Speak to Succeed: A Qualitative Inquiry into Class

Oral Recitations and Its Effects on the

Study Habits of STEM Students

A Research Presented to

MARICHU T. ARCHIVAL, Ma. Ed. – ELT

Don Sergio Osmena Sr. Memorial National High School

In Partial Fulfillment

of the Requirements for the Subject

Practical Research I

Corby Josh T. Bayadog

Jelsa B. Canedo

Monique J. Castro

Michelle Ann G. Compuesto

Sean Maiver M. Ditan

Norman Ly E. Larisma

April 2025
 Chapter 1
THE PROBLEM AND ITS SCOPE

Rationale of the Study

Standing before a classroom can be a daunting experience, often accompanied by a

racing heart and sweaty palms. When an instructor poses a challenging question, it can

amplify insecurities and anxiety levels. Oral examinations, particularly in the form of oral

recitations, are frequently viewed as significant hurdles in a student’s academic journey.

Adam (2017) defined Oral Recitation as a teacher-centered approach in which instructors

pose concise questions with specific responses in mind. This teaching method is not only

common but is also an effective means of evaluation for teachers to assess the learning

of students. In comparison, study habits also play an important role in student's academic

performance since it allows for a clear focus on their studies. The effectiveness of oral

recitation on students' academic performance can be attributed to the effect it has on a

student’s study habits and academic behavior.

A study conducted by Yildiz et al. (2019) revealed statistically significant relationships

between oral reading efficacy, reading comprehension, and academic achievements, with

students’ reading comprehension and accuracy skills together explaining 57% of the

variance in overall academic performance. This finding underscores that oral recitation

can significantly enhance academic success. As students engage in oral recitations, their

attitudes toward this practice generally improve; Moneva & Jane (2020) found that

students' confidence increases after ten or more recitations, resulting in more effective

participation. However, initial encounters with oral recitation often provoke anxiety,

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stemming from factors such as past experiences, self-evaluation, fear of rejection, and

lack of preparation (Bactol et al., 2023). To cope with this anxiety, students may employ

strategies like proper breathing, body gestures, and focusing on positive thoughts.

Despite these challenges, oral reading fosters improved motivation to read, as it helps

students become more fluent readers, enhances their understanding of texts, and

cultivates intrinsic motivation to practice oral reading skills (Harpine, 2019).

The interplay between anxiety and motivation is particularly significant among

Chinese international students with low oral English proficiency. While their motivation to

learn spoken English is high due to its value, they also face considerable psychological

stress from their limited skills (Xing & Bolden, 2019). This anxiety can adversely affect

their productivity and participation in oral recitations, as well as their study habits. Moneva

et al. (2020) observed that while oral recitations can enhance academic performance,

building confidence takes time and practice. Additionally, the study habits of secondary

students in the Philippines vary based on factors like sex, socio-economic status,

education level, and preferred instructional methods (Salva et al., 2022). These

differences underscore the need for personalized support strategies to address anxiety

and develop effective study habits tailored to individual circumstances.

In Don Sergio Osmeña Sr. Memorial National High School, oral examinations are an

existing form of assessment, particularly among Grade 11 STEM students, often inducing

significant anxiety that affects their performance and ability to communicate their

understanding of complex subjects. Many students experience stress during oral

recitations, leading to mental blocks, an unintentional urge to smile, and an over-reliance

2
on last-minute studying instead of consistent preparation. This anxiety is heightened by

a competitive environment where peer comparisons and teacher evaluations can foster

feelings of inadequacy. While educators view oral recitations as valuable opportunities for

showcasing knowledge, they may unintentionally contribute to a stressful atmosphere for

students. Understanding these emotional challenges is crucial, as it can help educators

develop strategies to transform oral exams into constructive learning experiences,

allowing students to approach them with confidence rather than fear.

While existing studies, such as those by Yildiz et al. (2019) and Moneva et al. (2020),

have explored the impacts of oral recitations on students' anxiety levels and academic

performance, there is limited research specifically focusing on how these emotions affect

study habits within a STEM-oriented high school context. Additionally, previous studies

have not delved deeply into the nuanced coping mechanisms students develop, such as

"mental block" or "smiling," during oral recitations. This study aims to fill this gap by

examining the unique challenges and behaviors of Grade 11 STEM Athena students,

providing insights into their study habits and the psychological effects of oral

examinations.

From the situation above, this study would like to delve into class oral recitations and

its effects on the students' study habits in order to provide insights that will help educators

create supportive strategies that reduce anxiety, improve student confidence, and

encourage effective study habits, ultimately making oral recitations a more constructive

learning experience.

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Statement of the Problem

This study aimed to explore class oral recitations and its effects on the study

habits of 11 STEM students.

Specifically, this study sought to answer the following questions:

1.) What challenges do Grade 11 STEM students face during class oral recitations?

2.) What factors contribute to the challenges experienced by Grade 11 STEM students

during class oral recitations?

3.) What coping strategies do Grade 11 STEM students utilize to address these related

to oral recitations?

4.) What changes have been observed among the students’ study habits because of

their exposure to class oral recitations in terms of;

1.1. Note-Taking Skills?;

1.2. Motivation and Mindset?;

1.3. Review and Revision?;

1.4. Collaboration?;

1.5. Confidence?; and

1.6. Interest and Attitude towards study?

5.) What are the future directions of this study toward DepEd’s policy and programs

for the students’ holistic personality development?

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Significance of the Study

This research study is significant to the following:

Students. They can gain knowledge on ways to enhance their self-esteem and

confidence in communicating scientific concepts through improved study habits, leading

to better oral recitation performance. This increased confidence and competence in oral

presentations can then foster greater interest and engagement in STEM subjects.

Ultimately, these positive experiences with communication and learning can reinforce

effective study habits and create a cycle of success.

Future Researcher. This research provides a foundation for future investigations

into the interplay between study habits and oral recitation performance, particularly

within STEM fields. Future researchers can utilize these findings to explore how specific

study habits influence students' ability to effectively communicate scientific concepts

through oral presentations. This work can serve as a springboard for further studies

examining the correlation between effective oral recitation strategies, academic success,

and the development of beneficial study habits in STEM.

Educational programs. The findings of the study can inform the development of

educational programs focused on fostering effective study habits that support strong oral

recitation skills. By understanding the connection between study habits and confident

communication of learned material, these programs can equip students with the tools

needed for success. Ultimately, this research can contribute to interventions that cultivate

critical thinking and public speaking confidence in future generations.

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 School. This study aims to contribute to the academic improvement of DSOSMNHS

by examining the relationship between study habits and oral recitation performance. The

findings will inform school-based interventions designed to enhance student learning

through improved study strategies that support confident and effective oral

presentations. Essentially, this research seeks to empower students with the study habits

necessary for success in oral recitations and overall academic achievement.

Parents. This research offers valuable insights for parents, revealing the connection

between study habits and oral recitation performance. By understanding how these

factors influence students' anxiety and learning, parents can create a supportive home

environment conducive to effective study. Increased awareness of their children's

challenges will also empower parents to advocate for necessary resources and support at

school.

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Definition of Terms

Oral recitation. This refers to the practice of having students answer questions or recite

facts, definitions, formulas, or procedures in front of the class as part of the learning

process.

Study habits. This refers to the routines and methods students use when studying while

preparing for oral recitations.

Note-Taking. This refers to the practice of recording key information from lessons,

which helps Grade 11 STEM students organize and retain knowledge in preparation for

oral recitations.

Motivation and Mindset. This refers to what inspires STEM students to prepare and

participate in oral recitations despite challenges, shaping their approach to learning and

academic engagement.

Review and Revision. This refers to the process of revisiting and refining learned

concepts, which helps Grade 11 STEM students reinforce their understanding and improve

their performance in oral recitations.

Collaboration. This refers to how Grade 11 STEM students work with their peers,

whether through study groups, discussions, or peer feedback, to improve their

preparedness and confidence for oral recitations.

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Confidence. This refers to the self-assurance Grade 11 STEM students develop in

expressing their thoughts during oral recitations, influenced by their study habits and

coping strategies.

Interest and Attitude Towards Study. This refers to the level of enthusiasm and

perception of Grade 11 STEM students regarding their studies, particularly how oral

recitations impact their willingness to engage in learning activities.

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 Chapter 2
REVIEW OF RELATED LITERATURE

Class Oral Recitations and Study Habits

The pursuit of academic excellence is intricately tied to the development of effective

study habits and active engagement in the classroom. Among the myriad of classroom

activities, oral recitation stands out as a pivotal tool for enhancing student

comprehension, retention, and overall academic performance. This study examines the

relationship between oral recitation performance and the cultivation of effective study

habits among Grade 11 STEM students, with the ultimate goal of optimizing learning

strategies to improve student achievement. Although existing literature underscores the

numerous benefits of oral recitation in reinforcing knowledge retention and deepening

understanding (Brown & Lee, 2018; Taylor & Green, 2017), the direct correlation between

oral recitation and the formation of effective study habits remains relatively unexplored.

With this research, we aim to investigate the link between the frequency and quality of

oral recitation performances and the self-reported study habits of Grade 11 STEM

students, thereby providing a clearer understanding of how oral recitation contributes to

active, self-regulated learning. By reviewing the literature on oral recitation techniques

and established study habit frameworks, this review seeks to lay a solid foundation for

understanding the role of oral recitation in fostering deeper engagement, leading to

improved academic outcomes. Through this exploration, we hope to illuminate strategies

that can aid educators in enhancing student learning experiences and maximizing

academic performance within STEM education.

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 Oral recitations have long been recognized as an effective active learning strategy

that enhances student engagement and academic development. Rooted in Vygotsky’s

Social Constructivist Theory, oral recitations promote learning through communication

and interaction. By encouraging students to articulate their thoughts, this method fosters

critical thinking, comprehension, and confidence. Studies suggest that active participation

in recitations leads to better retention of information and improved academic performance

compared to passive learning approaches like lectures. Through immediate feedback and

peer discussions, students gain a deeper understanding of lessons, making oral

recitations a valuable tool in education. Research by Meyer and Turner (2023) emphasizes

the importance of classroom discourse in student learning. Their study highlights that

dialogic instruction, where students actively participate in discussions and recitations,

fosters higher levels of engagement and comprehension. The study further suggests that

the quality of teacher-student interactions significantly impacts academic achievement,

reinforcing the idea that oral recitations are crucial for knowledge retention and critical

thinking development. Additionally, a study by Tudge and Rogoff (2014) explores how

classroom interactions contribute to cognitive development, indicating that structured oral

recitations encourage active student participation and long-term academic benefits.

The effectiveness of class oral recitations depends on several key components. One

crucial factor is the use of questioning techniques, where teachers incorporate both lower-

order and higher-order questions to stimulate recall, analysis, and evaluation.

Additionally, active student participation plays a vital role, as inclusive and engaging

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recitations encourage diverse perspectives and critical thinking. Immediate feedback from

teachers, whether in the form of praise, corrections, or further explanations, helps

reinforce learning and boost student motivation. Furthermore, a supportive classroom

environment ensures that students feel comfortable expressing their ideas without fear

of judgment, reducing anxiety and fostering active engagement. A study by Mutoharoh

(2018) explores the impact of "wait time" in oral recitations. The findings indicate that

when teachers allow students more time to formulate responses, the quality of their

answers improves, leading to deeper understanding and better performance in

assessments. This research underscores the role of effective questioning techniques and

teacher facilitation in maximizing the benefits of oral recitations. Furthermore, a related

study by Ocbian and Pura (2015) supports the idea that effective questioning and

extended wait time improve student dialogue, comprehension, and academic

performance.

The impact of oral recitations is particularly evident in STEM (Science, Technology,

Engineering, and Mathematics) education, where complex concepts require strong

analytical and problem-solving skills. Students who actively participate in recitations tend

to develop better study habits, such as summarizing notes, self-questioning, and

engaging in peer discussions. This method also enhances retention and understanding,

as verbalizing concepts allows students to reinforce their learning and identify gaps in

their knowledge. Moreover, oral recitations help STEM students build confidence in

presenting and explaining technical ideas, a crucial skill for future careers in the field.

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Research suggests that those who engage in frequent recitations perform better in

problem-solving tasks and assessments, demonstrating the effectiveness of this learning

strategy in bridging theoretical knowledge with practical application. Supporting this,

Espinosa (2019) argues that oral discussions help reinforce conceptual understanding,

particularly in content-heavy subjects, by allowing students to actively process and

articulate their thoughts. Similarly, Yildirim and Uzun (2021) emphasize the importance

of dialogic teaching, which enhances reasoning skills and knowledge retention through

structured verbal engagement.

Theoretical Framework

Albert Bandura’s Self-Learning Theory, also known as Social Cognitive Theory,

emphasizes the role of observational learning, self-efficacy, and motivation in fostering

oral participation among students. According to Bandura (1977), individuals learn by

observing and imitating the behaviors of others, which can enhance their confidence and

willingness to engage in discussions. Central to this theory is the concept of self-efficacy,

defined as an individual’s belief in their ability to succeed in specific situations. Bandura

(1977) posits that when students feel confident in their abilities, they are more likely to

participate actively in educational settings, thus reinforcing the importance of motivation

in the learning process.

Building upon Bandura's insights, Cognitive Behavioral Theory (CBT), as detailed by

Gonzales and Resko (2005), explores how cognitive processes, such as thought patterns

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and beliefs, influence students' responses during recitations. CBT posits that negative

thoughts or cognitive distortions can hinder participation by leading to feelings of anxiety

or self-doubt. By identifying and restructuring these negative beliefs, educators can help

students adopt healthier thought patterns, ultimately enhancing their emotional

responses and behavioral engagement in classroom activities. Thus, CBT complements

Bandura’s Self-Learning Theory by providing strategies for overcoming cognitive barriers,

allowing for improved oral participation and successful learning outcomes.

In conjunction with the previous theories, the Self-Determination Theory (SDT) by

Deci and Ryan (1985) highlights the importance of both intrinsic and extrinsic motivation

in students' participation and performance. SDT asserts that individuals are motivated by

their needs for autonomy, competence, and relatedness. When these psychological needs

are satisfied, students are more likely to engage fully in their learning experiences. This

theory intersects with Bandura’s concepts of self-efficacy and observational learning, as

well as the principles of CBT, illustrating that environments that nurture autonomy and

competence foster intrinsic motivation. Consequently, understanding the dynamics of

motivation is crucial for promoting active participation and enhanced performance in

educational contexts.

Related Studies

Students face a variety of challenges during class oral recitations, particularly in

language classrooms. One recent study by Giray et al. (2022) identified that many

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students struggle with anxiety, fear of judgment from peers, and a lack of confidence in

speaking, which adversely affects their performance. Similarly, Hosni (2014) highlighted

that foreign language learners often encounter difficulties due to language barriers, such

as limited vocabulary and the fear of making mistakes. These issues commonly lead to

high levels of communication apprehension during oral recitations. Furthermore, Datu

(2018) expanded on these findings by examining both cognitive and emotional

challenges, explaining that cognitive overload and the fear of public speaking are frequent

barriers that students face when engaging in oral assessments. In addition, Gay

(2015) highlighted how cultural differences, limited opportunities to practice speaking,

and insufficient teacher support often exacerbate students’ struggles with oral recitations,

particularly in collaborative classroom settings. Together, these studies illustrate the

multifaceted difficulties that students encounter when participating in oral speaking tasks.

Several factors contribute to these challenges, making oral recitations particularly

daunting for many students. For instance, Moneva and Cuizon (2020) pointed out that

linguistic proficiency, prior experiences, and individual personality traits heavily influence

students’ levels of anxiety and self-confidence when speaking in class. Additionally, Liu

et al. (2023) stressed the importance of cultural factors, noting that students raised in

collectivist cultures—where modesty and humility are valued—often avoid speaking in

front of others, which can hinder their ability to participate in recitation tasks. Similarly, Li

et al. (2018) investigated how social and environmental factors, such as peer evaluation,

classroom atmosphere, and instructor attitudes, play a crucial role in shaping students’

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experiences during oral recitations. Their study found that students perform significantly

better when they are surrounded by supportive peers and encouraging teachers.

Moreover, MacIntyre (2017) provided further evidence that lower language proficiency

tends to heighten students' anxiety levels, reducing their capacity to perform confidently

in oral recitations. Together, these studies emphasize the interplay of linguistic ability,

social dynamics, and cultural norms in contributing to students’ difficulties.

Despite these challenges, many students actively utilize coping strategies to manage

their anxiety and improve their performance during oral recitations. For

example, Theriana (2023) found that language learners employ various techniques such

as relaxation strategies, positive self-talk, and thorough preparation to alleviate their

anxiety. The study revealed that those who consistently used these methods experienced

lower anxiety levels and subsequently performed better during recitations.

Likewise, Broderick (2021) explored the concept of self-regulation, showing how students

manage their emotions effectively by focusing on their strengths and practicing self-

discipline to reduce the fear of public speaking. Additionally, Newman (2023) emphasized

the critical role of peer support, showing that students who lean on encouragement from

their classmates often cope better with the stresses of oral recitations. This, in turn, leads

to increased self-confidence and greater participation in speaking activities. These results

suggest that while oral recitations can be intimidating, students equipped with the right

strategies are better able to overcome the associated challenges.

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 Exploring the experiences of students during oral recitations reveals the significance

of several educational theories, particularly in STEM fields. Self-Learning Theory

emphasizes the importance of student independence, encouraging active engagement

that allows learners to reflect on their understanding and identify areas needing

improvement. Cognitive Behavioral Theory highlights how negative thoughts, often

rooted in anxiety about peer judgment, can undermine confidence; however, by

challenging these beliefs, students can enhance their self-esteem and participation.

Similarly, the Self-Determination Theory points to the role of feeling competent and

supported in fostering intrinsic motivation, leading to enthusiastic participation during

recitations. This active involvement not only helps students tackle challenging concepts

but also cultivates effective study strategies like summarizing, self-questioning, and peer

discussions, ultimately boosting their motivation and academic performance. Recognizing

the impact of oral recitations paves the way for educators to create supportive

environments that encourage participation through thoughtful questioning, wait time,

constructive feedback, and tailored teacher training, thereby empowering all students to

thrive in their academic journeys.

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 Chapter 3
RESEARCH METHODOLOGY

Research Method

This research investigation utilized the case study approach, a methodological strategy

that provides an in-depth understanding of a contemporary issue within a bounded

system (Coombs, 2022). By examining this topic within its real-world context, the case

study method allows for a deeper analysis of the complexities and nuances involved. To

explore students’ experiences with oral recitation and its effects on their study habits,

data was primarily collected through survey and interview, ensuring diverse participant

insights.

Research Environment

The study was conducted at Don Sergio Osmeña Sr. Memorial National High School

(DSOSMNHS) in Brgy. Labangon, Cebu City. It is a public institution known for academic

excellence and student growth. As one of 47 schools offering the STEM strand in Cebu

City, it provides quality education that prepares students for future challenges.

DSOSMNHS has achieved notable success, winning Division Champion in the Special

Program in Foreign Language (Mandarin and Spanish) and the Population Education Quiz

Bowl, along with 2nd place in the Division Science Investigatory Project. These are just a

few of the achievements DSOSMNHS has received represented by students excelling in

academic fields.

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 Aside from its achievements in science and language programs, DSOSMNHS also

actively promotes English proficiency through various speaking competitions. The school

organizes events such as impromptu speaking contests and improvisation challenges,

which encourage students to think quickly and express their ideas clearly under time

pressure. These contests help build students’ confidence, critical thinking skills, and ability

to communicate effectively in real-life situations. Through these activities, DSOSMNHS

continues to cultivate well-rounded individuals who can confidently articulate their

thoughts, preparing them for future academic and professional endeavors.

Research Subject and Respondents

The study was carried out among senior high school students of DSOSMNHS. The

respondents were chosen through simple random sampling. It is a type of sampling

technique that is entirely by chance, and each member of the population has an equal

chance or probability of being selected (Baraceros, 2016). Out of 58 students, 10 students

were determined to be the study's respondents.

Research Instrument

To obtain the necessary data used in this study, two research instruments were

employed. The instruments are as follows:

1. Interview Guide

This semi-structured interview guide consists of 20 questions aimed at eliciting

detailed responses from participants. These questions were designed to explore their

18
experiences, difficulties, and strategies in preparing for and participating in oral

recitations.

A sample is as follows:

1. What is the hardest part about class oral recitations?

☐ I’m afraid of making mistakes.

☐ I don’t understand the topic well.

☐ I feel pressured by my teacher or classmates.

☐ I don’t like speaking in front of people.

☐ Other: _______

2. Can you share an experience when you found oral recitation difficult?

How did you handle it?

3. What do you think teachers can do to make oral recitations easier and more

helpful for students?

2. Questionnaire

Questionnaires facilitated the systematic collection of quantitative data to understand

students’ experiences with oral recitations. The questionnaire consists of two parts. The

first part consists of 12 questions that capture insights into students’ preparation habits,

challenges, and nervousness factors. The second part with 8 questions that gather data

on the impact of oral recitations on students’ study habits and confidence.

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A sample is as follows:

1. How often do you prepare for oral recitations?

☐ Always

☐ Often

☐ Sometimes

☐ Rarely

☐ Never

2. What do you do to stay calm before or during an oral recitation?

(You can choose more than one answer.)

☐ Take deep breaths.

☐ Tell myself that I can do it.

☐ Practice with friends or family.

☐ Avoid looking at my classmates.

☐ Other: _______

3. What study habits have you improved because of oral recitations?

(You can choose more than one answer.)

☐ I manage my time better.

☐ I take better notes.

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 ☐ I think more critically about lessons.

☐ I memorize information better.

☐ I became more confident in speaking.

Research Procedure

Permission from the school principal and the assistant principal of the Senior High

School department was sought before conducting the data gathering. After obtaining

approval, the researchers politely requested access to the list of students from the

appropriate teacher. Once the respondents were identified, the researchers respectfully

approached them to seek their consent for participation. They were assured of

confidentiality and the security of their responses. After obtaining their consent, the data-

gathering process was carried out following the study’s methodology.

The gathered data were then analyzed thematically to draw conclusive findings and

recommendations. This analysis enables the researchers to explore the identified issues

affecting Grade 11 STEM students and develop informed recommendations based on the

study's results.

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 Chapter 4
THEMATIC ANALYSIS AND DISCUSSION

At Don Sergio Osmeña Sr. Memorial National High School, Grade 11 STEM students

experience various academic challenges, particularly concerning class oral recitations.

These students, who are highly motivated and academically driven, navigate the

pressures of speaking in front of their peers while maintaining strong study habits. Some

are also involved in extracurricular activities such as science clubs, leadership

organizations, and volunteer work, further influencing their academic performance. Based

on their responses during interviews, several key themes have emerged, shedding light

on their struggles, coping mechanisms, and the overall impact of oral recitations on their

learning experience.

Theme 1.0: Nervousness and Difficulties

Oral recitations often trigger nervousness and difficulty for Grade 11 STEM

students at Don Sergio Osmeña Sr. Memorial National High School, particularly when they

encounter challenging or unexpected questions. The pressure to think quickly and provide

accurate answers in front of peers and teachers can cause anxiety, leading to hesitation,

mental blocks, or difficulty in articulating thoughts clearly. According to Almossa (2021),

sudden questions can increase students' stress levels, making it harder for them to recall

information effectively. Additionally, the fear of making mistakes and receiving negative

feedback further intensifies their apprehension, ultimately affecting their confidence and

overall academic performance.

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 During the conduct of interviews and questionnaires, Grade 11 students shared

their experiences about the times they were nervous and had difficulty answering

questions in oral recitation.

“ Inig answer nako kay wala koy madungog ug wala sad koy makita feel nako inig answer

kay ma block out, ang ako rang madungog ang akong gi istorya ug heartbeat.”

(When answering, I can’t seem to hear anything and even see anything; I feel like when

I answer, I get blocked out, and all I can hear is what I'm saying and my heartbeat.)

“So dili kaayo ko hilig ug oral recitations but if tawagon ko sa teachers mo oral ko. So

during ing-ana nga time kay...like how I find it difficult especially kanang pinakalit-kalit

na questions.”

(So, I'm not really fond of oral recitations, but if the teachers call on me, I do oral. So,

during those times, I find it difficult, especially with sudden questions.)

Theme 2.0: Peer and Teacher Influence

Peers and teachers significantly influence students' confidence and performance

in oral recitations. When teachers deliver questions in a structured and challenging

manner, students may initially feel nervous, but this can also encourage them to articulate

their thoughts more effectively. According to Garcia (2020), a well-structured and

supportive classroom environment enhances students' ability to perform in oral activities.

Additionally, peer collaboration fosters deeper understanding, as students can express

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their ideas, receive corrections, and gain insights through discussions. Reyes and Cruz

(2021) found that peer interactions help improve communication skills by allowing

students to refine their responses with constructive feedback. The respondents shared

that teacher-led recitations and group studies enable them to gain more insights, correct

mistakes, and boost their confidence. This highlights the crucial role of teachers and peers

in developing students’ speaking skills and helping them overcome challenges in oral

recitations.

The respondents shared their thoughts on how teacher and peer influence affects

their oral recitation experiences:

“Ang kuan if mag group study mi sa akong peer kay kanang maka express ko sa akong

kanang ideas, niya ilang e correct akong sayop ba or kuan niya ila ko ma review balik

niya ila ko matudloan sa mga sakto ana. Maka boost sad sila ug confidence nako kay

kuan man through ana maka ingon man sila nga ay I think sayop ni, kanang if mag oral

kay mao ni ing-ana mao ni buhaton nimo like mo improve ko kay ila Naman ko gi review

unsa akong esulte sa front.”

(When my peers and I do group study, I can express my ideas, and they correct my

mistakes or review the topics with me. They also teach me the right concepts. This helps

boost my confidence because they give me feedback, like saying, 'I think this part is

wrong.' When it comes to oral recitations, they guide me on what to say and how to say

it. Since I reviewed, I have improved in speaking in front of others.)

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“If ang teacher gani ang pag deliver sa question kay kanang mas naa gani like kanang

ma challenge ko ba kung ang iyang way sa pag deliver sa question kay pina straight like

na siyay diction mura gani like makulbaan ka inig pangutana niya like. Nya tungod ana

sa kakulba kay ganahan ko mo speak.”

(If the teacher delivers the question in a way that challenges me—like when they speak

clearly with proper diction, making the question sound more serious—it makes me a bit

nervous. But because of that nervousness, I actually feel more motivated to speak.)

Theme 3.0: Coping Strategies

Oral recitations can be a source of anxiety for many students, affecting their ability

to articulate their thoughts effectively. To manage this challenge, students adopt various

coping strategies, such as breathing techniques, self-motivation, and structured

preparation. According to Domingo (2021), students preparing for oral academic

presentations benefit from strategies like thorough preparation and seeking peer support,

which help alleviate anxiety and improve performance. These strategies enable students

to maintain composure and effectively deliver their responses, even in high-pressure

situations.

The respondents who were interviewed shared their coping strategies when

participating in oral recitations.

"Umm it was that time in quarter one in oral communication subject and it was an

impromptu activity, we were given a drawn random question, unpredictable question and

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when I saw my question, umm I thought I was thinking that discussion is so hard and I

can't understand, no I don't have anything to say about it, so Ma'am Archival gave me

two minutes to think about the topic, so when I think think and think, then I was nervous

at first but when I deliver the impromptu speech, It was great, and small mistakes. I

handled it with breathing techniques, inhale - exhale and talk positively to myself."

"Katong nag prayer leader ko, kabaw ko na ang script kay like kabaw ko na ang prayer

ato nag balik-balik, kato ganing OD kabaw ko na Ang na nag balik-balik siya niya wala na

nako masunod and script and ni pause sako kadiyot and ni ginhaw sako, then akong

kamot kay ako sad gi massage."

(When I was the prayer leader, I knew the script because I was already familiar with the

prayer since it was repetitive. But during that OD, I knew it was repeating, yet I couldn't

follow the script anymore, so I paused for a moment, took a deep breath, and also

massaged my hand.)

Theme 4.0: Motivation and Self-confidence

Self-belief and motivation are pivotal in shaping students' academic behaviors,

especially when facing challenges such as oral recitations. A strong sense of self-efficacy

encourages students to engage in active learning strategies, leading to improved

performance. For instance, Kong and Wang (2022) found that self-efficacy significantly

influences the use of self-regulated learning strategies, which in turn enhances writing

26
performance. Similarly, Bai (2018) reported that students with higher self-efficacy are

more likely to employ metacognitive strategy, resulting in better academic outcomes.

The respondents shared their experiences regarding self-belief and motivation in

their study habits:

“Naay nausab pagstudy like mas sauna man gud di kayko mag-study kay lagi naka-kuan

ko nga sayon ra ang kuan, pero karun naka-kuan ko nga grabe na kalisod. Mao nang

mag--study ko para sa mga oral recitations, mga exams. Ing-ana mas nakuan gyud akong

pag kuan, pag study na improve.”

(There have been changes in my study habits. Before, I didn’t really study because I

thought the lessons were easy. But now, I’ve realized that they are actually very difficult.

That’s why I study for oral recitations and exams. In that way, my studying has really

improved.)

“Um... kanang I experience nahimong biktima anang dili ka answer sa oral recitation,

after that, naka realize nga kanang imong study habits kay need jud nimo seryosoon ba,

dili nimo bugal-bugalan and magtinarong ka, dili ka padistract sa social media and in

terms with peers kay... you need to tuan group study with your friend og dili lang mo

sige og buang-buang sa imo friend and focus with your study.”

(I have experienced being a victim of not being able to answer during oral recitations.

After that, I realized that I need to take my study habits seriously and not treat them as

27
a joke. I should focus, and avoid distractions from social media, and when it comes to

peers, I should do group studies with friends instead of just messing around.)

Theme 5.0: Collaboration with Peers

Collaboration with peers plays a crucial role in helping Grade 11 STEM students at

Don Sergio Osmeña Sr. Memorial National High School navigate the challenges of oral

recitations. An early study by Nguyen, et. al (2024) Working together allows students to

share knowledge, build confidence, and reduce anxiety by practicing responses and

supporting one another. Through group discussions and study sessions, they develop

better communication skills and a deeper understanding of the subject, making oral

recitations a less stressful and more productive experience.

The respondents shared their experiences about collaboration with fellow

classmates:

“Ni-improve akong collaboration, tungod sakong mga classmate, tungod sa mag study mi

ba by group like kanang ma motivate ko ana.”

(It improved my collaboration,because of my classmates and our study groups, it like

motivated me.)

“Umm in my circle of friends, umm they influence me, umm they are my best friend and

they are good speakers too, and when I listen to them I gain more strategies or

knowledge about how I speak and my comprehensive skills.

28
 Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter provides a summary of the findings, the conclusions reached, and the
recommendations offered by the researchers.

Summary of Findings

Oral recitations make many STEM students anxious, especially when faced with

unexpected questions. The pressure to answer correctly in front of classmates often leads

to mental blocks, shaky confidence, and fear of making mistakes. This nervousness can

make it hard to focus and perform well.

Teachers and classmates have a big impact on students' confidence. Supportive

teachers who ask well-structured questions help students think critically, while study

groups with friends provide a safe space to practice and improve. A positive learning

environment makes recitations less intimidating

To handle the stress of speaking in class, students use different strategies like

deep breathing, self-motivation, and extra preparation. Some practice with friends, while

others focus on staying calm and thinking positively. These habits help them feel more in

control and perform better.

Struggling with recitations pushes students to take studying more seriously. Many

start managing their time better, taking better notes, and reviewing more often. As their

confidence grows, so does their willingness to speak up and engage in class discussions.

29
 Working with classmates makes a big difference. Study groups help students share

ideas, correct mistakes, and build confidence in a low-pressure setting. Learning together

not only improves speaking skills but also makes oral recitations feel less stressful and

more rewarding.

Conclusion

The thematic analysis reveals that Oral recitations play a significant role in shaping

the study habits and confidence of STEM students. While they often cause anxiety and

mental blocks, the support of teachers and peers, along with effective coping strategies,

helps students overcome these challenges. Recitations push students to improve their

study habits and take their learning more seriously. Collaboration with classmates also

proves essential in reducing stress and building confidence. Overall, while oral recitations

can be intimidating, they ultimately encourage growth, resilience, and better academic

engagement when approached with the right support and mindset.

Recommendations

Teachers need to make their classrooms calm and friendly so students don't feel

nervous when they speak in class. Being patient and staying relaxed is very important.

To get students to join in, teachers can use rewards, like giving points for good answers.

When students are difficult, teachers should be kind and try to understand them, helping

them to change their behavior in a good way.

30
 Students can do better in class oral recitations by focusing on their schoolwork

and not spending too much time on social media or games. Using free time to study

and review lessons helps them remember things better and speak more easily when

asked. Practicing remembering information is key to doing well.

To have good class oral recitations, teachers and students need to work together.

Teachers should make the classroom a happy place and use rewards, while students need

to study hard. This teamwork helps students feel comfortable and show what they know.

More study is needed to find different ways to make class discussions better and

help students learn good study habits. This could include looking at different teaching

methods, how computers and phones can help, and how different students learn.

Finding out how to change these methods to fit different students and schools would be

very helpful.

31
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35
 Appendix A
Appendix A-1

TRANSMITTAL LETTER TO THE SCHOOL PRINCIPAL

February 27, 2025

CINDY O. PERIGO, EdD

Principal II
Don Sergio Osmeña Sr. MNHS
Labangon, Cebu City

Dear Dr. Perigo:

We are currently working on our research study entitled "Speak to Succeed: A

Qualitative Inquiry into Class Oral Recitations and Its Effect on the Study
Habits of STEM Students” In partial fulfillment of the subject Practical Research 1. In
this connection, we would like to request permission that we will be allowed to gather
data required in this study among the chosen Senior High students through survey and
interview.

Your most favorable action in this regard will really be of big help to us.

Thank you and God bless.

Very respectfully yours,

Sgd. CORBY JOSH T. BAYADOG

Sgd. JELSA B. CAÑEDO

Sgd. MICHELLE ANN G. COMPUESTO

Sgd. MONIQUE J. CASTRO

Sgd. SEAN MAIVER M. DITAN

Sgd. NORMAN LY E. LARISMA

36
 Appendix A
Appendix A-2

TRANSMITTAL LETTER TO THE SENIOR HIGH SCHOOL COORDINATOR

February 27, 2025

EUSEBIA L. HERNANDEZ, EdD

Senior High School Coordinator
Don Sergio Osmeña Sr. MNHS
Labangon, Cebu City

Dear Dr. Hernandez:

We are currently working on our research study entitled "Speak to Succeed: A

Qualitative Inquiry into Class Oral Recitations and Its Effect on the Study
Habits of STEM Students” in partial fulfillment of the subject Practical Research 1. In
this connection, we would like to request permission that we will be allowed to gather
data required in this study among the chosen Senior High students through survey and
interview.

Your most favorable action in this regard will really be of big help to us.

Thank you and God bless.

Very respectfully yours,

Sgd. CORBY JOSH T. BAYADOG

Sgd. JELSA B. CAÑEDO

Sgd. MICHELLE ANN G. COMPUESTO

Sgd. MONIQUE J. CASTRO

Sgd. SEAN MAIVER M. DITAN

Sgd. NORMAN LY E. LARISMA

37
 Appendix B
Appendix B-1

INTERVIEW GUIDE

Thank you for taking the time to participate in this interview. Your participation in this

interview will greatly contribute to our study. Rest assured that all your responses will be

treated with the utmost confidentiality.

1. What is the hardest part about class oral recitations?

☐ I’m afraid of making mistakes.

☐ I don’t understand the topic well.

☐ I feel pressured by my teacher or classmates.

☐ I don’t like speaking in front of people.

☐ Other: _______

2. How do you manage nervousness before and during oral recitations?

☐ Breathing exercises.

☐ Positive self-talk.

☐ Practice speaking beforehand.

38
☐ Other: _______

3. How does your level of preparation influence your ability to answer during class oral

recitations?

☐ Significantly improves my confidence.

☐ Helps, but still nervous.

☐ Doesn’t make a difference.

☐ Other: _______

4. What aspects of the classroom environment make oral recitations challenging for

you?

☐ Competitive atmosphere that increases pressure and anxiety.

☐ Excessive noise and distractions that makes me hard to concentrate.

☐ Lack of teacher and peer encouragement that lowers confidence.

☐ Unclear classroom rules or inconsistent recitation practices.

5. What teacher-related challenges do you experience during oral recitations?

39
☐ Complex or unpredictable questions that are difficult to answer.

☐ Fast-paced questioning that doesn’t allow enough thinking time.

☐ Critical or discouraging feedback that lowers confidence.

☐ Unclear instructions that create confusion.

☐ Limited opportunities for students to ask for clarification.

6. Can you share an experience when you found oral recitation difficult? How did you

handle it?

7. What do you think teachers can do to make oral recitations easier and more helpful

for students?

8. What do you think are the main factors that contribute to the difficulties you face

when participating in oral recitations?

9. How does peer influence affect your performance in oral recitations?

10. What strategies do you use to prepare for oral recitations?

40
11. Have you developed any study habits or techniques that help you answer

confidently in class oral recitations? If so, what are they?

12. In what ways has your approach to note-taking changed because of oral

recitations?

☐ I take more detailed notes to prepare for possible questions.

☐ I focus on summarizing key points instead of writing everything down.

☐ I use color coding or highlighting to organize important information.

☐ My note-taking habits haven’t changed significantly.

13. In what ways have oral recitations affected your motivation and mindset towards

studying?

☐ They motivate me to study more consistently.

☐ They make me anxious, which affects my motivation negatively.

☐ They push me to review lessons in advance to be better prepared.

☐ They have little to no effect on my motivation.

41
14. Do you find yourself reviewing and revising lessons more frequently due to oral

recitations? If yes, How?

☐ Yes, I review my notes regularly to be prepared for recitations.

☐ Yes, I make summaries or flashcards to help me recall information.

☐ No, I usually rely on what I remember during class.

☐ No, I only review when I expect a recitation.

15. Have oral recitations encouraged more collaboration with classmates when

studying? Can you provide an example?

☐ Yes, I often discuss lessons with classmates to prepare.

☐ Yes, I join study groups to practice answering questions.

☐ No, I prefer to study alone.

☐ No, my study habits remain the same.

16. How have oral recitations influenced your confidence in public speaking and class

discussions?

☐ They have improved my confidence in speaking.

☐ They have made me more comfortable expressing my thoughts.

42
☐ They make me more nervous about speaking in front of a group.

☐ They have had little impact on my public speaking confidence.

17. Has your attitude towards studying changed because of oral recitations? If yes, in

what way?

18. What policies or programs do you think the Department of Education should

implement to help students overcome anxiety, improve confidence, and develop

effective speaking skills during class oral recitations?

19. If given a chance, what improvements would you suggest in terms of teaching

methods, classroom environment, or assessment criteria to make oral recitations more

engaging, supportive, and beneficial for students?

20. What specific changes do you believe occurred in your study habits as a result of

participating in oral recitations, particularly in terms of collaboration with peers and

confidence in subject mastery?

43
 Appendix B
Appendix B-2

QUESTIONNAIRE

Your responses to this questionnaire will be a great help to our study. Rest assured

that your answers and information will be treated with utmost confidentiality.

Directions:

A. Check the option that applies to you.

1. How often do you prepare for oral recitations?

☐ Always

☐ Often

☐ Sometimes

☐ Rarely

☐ Never

2. What do you usually do to prepare for an oral recitation? (You can choose more than

one answer.)

☐ Read my notes or textbooks.

☐ Watch videos about the topic.

☐ Practice speaking in front of a mirror or with a friend.

☐ Write down key points and memorize them.

44
☐ Study with classmates.

☐ I don’t prepare.

3. How long do you usually study for an oral recitation?

☐ Less than 30 minutes.

☐ 30 minutes to 1 hour.

☐ 1 to 2 hours.

☐ More than 2 hours.

4. What is the hardest part about class oral recitations?

☐ I’m afraid of making mistakes.

☐ I don’t understand the topic well.

☐ I feel pressured by my teacher or classmates.

☐ I don’t like speaking in front of people.

☐ Other: ______________________________________________________

5. How often do you have a hard time answering in oral recitations?

☐ Always

☐ Often

☐ Sometimes

☐ Rarely

45
☐ Never

6. Do you feel nervous before or during an oral recitation?

☐ Yes, always.

☐ Sometimes

☐ Rarely

☐ No, never.

7. What happens when you feel nervous in an oral recitation? (You can choose more

than one answer.)

☐ My heart beats fast.

☐ I sweat or shake.

☐ I forget what to say.

☐ I feel dizzy or lightheaded.

☐ Other: ____________________________________________________________

8. What makes you nervous during class oral recitations?

☐ My teacher is strict.

☐ I’m afraid of being judged by my classmates.

☐ I didn’t prepare well.

☐ I had a bad experience in past oral recitations.

46
☐ Other: ___________________________________________________________

9. What do you do to stay calm before or during an oral recitation? (You can choose

more than one answer.)

☐ Take deep breaths.

☐ Tell myself I can do it.

☐ Practice with friends or family.

☐ Avoid looking at my classmates.

☐ Other: _______________________________________________________

10. Who or what helps you feel more comfortable in oral recitations?

☐ My teacher encourages me.

☐ My classmates support me.

☐ I prepare well before class.

☐ I use relaxation techniques.

☐ Other: ______________________________________________________

11. Do you think oral recitations help you study better?

☐ Yes, a lot.

☐ Yes, but only a little.

☐ No, they don’t help.

47
☐ No, they make studying harder.

12. What study habits have you improved because of oral recitations? (You can choose

more than one answer.)

☐ I manage my time better.

☐ I take better notes.

☐ I think more critically about lessons.

☐ I memorize information better.

☐ I became more confident in speaking.

B. Write your answers in the space provided.

13. What is your favorite way to prepare for oral recitations? Why? (Write your answer.)

_______________________________________________________________________

14. What makes it hard for you to answer during oral recitations? (Write your answer.)

_______________________________________________________________________

15. Can you share an experience when you found oral recitation difficult? How did you

handle it? (Write your answer.)

_______________________________________________________________________

16. Does the grading system for oral recitations make you more nervous? Why or why

not? (Write your answer.)

_____________________________________________________________________

48
17. What is the best way that helps you feel less nervous during class oral recitations?

(Write your answer.)

_______________________________________________________________________

18. If you could change one thing to make oral recitations less stressful, what would it

be? (Write your answer.)

_______________________________________________________________________

19. In what way have oral recitations changed the way you study? (Write your answer.)

_______________________________________________________________________

20. What do you think teachers can do to make oral recitations easier and more helpful

for students? (Write your answer.)

______________________________________________________________________

49
 Appendix C
DOCUMENTATION DURING DATA GATHERING

50
 CURRICULUM VITAE

CORBY JOSH T. BAYADOG

Personal Information

Name: Corby Josh T. Bayadog

Age: 18
Place of Birth: Toledo City, Cebu
Date of Birth: December 27, 2006
Parents: Marilou S. Tero
Erlo M. Bayadog
Civil Status: Single
Religion: Roman Catholic
Address: Perpetual Valley, Labangon, Cebu City
Email Address: [email protected]

Educational Background

Elementary (2018-2019) North City Central School

Junior High (2023-2024) Luray 2 National High School
Senior High (present) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City

51
 CURRICULUM VITAE

JELSA B. CANEDO

Personal Information

Name: Jelsa B. Cañedo

Age: 16
Place of Birth: Cebu City
Date of Birth: July 20, 2008
Parents: Josephine A. Bariga
Jose L. Cañedo
Civil Status: Single
Religion: Baptist
Address: 139-A Salvador Ext. Labangon, Cebu City
Email Address: [email protected]

Educational Background

Elementary (2019-2020) Labangon Elementary School

Katipunan St., Cebu City, 6000 Cebu
Junior High (2023-2024) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City
Senior High (present) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City

Awards Received

Consistent Honor Student since Junior High School

52
 CURRICULUM VITAE

MICHELLE ANN G. COMPUESTO

Personal Information

Name: Michelle Ann G. Compuesto

Age: 17
Place of Birth: Cebu City
Date of Birth: November 29, 2007
Parents: Melchora A. Gomez
Vicente S. Compuesto
Civil Status: Single
Religion: Roman Catholic
Address: 139-A Salvador Ext. Labangon, Cebu City
Email Address: [email protected]

Educational Background

Elementary (2019-2020) Labangon Elementary School

Katipunan St., Cebu City, 6000 Cebu
Junior High (2023-2024) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City
Senior High (present) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City

53
 CURRICULUM VITAE

MONIQUE J. CASTRO

Personal Information

Name: Monique J. Castro

Age: 17
Place of Birth: Cebu City
Date of Birth: February 29, 2008
Parents: Brenda Atienza Jaque
Ramel A. Castro
Civil Status: Single
Religion: Roman Catholic
Address: 148-Lower Bonbonan A.Lopez, St. Labangon, Cebu City
Email Address: [email protected]

Educational Background

Elementary (2019-2020) Labangon Bliss Elementary School

Balaga Drive, Labangon , Cebu City
Junior High (2023-2024) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City
Senior High (present) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City

54
 CURRICULUM VITAE

SEAN MAIVER M. DITAN

Personal Information

Name: Sean Maiver M. Ditan

Age: 17
Place of Birth: Cebu City
Date of Birth: January 14, 2008
Parents: Maria Fe L. Marquez
Marvic L. Ditan
Civil Status: Single
Religion: Roman Catholic
Address: 150-Tres de Abril St., Labangon, Cebu City
Email Address: [email protected]

Educational Background

Elementary (2016-2020) Labangon Elementary School

Katipunan St., Cebu City
Junior High (2020-2024) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City
Senior High (present) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City

Awards Received

Consistent with Honors since Elementary

55
 CURRICULUM VITAE

NORMAN LY E. LARISMA

Personal Information

Name: Norman Ly E. Larisma

Age: 16
Place of Birth: Cebu City
Date of Birth: May 25, 2008
Parents: Lyzel Edpalina
Norman Larisma
Civil Status: Single
Religion: Roman Catholic
Address: 103-F Katipunan St., Labangon, Cebu City
Email Address: [email protected]

Educational Background

Elementary (2019-2020) Labangon Bliss Elementary School

Balaga Drive, Labangon Cebu City
Junior High (2023-2024) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City
Senior High (present) Don Sergio Osmeña Sr. Memorial National High School
Balaga Drive, Labangon Cebu City

56