Republic of the Philippines

Region IX, Zamboanga Peninsula

Z.C. SKILLS ACADEMY, INC
Baliwasan Chico, Zamboanga City
Tel. No.: (062) 904-0215/09189573350

THE PERCEPTION OF GRADE 11 HUMSS A AND TVL B STUDENTS OF Z.C SKILLS

ACADEMY INC. TOWARDS PUBLIC SPEAKING

A Research Proposal (Draft)

Presented to:

Ms. Sabrynna B. Timbang

Z.C Skills Academy, Inc.

Zamboanga City

In Partial Fulfilment of the Requirements of

Practical Research 1

Senior High School

Z.C Skills Academy, Inc.

By:

Sheika Biao

Dimple Marie Dela Cruz

Leizy Caris Mosqueda

Jovelyn Palmes

Joel Soreno

Grade 11-Humss A

May 13, 2024

 CHAPTER 1 INTRODUCTION

Background of the study

Public speaking is part of scientific communication. It implies one has to deliver a

speech personally in front of other people. There are many reasons why it is important to

present talks; for example, sharing new findings with a wider community, making an

impression on potential bosses, or teaching kids about science. However, in whatever the

situation is, there must always be active involvement of the audience and effective

information delivery (Introduction to Public Speaking: Biological Engineering

Communication Lab, n.d.). Fear of Public speaking is a common anxiety that frequently

overshadows public speaking, which is a highly valued talent. This phobia is particularly

common among students, which makes it difficult for them to communicate properly. It is

essential to comprehend its influence and prevalence. By simplifying it, we can enable kids to

boldly express and grow their ideas.More than three quarters (77%) of us suffer from

glossophobia – fear of public speaking; and even those who don't find it easy may feel

uncomfortable before and during their performance (Fritscher, 2023).

Many benefits that speaking in public provides; for example, it increases the levels of

confidence and self-esteem, thereby reducing the stress levels caused by anxiety or

nervousness. These skills are heavily sought after by employers and will, in turn, go a long

way in enhancing an individual's professional development throughout different levels of life.

In addition, among students, open dialogue is fostered through public speaking, together with

honesty when sharing ideas and thoughts that perhaps otherwise would never have been

expressed aloud. Improvement in memory retention is also added together with other higher
order cognitive functions among students who actively learn new skills

(TIMESOFINDIA.COM, 2023).

There is a great art in knowing what your audience needs and making your message

fit. Even professional speakers need to practice, too, to be clear and coherent. It's not bad,

though, to ask for peer and mentor feedback, with perhaps speech patterns or mannerisms

more paramount. Adding your personal style and even some humor to appropriate places will

aid in connecting with your audience. Sharing your personal story or experience will make

your message more relateable and will be a great way to connect with the audience, giving

your presentation more power and memorability. (Staff, C. 2024b, January 5)

The researchers goal to investigate the perspectives of G11-Humss A and TVL B

college students in the direction of public speaking to realise their attitudes, fears, and

motivations regarding this crucial ability. Understanding how those awesome groups

understand public talking can provide insights into their getting to know options, demanding

situations, and capability areas for development. By examining their perceptions, the

researchers can tailor coaching methodologies, design centered interventions, and create

supportive environments that cater to the unique needs of these students populations, in the

end improving their public speaking capabilities and basic instructional studies.

For Grade 11 Humss A and Tvl B, knowing the educational backgrounds and career

tracks of students is the most crucial. Grade 11 Humss A specializes in social sciences,

humanities, and the arts, with programs that develop critical thinking and analysis. On the

other hand, Grade 11 Tvl B specializes in technical skills, vocational training, and livelihood

education. These students have practical skills that will be directly applied in employment or

further technical education. This study will show how the respondents define fear of public
speaking. It will also describe the factors contributing to students' fear of public speaking.

And lastly, it will also enumerate the coping mechanisms of students against fear of public

speaking.

Statement of the Problem

This study aims to describe the different perceptions of HUMSS A and TVL B

students of ZC Skills Academy, Inc. towards public speaking.

Specifically, it needs to answer the following questions:

1. What is the definition of public speaking?

2. What are the factors that contributes to the fear of public speaking?

3. What are the coping mechanisms of HUMSS A and TVL B students in ZC Skills Academy,

Inc. against fear of public speaking?

Significance of the Study

This research has immense significance for anybody who has anything to do with

education, from schools managed by the Department of Education, committed educators,

students all over the world, and of course, the researchers themselves.

This study provides schools under the Department of Education with very useful

information about how to teach public speaking. It lays a solid basis for the creation of
teaching strategies and policies that keep in mind the diverse needs of students in various

institutions.

Teachers benefit by gaining profound insights into the challenges and aspirations of

their students. This insight is not restricted to the students in Z.C Skills Academy's programs

but extends to students from all walks of life. With this insight, an educator can better tailor

their lessons to suit the individual needs of each student and, in doing so, raise the overall

level of learning within a class.

Students around the world benefit from this study because it brings to light the shared

experience and dreams of peers when it comes to public speaking. This not only connects

them but also forms a global community of learners.

Z.C Skills Academy students, in particular the students in Humss A and Tvl B, are the

primary beneficiaries of the research. They have a unique insight into the elements of

effective public speaking, which will bring confidence and equip them with the necessary

skills to lead successful lives in their academic journey.

The researchers help refine the public speaking classes. By divining into the thoughts

and feelings of students enrolled in the Grade 11 programs, the researchers provide new

insights into the area of public speaking. It not only adds new dimensions to their scholarship

but also helps to continue to improve teaching and learning practices in the area of public

speaking.

Theoretical Framework

Cognitive Appraisal Theory

 This study is supported by the study of Ricard Lazarus, an influential psychologist

known for his work, stress and emotion. This theory suggests that emotions, such as fear or

anxiety, are the result of how individuals interpret or appraise a situation. In the context of

public speaking, individuals may experience fear if they perceive the situation as threatening

or if they doubt their ability to perform well. The Cognitive Appraisal Theory is pertinent to

the researcher study on the perceptions of grade 11 HUMSS-A and TVL-B students at ZC

Skills Academy Inc. regarding fear of public speaking. This theory underscores the

significance of understanding how Individuals interpret and assess public speaking situations.

By examining the students' perceptions through the lens of Cognitive Appraisal

Theory, researcher can explore their appraisal factors such as self-confidence, past

experiences, and perceived control over speaking tasks. Additionally, the theory guides the

researcher in identifying the coping mechanisms students employ to manage their fear, which

may vary between the HUMSS-A and TVL- B. Ultimately, applying this theory enriches

researcher understanding of students' experiences with public speaking and informs potential

educational interventions to support them in overcoming their fears. (Kathleen Lappin, David

White, November 21, 2023)

Conceptual Framework
 Figure 1: The Perception of Z.C Skills Academy Inc. Towards Fear of Public

Speaking

Students' perceptions are the independent variable in a study on public speaking since

it is assumed that they have an impact on the dependent variable, public speaking. The view

of the pupils may include their attitudes, beliefs, or comprehension of public speaking. The

researchers' desired outcome, such as students' performance, comfort level, or public

speaking skill, is represented by the dependent variable, public speaking. According to the

study's framework, there may be a connection between these two variables and that changes

to students' perceptions (the independent variable) may have an impact on their public

speaking (the dependent variable). The focus of this study is on comprehending and

examining the precise ways that differences in students' perceptions affect their comfort level,

performance, and public speaking abilities

Scope and Delimitation

This study looks at what students in TVL B and HUMSS A, Grade 11 at Zamboanga

City Skills Academy think about speaking in public. By asking them in surveys and talks, it

tries to see their views. This study investigates the views of students in TVL B and HUMSS

A, Grade 11 on public speaking. Through surveys and interviews, it aims to find out what

people think. The goal is to watch how their opinions might affect the way they behave when

giving public speeches. However, it does not cover what instructors and staff think about

public speaking. It also does not look at how well students communicate in front of an

audience or how their experiences with family and friends shape their opinions. Furthermore,

it offers no suggestions on how students can improve their public speaking skills. It's only

investigative.
Conceptual Definitions

Public Speaking - Is the skill of talking of the Grade 11 students of TVL B and HUMSS A in

ZC Skills Academy, Inc.

Fear of Public speaking - Intense fear or anxiety that the Grade 11 TVL B and HUMSS A

students of ZC Skills Academy, Inc. feel when speaking in front of others.

Perceptions - How the Grade 11 TVL B and HUMSS A students of ZC Skills Academy, Inc.

understand and interpret what they see, hear, and smell the things around them based on their

past experiences and beliefs.

Coping Mechanisms - Ways or strategies of the Grade 11 TVL B and HUMSS A students of

ZC Skills Academy, Inc. to manage stress and stay emotionally balanced.

Grade 11 TVL B and HUMSS A - The participants who are involved in the study—The

Perceptions of HUMSS A and TVL B students of ZC Skills Academy Inc. towards public

speaking.
 CHAPTER 2

REVIEW OF RELATED LITERATURE (RRL)

Public speaking is the art of speaking in public eloquently and effectively. A person

who gives speeches or lectures to a usually large group of people. ("Public Speaker" 2024)

Some also defined public speaking as the act of delivering speeches in public. An act or skill

of addressing an audience effectively. (“Dictionary.com | Meanings & Definitions of English

Words,” 2021b) It is also defined as the activity of speaking on a subject to a group of people.

(Public Speaking, 2024) Public speaking abilities are important in most career and are key to

improve your confidence and presence in the workplace. (Public Speaking Skills Defined:

Examples and Explanation, 2024)

Public speaking can be used in many different ways for instance, Clear articulation.

Clear articulation refers to the ability to communicate ideas coherently. This means ensuring

that your message is clear to their audience. Clear articulation means that candidates omit

filler language, such as 'um' or 'ah'. Filler language can dilute a message and confuse an

audience, so deliver the key components of a speech without diverting from your presentation

plan. (Public Speaking Skills Defined: Examples and Explanation, 2024)

Another example is Presentation style. Presentation style is a key component of

maintaining audience interest in your message. Presentation style can refer to how you

present yourself and the methods you use to convey your information. A good presentation
style involves using multiple presentation methods, such as speaking and using technology-

based presentations like slideshows to convey information. This provides a more dynamic

presentation and boosts audience engagement. (Public Speaking Skills Defined: Examples

and Explanation, 2024)

Other examples also include Good public speaking. Good public speaking also

encompasses the ability to connect with an audience. There are several ways to do this,

including asking questions, implementing audience participation or using audience stories to

further your point. Being able to connect with an audience allows you to personalize your

presentation and encourages your audience to involve themselves. Connecting with an

audience may also make your attendees more receptive and able to absorb your presentation's

message. (Public Speaking Skills Defined: Examples and Explanation, 2024)

How public speakers hold themselves is a significant part of good public speaking.

Presence refers to the speaker's personality and how they approach a public speaking event.

Having a good presence means being confident, maintaining a professional appearance,

interacting with the crowd and maintaining eye contact. A good way to improve your

presence is to learn how to calm yourself. Nervousness before a public speaking event is

normal. Use breathing techniques and focus on the message you want to convey to your

audience. (Public Speaking Skills Defined: Examples and Explanation, 2024)

Sarah Gershma discusses the common sources of public speaking anxiety among

individuals, highlighting the discomfort many feel when being observed, scrutinized, or

placed in the spotlight.

She emphasizes how avoiding direct eye contact, a common coping mechanism for

speech anxiety, can actually worsen the anxiety due to evolutionary reasons dating back to

when humans perceived eyes watching them as a threat.

 This insight sheds light on the deep-rooted nature of public speaking anxiety and the

importance of understanding its origins to effectively address it.

(Sarah Gershma September 17, 2019)

Amira Barger shares her personal experience as a communications strategist who

grapples with public speaking anxiety, particularly in the context of pitching and presenting.

As an introvert, she finds solace in presenting from home with notes and on a screen, which

alleviates some of the stress and nervousness associated with public speaking.

However, the return to in-person presentations poses a challenge, echoing the

sentiments of many individuals who struggle with similar anxieties. Her narrative

underscores the impact of environment and comfort on managing public speaking fears.

(Amira Barger Dec. 7, 2022)

The importance of credibility, or ethos, in enhancing a speaker's trustworthiness is

highlighted by referencing the works of Fraleigh & Tuman (2011) and Peterson, Stephan, and

White (1992). Credibility is described in terms of antecedent credibility, based on the

speaker's reputation before the speech, and consequential credibility, which is established

during the speech through the strength of arguments and supporting data.

The audience's perception of the speaker's trustworthiness is influenced by how well

the speaker presents themselves and their content, emphasizing the role of credibility in

effective communication.

(H. G. Wells (Fraleigh & Tuman, 2011). Peterson, Stephan, and White 1992)

If a speaker feels insecure and nervous, they often prepare carefully for the situation.

This preparation pays off! The audience feels that effort has been put into their presentation.
Speakers who underestimate their own skills are usually pleasantly surprised when they get to

watch their own performance on video and receive sincere praise.

This can lead to a positive cycle: confidence grows and eventually stepping in front of

the audience does not feel as awkward. Presentations improve further and the speaker begins

to see their own strengths. (Antti Mustakallo (March 18, 2023) a Public speaking Coach)

Don't even begin your presentation without first understanding what, in simple terms,

you want the audience to take away. This purpose and message become your guiding star.

Once you can convey it in the simplest terms, you'll be able to build from that foundation to

support your points. (Dianna Booher(January 4, 2011) a communication expert)

Glossophobia is a term used to characterize people who are either terrified of public

speaking or poor public speakers. Emma Simpson claims that people have long suffered from

an intense fear and uncertainty when giving a speech in public. Giving a presentation or

speaking in front of an audience can be extremely stressful and anxiety-inducing, making it a

task that many people hate. She could still clearly recall her very first public speaking

engagement. She was overcome with a feeling of dread as she faced a group of top leaders

with their full attention on her. Her face turned crimson red, her sentences faltered, and she

stammered. She wanted to be taken out of there right now. Her inner critic reveled in the

moment; she felt like she had lost all credibility. Fast forward 15 or so years, and presenting

is a regular part of her job, and while she has had her fair share of practice, she can still get

nervous. Each time she signs herself up to speak or present, she is initially excited, and then a

few days later, her familiar frenemies show up: anxiety and imposter syndrome. The initial

excitement shifts to nervous energy. A few days before, she found herself pacing around the

house, rehearsing her talking points out loud, and worrying if she conveyed them in the right

way on the day. The night before, she found herself waking up every hour anticipating how it
would all play out and anxious that her alarm would malfunction and she wouldn't wake up in

time (Poc, E S. C. (2023) June 22).

Nervous yet Unstoppable: Public Speaking even when you're Scared.) A few

individuals moreover developed up having social uneasiness. Frequently, social uneasiness

begins in childhood. Emotionally, an individual may feel self-conscious and awkward around

being noticed or judged by others. They might fear being humiliated, looking silly, making a

mistake, or being criticized or laughed at. Your body may have signs and symptoms like a

quick pulse, breathing rapidly, shaking, sweating, or reddening. You will also have nausea,

maintain a strategic distance from eye contact, or feel like your intellect has gone clear

(Social Anxiety, n.d. Teens Health).

Fear of public speaking can prevent you from taking risks to share your thoughts, to

talk about your work, and to display your arrangements to issues that influence numerous

people and as a result, it can influence how much you develop personally and professionally,

and how much affect you'll be able to have. At the same time, any negative public speaking

experiences will make it less likely that you will talk in public in the future-fear teaches you

to ensure yourself from hazardous circumstances. Fear of public speaking can prevent you

from taking risks to share your thoughts, to talk about your work, and to display your

arrangements to issues that influence numerous people and as a result, it can influence how

much you develop actually and professionally, and how much affect you'll be able to have. At

the same time, any negative public speaking experiences will make it less likely you will talk

in public in the future-fear instructs you to secure yourself from unsafe circumstances (Why

Are We Scared of Public Speaking, n.d.).

 Fear of public speaking could be a common shape of uneasiness. It can run from

slight anxiety to paralyzing fear and freeze. Numerous individuals with this fear maintain a

strategic distance from open talking circumstances through and through, or they endure

through them with shaking hands and a quavering voice. But with planning and persistence,

you will be able to overcome your fear. Know your theme.

The superior you understand what you are talking approximately and the more you

care approximately the subject — the less likely you will make a botch or get off track and on

the off chance that you are doing get misplaced, you will be able to recoup rapidly. Take a

few times to consider what questions the group of onlookers may inquire and have your

responses prepared Get organized. Ahead of time, carefully arrange out the data you need to

display, counting any props, sound or visual helps.

The more organized you are, the less anxious you will be: Utilize an outline on a little

card to remain on track in case conceivable, visit the put where you will be talking and survey

accessible gear some time recently your introduction. Hone, and after that hone a few more

Hone your total introduction a few times. Do it for a few individuals you're comfortable with

and inquire for input. it may too be supportive to hone with a few people with whom you're

less recognizable. Consider making a video of your introduction so you'll be able to observe

it and see openings for change Challenge particular worries.

When you are perplexed of something, you'll overestimate the likelihood of terrible things

happening. List your particular stresses. At that point straightforwardly challenge them by

recognizing likely and elective results and any objective evidence that underpins each stress

or the probability that your dreaded results will happen Visualize your success, imagine that

your introduction will go well. Positive contemplations can offer assistance diminish a few of

your cynicism around your social performance and soothe a few uneasiness. Do a few
profound breathings. This will be exceptionally calming. Take two or more profound,

moderate breaths some time recently you get up to the podium and amid your speech. Focus

on your fabric, not on your gathering of people. Individuals basically pay consideration to

modern data not how it's presented They may not take note your apprehension. On the off

chance that gathering of people individuals do take note that you're nervous, they may root

for you and need your introduction to be a victory. Do not fear a minute of hush. In the event

that you lose track of what you're saying or begin to feel anxious and your intellect goes

clear, it could appear like you've been noiseless for an eternity. In reality, It is probably only

many seconds. Indeed, if it is longer, it is likely your audience won't mind a delay to consider

what you've been saying. Just take many moderate profound breaths. Recognize your victory.

After your discourse or introduction, deliver yourself a pat on the back It may not

have been perfect, but chances are you're distant more critical of yourself than your audience

is. See on the off chance that any of your particular stresses really happened Everybody

makes mistakes. Look at any botches you made as an opportunity to progress your aptitudes.

Get support. Connect a gather that offers back for individuals who have trouble with open

talking.

One successful asset is Toastmasters, a nonprofit organization with local chapters that

centers on preparing individuals in talking and leadership skills in the event that you can't

overcome your fear with practice alone, consider looking for proficient offer assistance.

Cognitive behavioral treatment could be a skills-based approach that can be a fruitful

treatment for decreasing fear of open talking. As another choice, your specialist may endorse

a calming pharmaceutical that you just take some time recently open talking. In the event that

your specialist endorses a pharmaceutical, attempt it sometime recently your talking

engagement to see how it affects you Anxiety or uneasiness in certain circumstances is

typical, and open speaking is no exception. Known as execution uneasiness, other

illustrations incorporate arrange trepidation, test uneasiness and writers’ block. But

individuals with severe performance anxiety that incorporates critical uneasiness in other

social circumstances may have social anxiety clutter (also called social fear). Social

uneasiness clutter may require cognitive behavioral treatment, drugs or a combination of the

two (Craig N.Sawchuk, Ph.D., L.P.).

No one needs to seem like a failure, particularly before a crowd. This brings about the

person's need to inspire their audience, and when they start considering that they won't be

able to attain that, they begin feeling anxious. They fear that they may disappoint their

audience with their discourse or introduction. There are also individuals who, the moment

they set foot on the stage and open their mouths, begin to see their audience as a bunch of

smiling mischiefs who are waiting for the speaker to make a goof - whether it is pronouncing

a word incorrectly, stammering within the center of a sentence, or the audio-visual failing.

These speakers really feel that their audience wants them to fail.

Think about the last time you attended a speaking event or conference. As an attendee,

did you ever wish that the speaker would fail? Likely not - that would be a terrible thing.

Your time is valuable, and it would be a waste of time to see a speaker fail. The audience

wants to get real value from a conversation and wants to see the speaker succeed. That said,

even failure is worse than not trying at all (Keynoteworthyau, 2019).

 CHAPTER 3

METHODOLOGY

This chapter explains in detail the research methodology of the study about the

perception of Grade 11 HUMSS A and TVL B students from Zamboanga City Skills

Academy Inc. about their fear of public speaking. The research method was designed with the

scope of the inquiry in mind and led to a thorough literature review, guiding the researcher to

choose the appropriate research approach for this area of study. Knowing the constituents of

this anxiety and its effects on their perspective, the researcher can come up with ways to help

the students develop their communication skills and overcome fear of speaking in public.

Research Design:

A descriptive qualitative research design will be used in this study, which involves

very detailed observations and descriptions of the topic. Qualitative research shall be used to

determine the various attitudes of students toward public speaking and to provide in-depth

descriptions of their responses and approaches.

Sampling techniques:

It involves a combination of purposive sampling, where participants are selected

based on specific characteristics, and convenience sampling, which considers practicality in

accessing students from these classes at Z.C Skills Academy. This approach ensures targeted

selection while also considering the feasibility of data collection.

Data collections and procedures:

Our study employs a qualitative approach, utilizing one-on-one interviews as the

primary instrument for data collection. The process begins with the researchers identifying

the target population. afterward, personalized questions will be prepared for the selected

participants to ensure relevance and clarity during the interviews. Finally, scheduled

individual interviews will be conducted in a quick and structured manner with the qualified

participants to gather in-depth qualitative insights into their perceptions.

Data analysis:

After gathering data, the researchers must follow the steps:1. Classify key insights on

public speaking perceptions. 2. Extract valuable information from survey and interview data.

3. Interpret underlying themes to understand student attitudes. 4. Draw conclusions and

provide recommendations for enhancing understanding of Grade 11 HUMSS A and TVL B

students' perceptions of public speaking.

Research Locale and Participants:

This study will be conducted at Zamboanga City Skills Academy, specifically within

the school premises. The participants will include a population of 10 Grade 11 students under

Humanities and Social Sciences (HUMSS) A and Technical-Vocational-Livelihood (TVL) B,

currently enrolled at Zamboanga City Skills Academy and have undertaken public speaking

or related activities.
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