowest score among the subcategories, suggesting opportunities for continued refinement in audience interaction
strategies. The consistency across student performances indicates remarkable uniformity across the student population, suggesting the
guidance plan effectively addressed the variable performance evident in pre-test results. These impressive gains align with Aini et al.'s
(2023) research on the importance of interactive engagement in contemporary communication contexts.
The transformation from "proficient" to "excellent" classification across all audience engagement criteria demonstrates the guidance
plan's effectiveness in developing what Bailey and Burch (2023) describes as the most challenging yet impactful aspect of public
speaking the ability to forge meaningful connections with diverse audiences. The students' growth in this domain reflects a sophisticated

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advancement in their communication repertoire, moving beyond mere content delivery to establish genuine rapport with listeners. This
holistic improvement represents the development of higher-order communication skills that will serve students well in academic,
professional, and civic contexts.
Significant difference between students entry-level and exit level performance in public speaking
Table 7. Difference Between Pre-test and Post-test
Criteria Mean t p-value
Pre-test Post-test
Speaking Confidence & Anxiety Management 2.65 3.56 21.03 <.001*
Content Development & Organization 2.90 3.77 23.10 <.001*
Delivery Techniques 2.85 3.69 13.83 <.001*
Audience Engagement and Connection 2.80 3.71 19.88 <.001*
Over-all Effectiveness and Integration 2.87 3.76 15.37 <.001*

The statistical analysis presented in the tables provides definitive evidence for rejecting the null hypothesis that "there is no significant
difference between students' entry-level and exit-level performance in public speaking." Across all five measured domains Speaking
Confidence & Anxiety Management, Content Development & Organization, Delivery Techniques, Audience Engagement, and Overall
Effectiveness students demonstrated statistically significant improvements following the implementation of the public speaking
guidance plan. The magnitude of these improvements is reflected in substantial effect sizes, indicating not only statistical significance
but meaningful practical impact. Content Development & Organization exhibited the most dramatic enhancement, with students
progressing from a pre-test level of "proficient" to a post-test level of "excellent" classification. Similarly, Speaking Confidence &
Anxiety Management showed remarkable improvement, with Self-Assurance recording the highest impact across all measured criteria,
supporting Trisnaningati and Sinambela's (2021) observation that overcoming public speaking anxiety fosters "a profound sense of
self-assurance that transcends the confines of the podium."
The pattern of improvement across specific competencies reveals important insights into the developmental trajectory of public
speaking skills. Organization Structure and Audience Awareness demonstrated particularly pronounced enhancements, suggesting
these aspects may be especially responsive to structured intervention. Interestingly, while Eye Contact and Facial Expression showed
significant improvement, it registered the comparatively smallest impact, potentially indicating that nonverbal communication elements
may require more extensive practice. The Integration of Skills criterion showed substantial improvement, demonstrating students'
enhanced ability to synthesize discrete public speaking elements into cohesive presentations. These findings strongly support Social
Cognitive Theory's framework regarding the development of complex skills through observation, practice, and reinforcement,
validating Sökmen’s (2021) position that students with higher self-efficacy demonstrate enhanced engagement and persistence in
learning tasks.
The comprehensive improvement pattern carries profound implications for public speaking instruction in the context of RA 10533's
emphasis on holistic skills development for Filipino students. The transition from predominantly "developing" and "proficient"
classifications to "excellent" ratings across all domains suggests that structured guidance can dramatically accelerate public speaking
proficiency among senior high school students. The exceptional improvements in Response to Audience and Visual Aid Integration
reflect what Bean and Melzer (2021) described as the development of critical thinking skills that enable students to "carefully analyze
their audience" and present information "clearly and concisely." As Kapasi and Pei (2021) noted, confident students are "better
equipped to manage stress and adversity," which explains the substantial improvement in Poise Under Pressure. These findings align
with Hidayah and Puspitasari (2023) description of the "powerful sense of self-assurance and self-belief" that empowers students after
overcoming public speaking challenges, and validate Allen et al.'s (2021) identification of the indirect benefits of enhanced public
speaking skills creating a positive feedback loop that further enhances academic performance as students become more confident and
engaged in their studies.
Public Speaking Learning Guide
The developed 5-day Public Speaking Learning Guide represents a comprehensive, research-backed framework designed to address
the multidimensional needs of Grade 11 HUMSS students at Ronda National High School. Grounded in Bandura’s Social Cognitive
Theory (SCT), the guide systematically targets four core competencies identified in the study: Speaking Confidence & Anxiety
Management, Content Development & Organization, Delivery Techniques, and Audience Engagement. Each day’s structure aligns
with the study’s statistically significant findings, particularly the dramatic improvements in content organization and anxiety reduction.
By integrating observational learning (e.g., video analysis of expert speakers), mastery experiences (graduated exposure activities), and
reinforcement (peer feedback rubrics), the guide operationalizes SCT principles to foster self-efficacy. The inclusion of anxiety
management modules, such as power posing and diaphragmatic breathing, directly addresses the pre-test baseline where students
struggled most with physical presence and poise under pressure.
Pedagogically, the guide employs evidence-based strategies validated by the study’s results. For instance, Day 2’s focus on Content
Architecture uses the "Evidence Sandwich" technique, which correlated with significant improvements in supporting evidence
integration. Similarly, Day 4’s Audience Responsiveness Training incorporates simulations of real-world scenarios (e.g., hostile
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Research Article

questions, disengaged audiences), addressing the pre-test weakness in adaptive engagement identified in the research. The guide’s
emphasis on metacognitive skills-such as real-time audience analysis and feedback integration-mirrors the post-test results showing
notable gains in responsive communication. By scaffolding skills from foundational techniques (Day 1) to holistic integration (Day 5),
the guide ensures progressive mastery while accommodating diverse learning paces, a critical factor given the rural school’s resource
constraint.
The guide’s design holds broader implications for Philippine education under RA 10533. By linking community-based projects (e.g.,
advocating for local issues to barangay officials) with academic skill development, it fulfills the mandate for civic engagement and
critical thinking. The inclusion of digital tools (e.g., AI speech analyzers) and nonverbal communication labs also addresses 21st-
century communication demands, preparing students for virtual and in-person contexts alike. However, sustained success requires
institutional support-teacher training in differentiated coaching, as recommended in the study, and partnerships with local organizations
to provide authentic speaking platforms. This guide not only translates the study’s findings into actionable pedagogy but also serves as
a scalable model for rural schools nationwide, demonstrating how structured interventions can transform public speaking from a source
of anxiety into a catalyst for academic and civic empowerment.
Conclusions
This study demonstrates that a structured public speaking guidance plan can transform Grade 11 HUMSS students’ communication
abilities, elevating them from proficient to excellent across content organization, delivery, audience engagement, and confidence. By
grounding instruction in Social Cognitive Theory and employing mastery experiences, modeling, and targeted feedback, the
intervention not only enhanced technical skills but also reduced anxiety, built resilience, and fostered adaptive, metacognitive thinking.
Aligned with the Philippines’ RA 10533 mandate for holistic education, the program addressed both academic and socio-emotional
objectives, equipping students to analyze audiences, integrate evidence, and deliver persuasive arguments. These results support scaling
similar initiatives-especially in rural settings-by prioritizing sustained practice, peer feedback, and anxiety-management strategies, and
suggest that further research into long-term academic and career impacts could strengthen public speaking’s role as a vehicle for critical
thinking, self-expression, and civic participation.
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Affiliations and Corresponding Information
Edna D. Etable
Ronda National High School
Department of Education – Philippines

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