BACKGROUND OF THE STUDY
Public speaking anxiety is something many people experience, even if they’re great at
communicating in everyday situations. For some, the thought of speaking in front of a crowd can
bring on intense feelings of fear, nervousness, or even physical symptoms like sweating and
shaking. But at the heart of this anxiety often lies something most of us can relate to: how
confident we feel in ourselves. Self-confidence is that inner belief that we can handle something,
trust our abilities, and believe we have something valuable to share. When it comes to public
speaking, it’s a game changer. If you feel confident, you’re more likely to approach the situation
with a sense of calm. You’re able to trust that you’ve prepared enough and focus on your
message instead of worrying about how others perceive you. When we lack self-confidence, that
fear can feel overwhelming. We might worry about making mistakes, being judged, or failing to
meet expectations. Those fears can make the anxiety even worse, creating a loop: the more
anxious we feel, the worse we perform, which can, in turn, make our self-confidence drop even
lower. This cycle can be broken. Research shows that building self-confidence is one of the most
effective ways to manage public speaking anxiety. Simple techniques like preparing thoroughly,
using visualization to imagine a successful outcome, or reframing anxious thoughts can help
boost confidence and, in turn, reduce fear. So, while public speaking might always feel a little
intimidating for many, understanding how confidence shapes our fear can help us take control of
those nerves and turn a potentially terrifying experience into one we can handle and even enjoy.
Public speaking is a crucial skill in academic, professional, and social settings, yet it remains
one of the most common fears among individuals. Public speaking anxiety (PSA) is a form of
communication apprehension characterized by nervousness, fear, and discomfort when speaking
in front of an audience. This anxiety can negatively impact performance, limiting personal and
professional growth. One of the key factors influencing public speaking anxiety is self-
confidence. Confidence levels can determine how an individual perceives their ability to speak
effectively and handle audience reactions. People with low self-confidence are more likely to
experience high levels of anxiety, leading to physiological symptoms such as sweating,
trembling, and increased heart rate, as well as cognitive distortions like fear of failure or negative
self-evaluation. On the other hand, individuals with higher self-confidence tend to manage stress
better and deliver speeches more effectively. Most people are not born public speakers; they are
trained to become one. When they find themselves in situations where they become the focus of
attention as they have to address an audience, they experience emotions like fear and anxiety,
leading to nausea and excessive sweating. Most of them try to avoid situations where they have
to perform or speak in public, but when unavoidable, such situations are endured by distress.
According to Lucas (2011), Many people who converse easily in all kinds of everyday situations
become frightened at the idea of standing up before a group to make a speech. Such people need
to realize that they are not the only ones who may be going through these emotions; in fact,
almost every speaker feels the same. It is important that people consciously realize the fact that
there are more nervous speakers in the world than those who are not.
STATEMENT OF THE PROBLEM
This research aims to know the impacts of having Public Speaking Anxiety on grade 11
students academic performance of Tarlac National High School.
[Link] is the demographic profile of students?
1.1 Gender
1.2 Age
2. What are the factors affecting public speaking in grade 11 humss students?
3. How has social media affected public speaking in grade 11 humss students ?
4. Why is confidence important in public speaking in grade 11 humss students
SIGNIFICANCE OF THE STUDY
This study will contribute to a better understanding of public speaking anxiety experienced by
the students of Tarlac National High School. It will also provide some information on the reasons
for public speaking anxiety. In addition, it will give students of Tarlac National High School an
opportunity to assess themselves and let them understand the problem that they are facing when
speaking publicly. It will assist them in identifying their shortcomings and let them comprehend
the issue that they are confronting when talking openly. In addition, it will influence the students
to understand that this instance is solvable. They will have realized the most ideal approach to
conquer this nervousness issue.
This study thought not exhaustive, is beneficial to the following:
Students
It has occurred that these students are engaged in daily activities in their school to attain the
academic performance they must achieve. This is where study becomes beneficial, for a majority
of the students have been facing this kind of anxiety that hinders their performance in class. This
study can colighten them and can give an idea on how they can manage this kind of anxiety in
such a situation. For extension, this study might even lead them to a new perception.
Future Researchers
This study will serve as the starting point for further researchers regarding public speaking
anxiety. Since this research has a long way to go and enhance, the features researchers would be
able to fill in with information that needs to be improved by adding more factual data.
OBJECTIVE
Identifying the causes and triggers of this fear, recognizing its physical and psychological
symptoms, developing strategies to manage anxiety effectively, and ultimately improving
communication skills by mitigating the impact of stage fright in public speaking.
SCOPE AND DELIMITATION
Along the course of this study that will be conducted among selected grade 11 of Humanities
And Social Science, this study will also discuss on how students deal with this kind of anxiety,
This research will mainly focus on the factors of public speaking anxiety and the impacts of to
the attitudes of the speaker on the selected respondents of Tarlac National High School. This
study will definitely determine what are the factors and impact of having public speaking
anxiety.
REVIEW OF RELATED LITERATURE
Speech courses, such as Public Speaking, have become a requirement for many college
degrees. Unfortunately, a task like public speaking brings with it much anxiety. Such a
heightened level of anxiety can produce negative outcomes, including lower academic
performance (Menzel & Carrell, 2015). Community college students are particularly vulnerable,
as they are more at-risk academically than their four-year university peers (Kim, 2016). Self-
regulated learning (Boekaerts, Pintrich, & Zeidner, 2019) may be a good predictor of anxiety, as
well as academic performance, for this type of student. Self-regulated learning is a process
whereby students manage their learning to accomplish particular goals. Research has shown that
students must learn how to self-regulate their actions in order to succeed academically (Schunk
& Zimmerman, 2018). This study examined the relations of several self-regulated learning
variables (goal orientations, self-efficacy, cognitive, metacognitive, and resource management
strategies) to anxiety and achievement associated with a public speaking course. Further, the
study investigated possible interactions between motivational variables that may be related to
public speaking anxiety. Public Speaking Anxiety often referred to as stage fright, is a common
experience characterized by feelings of nervousness, fear, or apprehension when an individual is
required to speak in front of an audience. PSA can manifest in various forms, from mild
discomfort to severe distress, and can be triggered by thoughts of judgment, fear of failure, or
uncertainty about one’s abilities (McCroskey, 2015). Research by Beatty, McCroskey, and
Heisel (2016) highlighted that PSA can lead to both psychological and physiological responses
such as increased heart rate, sweating, and nervousness.
Individuals often feel anxious in anticipation of tasks such as speaking in public or meeting with
a boss. I find that an overwhelming majority of people believe trying to calm down is the best
way to cope with pre-performance anxiety. However, across several studies involving karaoke
singing, public speaking, and math performance, I investigate an alternative strategy:
reappraising anxiety as excitement. Compared with those who attempt to calm down, individuals
who reappraise their anxious arousal as excitement feel more excited and perform better.
Individuals can reappraise anxiety as excitement using minimal strategies such as self-talk (eg,
saying “I am excited” out loud) or simple messages (eg,“get excited”), which lead them to feel
more excited, adopt an opportunity mind-set (as opposed to a threat mind-set), and improve their
subsequent performance. These findings suggest the importance of arousal congruency during
the emotional reappraisal process. (University of Houston, 2015).
Methodology
Research Design for Understanding Public Speaking Anxiety and Self-Confidence
Research design
This research design aims to investigate the relationship between self-confidence and public
speaking anxiety, exploring how self-confidence influences performance fear.
This study is quantitative, correlational design. This design will examine the association between
self-confidence and public speaking anxiety, as well as their impact on performance.
Sample
Participants of the study are the different strands of grade 11 Senior high school at the Tarlac
National high school . The research used purposive sampling and employed selecting
participants with specific characteristics or experiences, on how they manage their emotion
during school day's.
The instrument
The researcher created questionnaire was given to the participants. The questionnaire had 10
questions systematically organized from simple to complex.
Data Collection
The researchers administrate the questionnaire to 40 students from different sections of grade 11
Humanities and social sciences (HUMSS) TARLAC NATIONAL HIGH SCHOOL from
HUMSS-Bravery 7 students are choosen, 8 students from HUMSS- Hope, 8 students from
HUMSS-Kindness, 9 students from Humss-Temperance, and 8 students from HUMSS-Courage
Before the administrating the questionnaire the researchers ask a permission to the participants to
take part of full honestly. for the researchers to gather the valid results. The were also reminds by
the researchers that the information they will provide remain confidential. The archived survey
data included information on general weighted average at the first half of the first semester, and
also demographic profile such as name, gender, section and age.
After all collecting necessary data, the researchers tabulated it in Microsoft Excel and use
Person's and descriptive method as statistical method to determine the relationship of variables.
Data Analysis Procedure
Microsoft Excel Data analysis Pack was used to analyze the quantitative survey data.
Quantitative data analysis is the form of Pearson's r coefficient statistical analysis was employed.
The researchers chose this type of statistical analysis as it summarizes in one value, the degree of
correlation and direction of correlations. On the other hand, the researchers also used descriptive
statistical method to answer some research question.
Result And Discussion
This chapter presents the results of the constructed survey questionnaire. The researchers
selected a total of 40 Grade 11 senior high school students from Tarlac National High School as
respondents. Through statistical analysis, the results, which are based on yes or no answers, are
interpreted and presented in this chapter.
The results shown in Question 1 indicate that all 40 surveyed students believe that improving
their self-confidence can reduce their public speaking anxiety. In Question 2, 30 students
reported feeling nervous before speaking in public, while 37 students use strategies to calm
themselves before speaking, as noted in Question 3. In Question 4, 29 students practice
visualization techniques to prepare for their presentations, and in Question 5, 30 students avoid
public speaking situations when possible. In Question 6, 22 students believe that self-confidence
affects public speaking anxiety, while in Question 7, 27 students compare their public speaking
skills unfavorably to those of others. In Question 8, 28 students feel their self-esteem is closely
tied to their performance in public speaking, and in Question 9, 34 students experience anxiety
when doing public speaking. In Question 10, 32 students have difficulty arranging their thoughts
and ideas before a presentation. The remaining students surveyed disagreed or answered "no" to
all of these questions.
Documentation
Summary Of findings
The primary purpose of this study is to understand public speaking anxiety and how self-
confidence influences fear during performances. A descriptive method was used to collect and
analyze data, with a total of 40 Grade 11 senior high school students from Tarlac National High
School serving as respondents. The questionnaire, based on yes or no answers, provided insights
into students’ experiences and coping strategies related to public speaking anxiety.
The findings indicate that all 40 respondents believe improving self-confidence can reduce
public speaking anxiety. Additionally, 30 students reported feeling nervous before speaking in
public, while 37 students stated they use calming strategies beforehand. Visualization techniques
were used by 29 students as preparation, yet 30 students admitted to avoiding public speaking
when possible. The results also highlight that 22 students recognize the impact of self-confidence
on anxiety, and 27 students tend to compare their public speaking skills unfavorably to others.
Furthermore, 28 students feel their self-esteem is closely linked to their public speaking
performance, 34 students experience anxiety when speaking in public, and 32 students struggle
with organizing their thoughts before presenting. These results suggest that while many students
are aware of strategies to manage their anxiety, a significant number still struggle with self-
confidence, leading to avoidance behaviors and negative self-comparisons. The study
emphasizes the importance of confidence-building techniques such as practice, relaxation
methods, and positive self-talk in reducing public speaking anxiety. The findings highlight the
need for interventions that promote self-esteem and provide structured opportunities for students
to practice public speaking in a supportive environment. Further research with a larger sample
size is recommended to explore deeper connections between confidence-building strategies and
anxiety reduction. These studies were conducted during the school year 2024-2025
Conclusion
The findings of this study underscore the significant impact of self-confidence on managing
Public Speaking Anxiety (PSA) among Grade 11 students at Tarlac National High School. The
data clearly reveals that while students recognize the importance of confidence-building and
employ various coping strategies—such as relaxation techniques and visualization—a
considerable number still struggle with anxiety, self-doubt, and avoidance behaviors. This
indicates a pressing need for holistic interventions that not only teach public speaking skills but
also focus on enhancing self-esteem and addressing negative thought patterns.
By implementing targeted programs that include skill-building workshops, mindfulness
practices, and supportive environments, schools can help students become more confident and
effective communicators. Furthermore, for students experiencing severe anxiety, professional
psychological support should be made accessible. Overall, fostering self-confidence and
equipping students with practical tools to manage anxiety can significantly improve their public
speaking abilities and, ultimately, their academic performance
Recommendations
Based on the survey, the primary recommendation for coping with public speaking anxiety is to
build self-confidence. Supporting this, the survey indicates that many students utilize relaxation
techniques and visualization. Therefore, a comprehensive approach combining confidence-
building exercises, relaxation techniques, thorough preparation, and addressing negative thoughts
is recommended. For severe anxiety, professional help should be sought. Use relaxation
techniques, According to the survey, a lot of participants calm themselves before speaking by
deep breathing or talking to themselves. Promote and instruct in useful relaxation methods such
as mindfulness meditation, gradual muscle relaxation, and controlled breathing exercises.
Address Negative Thoughts, Given the high percentage of respondents who reported feeling
anxious, it is likely that fear of being judged and negative self-talk play a big role. It is advised to
use cognitive behavioral techniques (CBT) to recognize and confront negative thoughts and swap
them out for more realistic and upbeat ones. Seek Support, Although social support isn't
evaluated directly in the survey, it's probably a useful component. Urge pupils to ask their
instructors, mentors, counselors, or peers for help. An atmosphere of support can greatly lessen
anxiety. Professional Assistance, Students who are suffering from extreme anxiety that has a
major influence on their everyday lives or academic performance should think about seeking
professional assistance from a counselor or therapist who specializes in anxiety disorders.
Therefore, the key recommendation is a multi-pronged approach, building self-confidence
through skill development and positive self-talk, practicing relaxation techniques (like deep
breathing and visualization), and thorough speech preparation. For significant anxiety,
professional help is advised. Addressing public speaking anxiety effectively requires a holistic
approach, as indicated by the survey. This means focusing not only on public speaking skills but
also on building self-esteem and managing negative thoughts and feelings. Practical strategies
include: skill-building workshops (speech structure, delivery, Q&A), relaxation techniques
(mindfulness, progressive muscle relaxation), visualization exercises, and creating a supportive
learning environment with opportunities for practice and constructive feedback. For students
experiencing significant anxiety, professional guidance is essential. For students with significant
anxiety, consider advanced techniques like cognitive restructuring, exposure therapy, systematic
desensitization, and biofeedback. These methods require specialized training and may be best
implemented by professionals. In addition to previous recommendations, consider these
strategies, improve audience connection, break down tasks into smaller steps, celebrate small
wins, promote healthy lifestyle habits, and identify specific anxiety triggers. A holistic approach
addressing both skills and emotional well-being is crucial.