LEVEL OF SPEECH ANXIETY AMONG STUDENTS:
BASIS INTERVENTION PROGRAM
An Undergraduate Thesis
Presented to the Faculty of College of Teachers Education
Ramon Magsaysay Memorial Colleges- Marbel Inc.
Koronadal City, South Cotabato
In Partial Fulfillment of the Requirements for the Degree
Bachelor of Secondary Education-English
ZYNAV S. FACIOLAN
APRIL 30 2023
CHAPTER 1
INTRODUCTION
Rationale
When required to speak in front of a group, the majority of people experience
some degree of speech anxiety; in fact, for many people, public speaking is their
greatest fear. From a mild case of the "nerves" to a virtually paralyzing fear, speech
anxiety can take many different forms. Even seasoned speakers face anxiety when they
have to give a speech or a presentation. The presenters who appear at ease and certain
have just mastered the art of managing their anxiousness and utilizing it to their
advantage.
In Indonesia, a study executed by Sikandar, (2017) the speech among students
is primarily caused by a fear of speaking in front of others, as seen by 75% of students
who agree with the statement whether or not they experience fear of public speaking. In
addition, in the study conducted by Sulastiana, (2017), she found out that 82.5% of
students experienced a medium level of fear when they speak English in public speaking
class. This study revealed that students' anxiety had negative impacts on their
performance in public speaking class, such as forgetting their speech and disarrange
their speech preparation, feeling confused, and often break off their speech, also make
them uncomfortable to speak English in public speaking class. Moreover, public
speaking is such a commonplace encounter by several people, including students in a
specific case, and becomes one of the barriers that students experience in their
academic process (Pratama, 2018). Therefore, they cannot actively share their ideas
and opinions loudly due to factors such as fear of making mistakes, negative evaluation,
and minimum preparation.
The researchers used the Public Speaking Class Anxiety Scale (PSCAS)
proposed by Yaikhong and Usaha to collect data on public speaking anxiety levels
(2021). Furthermore, the questionnaire results are delineated in order to investigate the
causes of public speaking anxiety. According to the study, 58.8% of students have a
moderate level of public speaking anxiety. Furthermore, the majority of the students
agreed that fear of negative evaluation is the most anxiety-provoking factor, followed by
communication apprehension and test anxiety—lastly, only nearly half of the students
feel comfortable speaking English.
In Camarines Sur, specifically at Polytechnic Colleges (CSPC), one of the tertiary
schools in the Philippines, a lot of students face the anxiety as mentioned. During the
first semester of the teaching of the teacher-researcher, he handled Speech and Oral
Communication to Engineering students. He noticed that the majority of his students
experienced fear in speaking in front of the class during recitations and oral
communication drills. This led to low scores during the assessment. Before the semester
ends, the teacher-researcher conducted a small group discussion, and he found out that
these students are not exposed to public speaking activities in their previous years and
felt inferior in the use of English language.
Considering the facts presented, the researcher feels the importance of
conducting a thorough investigation and data gathering to identify the level of speech
anxiety among senior high school students: basis intervention program.
Research Objectives
This study aimed to determine the level of speech anxiety among students: basis
intervention program at Ramon Magsaysay Memorial Colleges- Marbel Inc. School Year
2022-2023.
1. To determine the level of speech anxiety among students
2. To propose an intervention program base on the result of the study
Review of Related Literature and Studies
This presents the relevant literature and studies that the researcher considered in
strengthening the importance of the present study. It also presents the synthesis of the
art to fully understand the research for better comprehension of the study.
Speaking anxiety and academic success are closely linked most prior research
discovered that speaking anxiety can adversely affect student performance. Educators
have looked studied a variety of the phenomenon's components and found evidence of
anxiety's negatively affects L2 oral performance (Papi, 2021).
Weissman (2018) elucidates the factors behind why certain speaking to an
audience, speakers speak more quickly. He claims that the pressure of the audience is
greatest when a presenter is in front of a circumstance causes an adrenaline rush, which
causes a time warp causes the speaker to speak quickly. He continues by saying that
this could employ breaks and lubricants to overcome, which give more time to the
opportunity for both the speaker and the listener to process the material long enough to
construct another sentence.
Sari (2018) with the tittle speaking anxiety as a factor in studying EFL. The
research revealed that communication fear was the anxiety element that most
frequ0ently surfaced and prevented pupils from speaking English in front of the class.
Students' anxiety about communicating caused them to have trouble speaking clearly
and smoothly. When they realized that the teacher would ask them to speak in English in
front of the class, the students also experienced weird internal disturbances including
shaking and a racing heart. The results also showed what kind of nervousness they
experienced and how worry influenced their performance. This essay's main goal was to
examine different types of anxiety and provide ways to cope with them.
Glossophobia, or a person's fear of speaking in front of others, has been found to
be a regular occurrence among students. The current study investigates the causes of
glossophobia in ESL students at the Dr. Hilla Limann Technical University in Wa, UpperWest Ghana. The study suggests that lecturers use an interactive approach together
with the proper communication tactics to encourage positive attitudes and foster the
ideal environment for building students' confidence in order to assist students in
overcoming that phobia. Aside from encouraging regular individual oral presentations in
class, lecturers can organize seminars on public speaking techniques so that students
can practice and cultivate a favorable attitude toward speaking in front of groups
(Owusu, 2021).
The purpose of this experimental study is to look into how classroom interactions
and anxiety affect students' ability to speak English. The results showed that: first,
anxiety had an impact on how well students spoke English; second, classroom
interactions had an impact on how well students spoke English; nevertheless, there was
no interaction between anxiety and classroom interactions on students' English-speaking
performance (Kodri, 2018)
Kankam, (2019) the nervousness that typically accompanies a speaking
engagement is believed to be both situational and personal. The goal of this work is to
emphasize the role of lecturers in minimizing speech-related fears and their attendant
effects on students' academic and professional performances, even if this study is not
the first to focus on this topic. It was discovered that situational anxiety, rather than
personal anxiety, is the main cause of speech-related anxiety. The study discovered that
when given a speech-related activity in class, pupils got extremely nervous out of fear of
receiving a poor grade. The study discovered that this could potentially have a negative
impact on students' academic and professional success. Most importantly, the study
demonstrated the importance of lecturers in fostering a welcoming environment that
encourages interaction and leads to successful learning results.
The Public Speaking Class Nervousness Scale (PSCAS) was utilized by the
researchers to gather information on the severity of their participants' public speaking
anxiety. The questionnaire's responses are also broken down to examine the root
reasons of stage fright. According to the study, 58.8% of students had moderate anxiety
about public speaking. Additionally, the majority of students concurred that anxiety is
mostly brought on by a concern of receiving a poor grade, followed by communication
anxiety and exam anxiety. Finally, only around half of the students reported feeling at
ease when speaking English (Sugiyati, 2021).
Before encouraging themselves to speak in front of the class, students often putup barriers and prefer to experience the teacher's explanations. To put it another way,
pupils are reluctant to use English. The most difficult talent is said to be speaking.
According to research, students' speaking abilities are influenced by a variety of
characteristics, including motivation, anxiousness, and self-confidence. Anxiety is a state
of mind in which one feels uneasy, uneasy, and bewildered. When students are nervous,
they sometimes hesitate to speak and may even be terrified of making mistakes. The
consistency of the pupils' speaking performances would be impacted by this
circumstance. It is also proven that when speaking in English, pupils experience
speaking issues like anxiety, nervousness, worry about making mistakes, and feelings of
shyness (Irzawat, 2020).
In the study conducted by Azagra (2017) “Speech Anxiety and Academic
Performance in Oral Communication Context among Grade 11 Students of Polillo
National High School: Basis for an Intervention Program” here are three aspects of oral
communication that students should learn since they are essential to the growth of their
abilities. These include listening—students must pay attention to what their teachers,
fellow classmates, and oral renditions of texts say. Students must be able to interact with
others using appropriate language, clarity, and strategies that emphasize or help
express meaning and emotions; Speaking; Reflecting; and speaking. Students must be
able to find meaning in texts and vocal strategies, respond appropriately when engaged
in a conversation, understand and interpret the content of texts or points of view, and
demonstrate critical thought.
Moneva (2020) students will inevitably experience anxiety, especially while giving
an oral recitation in class. Anxiety is one of the biggest problems that students run into
and face when it comes to language. Students' lack of confidence was one of the key
causes of their anxiety when speaking in front of an audience. Language anxiety is
thought to be a result of a variety of circumstances, including fear of making mistakes,
self-doubt, vocabulary and speaking challenges, cognitive issues, teachers' involvement,
and a lack of knowledge and preparedness. The majority of students experience anxiety
when speaking, writing, reading, and listening in class, which can have an impact on
their academic performance.
Pontillas (2021) regardless of vocation, everyone should be able to effectively
communicate in a variety of settings. The researcher used a correlational research
design to ascertain the connection between the educators' oral communication abilities
and speaking anxiety in order to make a contribution to this subject. The study made use
of the 25 teachers from the various departments of the College participated in the study,
which was conducted at Camarines Sur Polytechnic Colleges. To gauge the participants'
degree of oral communication abilities, they engaged in an impromptu speaking
exercise. To gauge their reported speaking anxiety, they responded to the Personal
Report of Public Speaking Anxiety (PRPSA) test. Using Pearson's Moment of
Correlation, the two variables' findings were correlated, and it was discovered that there
was a strong correlation between them. The researcher discovered that exposure,
personal experiences, and environmental factors affected their speaking abilities and
anxiousness. The researchers advise the organization to put intervention programs in
place for instructors to enhance their oral communication abilities. Additionally,
universities that offer undergraduate degrees in education should expand their offerings
of communication courses.
The study focused on the use of the Foreign Language Classroom Anxiety Scale
(FLCAS), which assesses students' anxiety levels as they learn English in a classroom
setting. The respondents of the survey were senior high school students in Maguindanao
Division, Philippines, who were in Grade 12 and attending one of the chosen public
schools. The study employed a descriptive-correlational survey method. The results
demonstrate that senior high school students in Maguindanao Division do have speaking
anxiety when speaking English, and that their degree of anxiety when studying English is
significant. It is further concluded that students' success in learning English was
influenced by their degrees of anxiety when speaking English in terms of inter-language
phonology, inter-language grammar, and inter-language meaning system (Untong,
2021).
Berowa (2018) the outcomes of this study's respondents from various year levels
in terms of English language anxiety are comparable. No matter their academic rank, all
the kids reported a neutral degree of linguistic anxiety. The level of anxiety toward
learning a foreign language tends to increase as students’ progress to advanced levels
because they may fear the possibility of being negatively evaluated more strongly by
their teachers and peers as compared to the students in the lower levels. These findings
are inconsistent with previous studies that show an increase in anxiety as the learner
advances to higher levels of study. The pupils' language concern in foreign languages
increased from preparatory to grade four, according to the same line of reasoning that
was put out. According to these findings, the rise in language anxiety among students
as they advance to higher year levels is related to the idea that their increased
proficiency in English may raise their likelihood of identifying speaking blunders that will
increase their anxiety.
Amogne & Yigzaw (2018) the emergence of communication apprehension is not
limited to a single phenomenon; rather, it is situational and varies from person to person.
Most EFL students experience anxiety about oral communication because they lack
knowledge of the target language's vocabulary, grammatical structure, and
pronunciation. For example, many EFL students are afraid to stand out or participate in
the conversational session because they believe they are weak in the target language.
This lengthy procedure makes individuals fearful of engaging in oral conversation. They
do not, however, abandon their efforts to acquire the target language and attempt to
converse with persons with whom they feel at ease. On the other hand, it is clear that
they have the ability to pick up the intended language, which is undoubtedly English.
Joy (2019) evaluated the extent of test anxiety among second language learners
before, during, and after tests. The pre-test stage was second in terms of anxietyinducing stages, according to the findings. The post-test phase caused the least amount
of concern. Surprisingly, every participant in this survey stated that their lecturers had
not assisted them in managing their exam anxiety.
Croston (2018) claimed that people frequently fear being judged or rejected by
an audience or group when they are there. These factors help to explain why the
majority of research participants identified their fear of rejection or humiliation as the one
that most influences their aversion to public speaking.
Raja (2018) these issues can act as roadblocks to attaining one's goals, which
may be both personal and professional; as a result, speakers need to strengthen their
public speaking abilities in order to increase their confidence.
Fasano (2018), who discussed his speaking experiences said that planning and
drafting a presentation takes time. He described two of his experiences with public
speaking in one of his writings; the first was one he worked very hard and studied a lot
for, while the other was one he threw together at the last minute. He emphasized a key
distinction between the two: the former allowed the audience to take pleasure and learn
crucial information, while the latter, on the other hand, failed to do either and merely
managed to convey very little, if any, information. Because of this, the success of a
person's presentation depends greatly on their practice and preparation before giving
their speech. In addition, both of these aid in lowering a speaker's concern over
inadequate preparation and fear of making mistakes, two potential causes of public
speaking anxiety. The majority of respondents chose "preparing oneself before his or her
speech" and "practicing one's speech multiple times" as two of the three strategies they
believe are most useful for overcoming their fear of public speaking, which may be the
case.
Sağlamel (2018), speaking in a second language can cause anxiety, which is
prompted by situational anxiety. Many pupils find it challenging to communicate in
English in the classroom. They may be lacking in lexical resources when communicating
their ideas, or they may lack confidence in using spoken grammar, or their facilitators
may respond critically to their comments. Furthermore, an individual's educational and
financial background, as well as social and cultural variables, might all contribute to
speaking anxiety among undergraduate English majors. Many students from various
backgrounds attend the public sector university in Karachi and are admitted on quota.
Harutunian (2019) it's crucial to recognize the distinction between speaking in
front of a group of people and interacting with that group when evaluating the factors that
contribute to nervousness when speaking in front of others. The terms "performance
anxiety" (PA) and "interaction anxiety" (IA) refer to these two categories, with
performance anxiety being defined as "anxiety while being observed or analyzed." And
"anxiety during pair and group interactions" is what is meant by interaction anxiety.
Despite being connected within the characteristics of social anxiety, these two ideas are
separate from one another.
Javaid (2018) the most frequent causes of speaking anxiety include fear of failure,
lack of experience, poor preparation, lack of confidence in one's physical appearance,
anxiety over criticism from the audience when one's performance is less than perfect,
anxiety over low self-esteem, and fear of the audience's disinterest. Speaking anxiety,
also known as communication apprehension, occurs when speaking, especially when
speaking in front of an audience. indicated that pupils' anxiety levels can rise when they
are required to accomplish an oral activity. Speaking anxiety, English for communication
anxiety, reading anxiety, listening anxiety, teaching-learning anxiety, writing anxiety, and
evaluation anxiety are some of the factors that affect anxiety. Giving oral presentations
and performing in front of other students have been reported to be two of the most
anxiety provoking situations.
Masangya (2019) in his study “Comparison Research on the Language Anxiety of
Filipino ESL and EFL Learners” from two (2) Philippine universities the study's goal was
to identify linguistic anxiety in both groups of learners and to explore the sources and
repercussions of these fears. The study included a total of 40 respondents, including 20
ESL and 20 EFL students. The findings revealed that Filipino ESL students have a
neutral level of language anxiety, with a fear of unfavorable evaluation in the area of low
self-perceived linguistic proficiency. In the case of EFL students, they reported no level
of language anxiety. Finally, both groups stated that they were the ones accountable for
their language concern.
Through an analysis, Villanueva (2018) the majority of pupils selected the
General Academic strand study on the career preferences of Polillo National High
School Grade 10 students because they wish to pursue a college degree. Due to a lack
of career preparation, they are still unsure about what career to pursue. More
specifically, the General Academic strand, with an average weighted mean of 3.48, and
Bread and Pastry Production in the Home Economics strand, with an average weighted
mean of 3.24, are both verbally interpreted as "Highly Preferred" based on the ranking of
preferences in different tracks/strands of senior high school. As a result, the
aforementioned school only provided two programs. As a result, respondents who
attended Polillo National High School appreciate having access to media and technology
for the purpose of learning and developing their communication abilities. They were
therefore exposed to more speech-related academic activities.
Further, Acibar (2020) suggests that in order for students to feel comfortable and
participate actively in class activities, teachers need become knowledgeable of the
anxiety that students experience. In order to plan lessons, activities, and learning
materials that will enable students to participate in all classroom-based learning
activities, teachers must also have a thorough understanding of the types of anxiety that
students experience. Additionally, teachers engage pupils in enjoyable lessons and
stimulating learning activities to lessen their level of worry.
In addition to that, Marcial (2018) one of the study's conclusions was that the
learners' prior travel experiences abroad may have increased their level of anxiety in the
classroom. Their participants who had prior experience using English abroad reported
less nervousness, which has increased their self-confidence and improved their
academic achievement. The factors revealed that the students' verbal fluency, their
training and exposure to the English language, and their prior negative experiences
when English was used in both conversations outside of class and various activities that
require communication inside the class. These factors contradict what the speech
communication students believe the causes of communication anxiety to be. The
attributions presented are promising enough to be further investigated. They focus more
on gaining the learners' perspective on the potential causes of anxiety than they do on
the relationship between anxiety and the learners' usage of English. In the study, some
students mentioned that some people might have anxiety when required to speak or
converse in front of a group or an audience in class if they have little experience doing
so. Others, on the other hand, frequently suffer anxiety as a result of past unpleasant
events, such as being made fun of by others, receiving critical remarks from teachers in
front of students, being the target of jokes, and other similar occurrences.
Comparatively, Pabro-Maquidato, (2021), in his study “The Experience of English
Speaking Anxiety and Coping Strategies: A Transcendental Phenomenological Study”
from their perspective, their understanding of preparation is that it gives the pupils plenty
of time to complete prereferral duties. This allows the pupils the time to plan out their
message and how they will present it. However, for most worried ESL students,
relaxation is another factor that can be quite beneficial. When students feel confident in
their surroundings, it is easier for them to remain calm and put extra effort into their
language learning. While encouraging students to make mistakes in their second
language and showing a teacher's positive mood are two ways to outsource external
motivation, positive thought is also incredibly influential. When inspiration is created,
self-confidence is also sparked.
Additionally, it was discovered that having a favorable attitude toward English may
encourage students to recognize its significance and learn it as a required topic in
Temporal (2018) study, " Attitude of Grade 12 SHS Academic Tracks Students Towards
Speaking in English" the concept of attitude is regarded as being crucial to language
learning. Therefore, learning a language should be based on a positive attitude. It is
crucial to research each learner's personality. Because of this, language study should
take the effective perspective, especially attitude, into account.
Along with it, Generales, (2020) introduced the idea of the Philippine culture of
inferiority, which causes students to feel as though their knowledge and proficiency in
English are inadequate in comparison to native speakers, leaving them uneasy about
their speaking ability. A second language student who experiences inadequacy develops
a stressed mindset that could result in anxiety. The way ESL students interpret the
speaking settings can be attributed to their prior encounters with related circumstances.
called the concept of perceptual consistency. Initial impressions and prior experiences
have a tendency to stick around and affect current comprehension.
As explained by Omar (2022), the recent history of anxiety research in the realm of
language learning has been significantly influenced by the findings of two important
studies. First, it was shown that early anxiety perspectives produced wildly inconsistent
results regarding the relationship between anxiety and proficiency in a second language.
The inconsistent and mixed results are due to various anxiety assessments and
conceptualizations of anxiety. stated that ambiguous experimental findings can be
reconciled if a distinction is made between enabling and crippling worry. Facilitating
anxiety occurs when the difficulty of the activity causes the proper level of anxiety. While
some worry may be healthy, excessive anxiety can have a crippling effect and cause
people to avoid their jobs or perform their jobs ineffectively.
Synthesis
As stated by Raja (2017), the issues it causes serve as barriers in reaching one's
objectives, both personally and professionally. The information contained in the studies
stated revolves around speech anxiety as an issue and a problem in society. They
generally say that fear of public speaking is a barrier to human development since it
causes worry and tension in people and impairs their communication skills. Apart from
this, some of the research also claim that there are several aspects which contribute to
it, including self-esteem or self-worth, audience, rejection, among others. Also included
were methods for dealing with it, such as practice, planning, goal-setting, and others.
Theoretical Framework
The issue of anxiety during oral communication has been one of the most difficult
challenges the discipline of speech communication has encountered since its inception.
The 20th century's top four psychiatrists have provided insight into performance anxiety.
They provided distinctive strategies for dealing with speech anxiety in their books,
presenting perceptions that, to differing degrees, apply to everyone. These numerous
thoughts served as the foundation for the current investigation.
According to Vygotsky, learning is dependent upon the social interactions that
occur in the classroom. Withdrawal from this interaction as a result of high levels
of English language anxiety is perhaps the most harmful effect of English language
anxiety. It is therefore imperative that teachers and administrators are able to identify
highly anxious students within their schools and classrooms ideally before
the mainstreaming process takes place.
In accordance with the theory, there are two primary types of learning:
communicative and instrumental. Instrumental learning emphasizes learning through
problem-solving that is task-oriented and the identification of cause-and-effect
correlations. Communication of needs, wants, and feelings is a key component of
communicative learning.
Conceptual Framework
Figure 1 shows the conceptual framework of the study. It consists of the input
and output variables. The input variable consists of the level of speech anxiety among 1st
year BSED-ENGLISH of Ramon Magsaysay Memorial Colleges. The output variable
pertains to the basis intervention program.
INPUT
Level of Speech Anxiety among
1ST Year Students
OUTPUT
Basis Intervention Program
Figure 1. Conceptual Framework of the Study
Significance of the study
The finding of the study will be beneficial to the following:
Administrators. The results of the study will be useful in planning and
redirecting strategies for coping the anxiety in speech among students. Also, this
research can be their guide or basis in creating intervention program that promotes
positive motivation to individual students.
Teachers. The results of this would aid the faculty members from Ramon
Magsaysay Memorial Colleges of Marbel on how they handle and how they may be of
help to students who have a speech anxiety.
Students. The results from this study would be of significant help to the students
at Ramon Magsaysay Memorial Colleges of Marbel in conquering their anxiety of
speaking in public.
Future Researchers. This study can serve as a reference for those who wish to
look into the same topic. Also, they may find a certain interrelation in the data or the
results in this study with the information stated in their own research project and include
this in their related literature.
Scope and Delimitation
This study was conducted at Ramon Magsaysay Memorial Colleges-Marbel Inc,
located at Purok Waling-Waling Arellano Street, Koronadal City. The research was only
focus on the level of speech anxiety. To evaluate the level of speech anxiety, survey
questionnaire was given to the first year BSED-ENGLISH students. Based on the data
gathered from the school registrar, there were a total population of two-hundred thirtythree (233) 1st Year BSED-English, who are officially enrolled at Ramon Magsaysay
Memorial Colleges – Marbel Inc. in the first semester period in 2022-2023. However, the
respondents were determined through the use of Slovin Formula, which has a total
number of one-hundred thirteen (113) respondents.
Definition of Terms
For clarity and better understanding, terms used are hereby defined operationally
about the problem of the study:
Anxiety. The subjective sensation of tension, trepidation, nervousness, and worry
caused by an arousal of the autonomic nervous system (Fitria, 2018). It is a reaction that
can be felt be the students whenever they are meant to speak in public.
Intervention Program. Refers to an intervention curriculum that is designed to achieve
an end result the program are the intervention strategies that are used to achieve the
goals of the program and the interventionist executes the strategies to fulfill the
program’s agenda (Azagra, 2022). It is a treatment method used by the mental health
community, and utilized in a number of ways to better the situation of individuals who
have become dependant on various substances or activities
Level. Refers to the relationship between the numeric values of a variable and the
characteristics that those numbers represent (Dumdum, 2019). Also, the quantity,
magnitude, or category of the independent variable (or variables) being studied.
Students. It refers to persons engaged in or dedicated to the pursuit of
knowledge, esp. in a particular subject area or persons who take interest in a particular
subject or field (Merriam-Webster Dictionary, 2019). Based on the data gathered from
the school registrar, there were a total population of two-hundred thirty-three (233) 1st
Year BSED-English, who are officially enrolled at Ramon Magsaysay Memorial Colleges
– Marbel Inc. in the first semester period in 2022-2023. However, the respondents were
determined through the use of Slovin Formula, which has a total number of one-hundred
thirteen (113) respondents.
Speech Anxiety. Refers to the feeling of nervousness, dread, and concern that people
experience before, during, or after public speaking (Sawchuk, 2018). It is a slight feeling
of “nerves” to a nearly incapacitating fear.
Bachelor of Secondary Education major in English (BSED-English). A four-year
degree program with a focus on English teaching that is intended to prepare students to
work as high school teachers (RMMC, 2020). It is a course in which this study will focus.
Ramon Magsaysay Memorial Colleges – Marbel Inc. It refers to an establishment
or institution for the formal education of children or young people (MerriamWebster Dictionary, 2019). It is an educational institution designed to provide
learning spaces and learning environments for the teaching of students under the
direction of teachers. Most countries have systems of formal education, which is
commonly compulsory (Roser & Ortiz-Espina, 2016). It refers to Ramon
Magsaysay Memorial Colleges-Marbel, Incorporated—the institution where the
study was conducted.
CHAPTER II
METHOD
This chapter concentrates on the discussion of the research methods and
procedures adhered to by the researcher in order to answer systematically the specific
questions posed for investigation. Specifically, research design, research locale,
respondents of the study, research instruments, data gathering procedures, and
statistical treatment of the data used for the accurate data analysis and interpretation
were explained in this chapter.
Research Design
In order to determine the students’ level of speech anxiety and the intervention
program drawn from the result of the study, the researcher utilized evaluation research
method.
Evaluation research, sometimes called program evaluation, refers to the purpose
of research rather than to any specific research methods. Evaluative research is a type
of research used to evaluate a product or concept, and collect data to help improve your
solution. Its purpose is to assess and improve the conceptualization, design, planning,
administration, implementation, effectiveness, efficiency, and utility of interventions and
programs (Rossi & Freeman, 2013).
Research Locale
This study was conducted at Ramon Magsaysay Memorial Colleges- Marbel Inc,
located at Purok Waling-waling Barangay Zone II, Arellano Street, Koronadal City,
Province of South Cotabato, 9506, Philippines. The school was created in the year 2008
and known to be the “Home of the Best”. The school offer different courses like Bachelor
of Elementary Education major in General Science, Bachelor of Secondary Education
major in English, Science, Math, Filipino, Physical Education Administration, Bachelor of
Science Information Technology, Bachelor of Science in Social Work, Bachelor of Arts in
Sociology and English, Bachelor of Science in Accountancy, Bachelor of Science in
Accounting Information System and lastly, Associate in Computer Technology.
Respondents and Sampling Technique
Based on the data gathered from the school registrar, there were a total
population of two-hundred thirty-three (233) 1st Year BSED-English, who are officially
enrolled at Ramon Magsaysay Memorial Colleges – Marbel Inc. in the first semester
period in 2022-2023. However, the respondents were determined through the use of
Slovin Formula, which has a total number of one-hundred thirteen (113) respondents.
The researcher was used random sampling. Moreover, according to Heyes,
(2020), a part of the sampling technique in which each sample has an equal probability of
being chosen. A sample chosen randomly is meant to be an unbiased representation of
the total population.
Research Instrumentation
To determine the level of speech anxiety of first year students in Ramon
Magsaysay Memorial Colleges of Marbel for the Academic Year 2022 –2023, the
researcher was used a questionnaire through google forms in order to gather the
information from the respondents. The questionnaire was modified and adopted by the
researcher. Within that, it was also validated by the authorized validators.
Questionnaire was be the level of speech anxiety. Adopted from the speech
anxiety and academic performance in oral communication in context discussed by
Azagra (2017). The speech anxiety is the feeling of nervousness, dread, and concern
that people experience before, during, or after public speaking. The speech anxiety is far
more than the stage fright frequently found in speech classrooms, school assemblies,
and drama productions. Itis a pattern of anxiety established often in the elementary
grades which can profoundly affect much or all of a student’s oral communication, social
skills, and self-esteem. Speech anxiety is a common phenomenon among students that
must be addressed by language teachers to ensure educational success. Moreover, the
questionnaire that was be used is a Likert scale where 5= Always, 4= Frequently, 3=
Sometimes, 2= Seldom and 1= Never.
Data Gathering Procedures
In conducting the study, the researcher wrote a formal letter to the dean of the
education department to ask a permission about the conducting of research. In the way,
the researcher explained the objective of the study to the students and distributed the
questionnaires through google forms to be answered in their convenience. Thus, the
answer of the respondents was record and tally. In line with this, it served as a basis of
the data and was interpret with utmost confidentiality.
The research focused on the answers of the participants from the prepared set of
questions.
Statistical Tool
This is the tool that was use in identifying the results of findings and discussions
in the study:
To determine the level of speech anxiety, mean was used.
Ethical Consideration
In accordance with pandemic protocol, the researcher used an online platform
via messenger and Google to avoid being in a crowded area and becoming infected with
the COVID-19 virus. For the duration of the study, ethical guidelines were implemented.
The respondent has the right to withdraw at any time. Their identity and information will
be kept private, and any information gathered from them will be acknowledged and
reported appropriately. The researcher should take his or her time in selecting a
response and should always respect and protect the dignity and safety of study
participants.