Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, and conclusions and recommendations offered

Summary of Findings

From a thorough analysis of the data collected and results obtained, the following
significant findings are summarized.

1. Perception of Public Speaking Among SHS Students of Z.C. Skills Academy, Inc.

The students had mixed perceptions of public speaking. While some viewed it as an opportunity
to develop confidence and communication skills, others saw it as a challenging and nerve-
wracking experience. Many students associated public speaking with feelings of pressure,
especially when speaking in front of a large audience. However, those with prior experience in
speaking engagements expressed a more positive outlook, emphasizing the benefits of practice
and preparation.

2. Concerns Faced by SHS Students in Public Speaking

The most common concerns included stage fright, fear of forgetting lines, and the pressure to
perform well. Students also expressed worries about being judged by their peers and making
mistakes while speaking. Some mentioned that their anxiety was heightened when they had
limited preparation time or when the topic was unfamiliar. These concerns often led to
nervousness, hesitation, and, in some cases, avoidance of public speaking situations.

3. Factors Influencing Public Speaking Experiences

Several factors contributed to students’ experiences in public speaking. Anxiety was often linked
to a lack of confidence, limited exposure to speaking opportunities, and fear of negative
evaluation. On the other hand, students who had supportive teachers and classmates, thorough
preparation, and familiarity with the topic reported feeling more confident. The environment also
played a role—students felt more comfortable speaking in smaller groups or when addressing
familiar audiences. Opportunities for practice, constructive feedback, and encouragement from
mentors were identified as key elements that helped students overcome their fear and enhance
their public speaking skills.
were identified as key elements that helped students overcome their fear and enhance their public
speaking skills.

Conclusions

1. Public speaking is an essential skill that students recognize as valuable for their academic and
professional future, yet many experience anxiety and fear when speaking in front of an audience.

Public speaking is widely regarded as an important skill that students must develop to succeed in
various aspects of life. It is essential not only for academic presentations but also for future
careers, where effective communication plays a key role in professional growth. Many students
acknowledge the importance of learning how to express themselves clearly and confidently in
public settings, as this skill can open doors to leadership roles, job opportunities, and networking
advantages.

Despite recognizing its importance, a significant number of students experience fear and anxiety
when speaking in front of a group. This nervousness often stems from a fear of making mistakes,
being judged by their peers, or receiving negative feedback. These factors can cause hesitation
and reluctance, leading students to avoid public speaking whenever possible. Unfortunately, this
avoidance can hinder their growth and confidence in speaking publicly.

One of the biggest challenge’s students face is overcoming stage fright, which can manifest
through physical symptoms such as shaking, sweating, or a racing heartbeat. Some students
struggle with self-doubt, worrying about how their audience perceives them, which affects their
ability to deliver speeches smoothly. This fear is more prominent in those who have had negative
experiences in the past, such as forgetting their lines or receiving criticism.

However, students who practice and participate in public speaking activities regularly tend to
overcome these fears over time. They gradually learn to manage their nerves, organize their
thoughts, and express themselves more confidently. As they gain experience, they start to view
public speaking not as a source of anxiety but as an opportunity for self-improvement and
personal growth.

It is evident that while public speaking is challenging for many students, it remains a crucial skill
for success in both academic and professional settings. To help students navigate this challenge,
schools should provide proper guidance, training, and encouragement. By fostering a supportive
environment, students can build their confidence and become more comfortable speaking in front
of an audience.

2. Deep breathing is a widely used technique among students to manage nervousness, and regular
practice through presentations and school activities helps build confidence and ease in public
speaking.

One of the most commonly mentioned strategies for managing public speaking anxiety is deep
breathing. Many students rely on this technique to calm their nerves before stepping in front of
an audience. By taking slow, deep breaths, they can reduce their heart rate, clear their mind, and
prevent panic from setting in. This simple yet effective method allows them to feel more in
control of their emotions, making it easier to focus on delivering their message.
Deep breathing is often combined with other relaxation techniques, such as positive visualization
and self-encouragement. Some students mentally rehearse their speeches while taking deep
breaths, helping them feel more prepared and confident. Others use deep breathing as a way to
reset themselves if they start to feel overwhelmed during a presentation. This technique helps
them stay composed and continue speaking without letting nervousness take over.

Aside from deep breathing, students also emphasized the importance of regular practice. Many
found that the more they engaged in public speaking activities, the more comfortable they
became over time. Presenting in front of a class, participating in debates, and joining speech
competitions all contribute to reducing anxiety and improving delivery skills. The repetitive
nature of these experiences helps students develop a sense of familiarity with public speaking,
making it less intimidating.

Moreover, exposure to different speaking scenarios trains students to adapt to various audiences
and environments. They learn how to adjust their tone, pace, and body language to suit different
settings, further enhancing their confidence. The more they practice, the easier it becomes for
them to handle unexpected situations, such as forgetting a line or responding to impromptu
questions.

Overall, deep breathing, combined with consistent practice, plays a crucial role in helping
students manage public speaking anxiety. By integrating these techniques into their routine, they
can gradually build confidence and ease in speaking publicly, ultimately allowing them to
communicate more effectively.

3. Experience plays a crucial role in developing public speaking skills, as students with prior
exposure tend to be more comfortable and perform better in front of an audience.

Students who have had prior experience in public speaking tend to perform with greater
confidence compared to those with little to no exposure. The more they engage in public
speaking activities, the more they develop the necessary skills to articulate their thoughts clearly
and handle stage fright. Familiarity with speaking in front of an audience allows them to focus
more on content delivery rather than on their anxiety.

Experience also helps students understand how to structure their speeches effectively. Through
repeated practice, they become more skilled at organizing their ideas, using appropriate gestures,
and maintaining eye contact with their audience. These elements contribute to a more engaging
and impactful presentation. Additionally, students with experience are better at handling
nervousness, as they have learned coping mechanisms through past presentations.

In contrast, students with limited experience often struggle with self-doubt and nervousness.
They may find it challenging to maintain their composure, leading to a shaky voice, loss of
focus, or difficulty in remembering their speech. Without sufficient exposure, they are more
likely to feel overwhelmed, making public speaking a stressful rather than an empowering
experience.

A key factor in improving public speaking skills is having opportunities to practice in real-life
situations. School presentations, debate competitions, and group discussions provide valuable
experiences that help students develop their confidence. These platforms allow them to apply
their learning, receive feedback, and refine their speaking techniques.
Thus, experience is undeniably one of the most significant factors in becoming an effective
public speaker. The more exposure students have, the better equipped they are to manage stage
fright, engage with their audience, and deliver their speeches with clarity and confidence.

4. While gender is not a major factor in public speaking confidence, personality, environment,
and level of exposure significantly affect a student’s comfort and ability to speak publicly.

Many students believe that confidence in public speaking is not determined by gender but rather
by an individual’s personality and experiences. Some people, regardless of gender, naturally feel
more comfortable speaking in front of others due to their outgoing nature. On the other hand,
introverted individuals may find public speaking more challenging and may require more
practice to build their confidence.

The environment in which a student practices public speaking also plays a crucial role in their
confidence level. A supportive and encouraging setting allows students to feel safe while
expressing themselves, making it easier for them to overcome their fears. When teachers and
classmates provide constructive feedback instead of harsh criticism, students are more likely to
take risks and improve their speaking skills.

Additionally, students who are exposed to public speaking opportunities early in life tend to
develop stronger communication skills. Those who frequently participate in speech contests,
class discussions, and leadership activities gain more confidence over time. In contrast, students
who have not had many opportunities to speak in front of others may feel more nervous and
hesitant.

Some students also pointed out that societal expectations and upbringing can influence
confidence levels. Those who have been encouraged to speak up at home or in school are
generally more comfortable with public speaking. Meanwhile, students who have been
discouraged from expressing their opinions may struggle with self-confidence when speaking in
public.

Overall, while gender is not a determining factor in public speaking ability, personality,
environmental support, and prior exposure all contribute significantly to a student’s confidence
and comfort in delivering speeches.

5. Schools should implement more public speaking activities to provide sufficient exposure and
training, helping students overcome fear and improve their communication skills.

A significant number of students expressed a desire for more structured public speaking
activities in school. They believe that increasing opportunities to speak in front of an audience
would help them build confidence and improve their communication skills. Regular exposure to
public speaking situations would allow them to practice managing their nerves and speaking
clearly under pressure.

Debates, speech contests, and storytelling activities can help students develop their ability to
think on their feet and engage with different audiences. These activities not only enhance their
public speaking skills but also improve their critical thinking, organization, and persuasion
abilities.

Many students also believe that public speaking should be integrated into various subjects rather
than being limited to specific courses. By incorporating speaking exercises into different lessons,
students can practice their skills regularly and become more comfortable with expressing their
ideas.

Overall, schools play a vital role in shaping students' public speaking abilities. By providing
more opportunities for practice, educators can help students overcome their fear and develop the
confidence needed to communicate effectively in any situation.

1. Public speaking is an essential skill that students recognize as valuable for their academic and
professional future, yet many experience anxiety and fear when speaking in front of an audience.

Public speaking is widely regarded as an important skill that students must develop to succeed in
various aspects of life. It is essential not only for academic presentations but also for future
careers, where effective communication plays a key role in professional growth. Many students
acknowledge the importance of learning how to express themselves clearly and confidently in
public settings, as this skill can open doors to leadership roles, job opportunities, and networking
advantages.

Despite recognizing its importance, a significant number of students experience fear and anxiety
when speaking in front of a group. This nervousness often stems from a fear of making mistakes,
being judged by their peers, or receiving negative feedback. These factors can cause hesitation
and reluctance, leading students to avoid public speaking whenever possible. Unfortunately, this
avoidance can hinder their growth and confidence in speaking publicly.

One of the biggest challenges students face is overcoming stage fright, which can manifest
through physical symptoms such as shaking, sweating, or a racing heartbeat. Some students
struggle with self-doubt, worrying about how their audience perceives them, which affects their
ability to deliver speeches smoothly. This fear is more prominent in those who have had negative
experiences in the past, such as forgetting their lines or receiving criticism.

However, students who practice and participate in public speaking activities regularly tend to
overcome these fears over time. They gradually learn to manage their nerves, organize their
thoughts, and express themselves more confidently. As they gain experience, they start to view
public speaking not as a source of anxiety but as an opportunity for self-improvement and
personal growth.

It is evident that while public speaking is challenging for many students, it remains a crucial skill
for success in both academic and professional settings. To help students navigate this challenge,
schools should provide proper guidance, training, and encouragement. By fostering a supportive
environment, students can build their confidence and become more comfortable speaking in front
of an audience.

2. Deep breathing is a widely used technique among students to manage nervousness, and regular
practice through presentations and school activities helps build confidence and ease in public
speaking.

One of the most commonly mentioned strategies for managing public speaking anxiety is deep
breathing. Many students rely on this technique to calm their nerves before stepping in front of
an audience. By taking slow, deep breaths, they can reduce their heart rate, clear their mind, and
prevent panic from setting in. This simple yet effective method allows them to feel more in
control of their emotions, making it easier to focus on delivering their message.
Deep breathing is often combined with other relaxation techniques, such as positive visualization
and self-encouragement. Some students mentally rehearse their speeches while taking deep
breaths, helping them feel more prepared and confident. Others use deep breathing as a way to
reset themselves if they start to feel overwhelmed during a presentation. This technique helps
them stay composed and continue speaking without letting nervousness take over.

Aside from deep breathing, students also emphasized the importance of regular practice. Many
found that the more they engaged in public speaking activities, the more comfortable they
became over time. Presenting in front of a class, participating in debates, and joining speech
competitions all contribute to reducing anxiety and improving delivery skills. The repetitive
nature of these experiences helps students develop a sense of familiarity with public speaking,
making it less intimidating.

Moreover, exposure to different speaking scenarios trains students to adapt to various audiences
and environments. They learn how to adjust their tone, pace, and body language to suit different
settings, further enhancing their confidence. The more they practice, the easier it becomes for
them to handle unexpected situations, such as forgetting a line or responding to impromptu
questions.

Overall, deep breathing, combined with consistent practice, plays a crucial role in helping
students manage public speaking anxiety. By integrating these techniques into their routine, they
can gradually build confidence and ease in speaking publicly, ultimately allowing them to
communicate more effectively.

3. Experience plays a crucial role in developing public speaking skills, as students with prior
exposure tend to be more comfortable and perform better in front of an audience.

Students who have had prior experience in public speaking tend to perform with greater
confidence compared to those with little to no exposure. The more they engage in public
speaking activities, the more they develop the necessary skills to articulate their thoughts clearly
and handle stage fright. Familiarity with speaking in front of an audience allows them to focus
more on content delivery rather than on their anxiety.

Experience also helps students understand how to structure their speeches effectively. Through
repeated practice, they become more skilled at organizing their ideas, using appropriate gestures,
and maintaining eye contact with their audience. These elements contribute to a more engaging
and impactful presentation. Additionally, students with experience are better at handling
nervousness, as they have learned coping mechanisms through past presentations.

In contrast, students with limited experience often struggle with self-doubt and nervousness.
They may find it challenging to maintain their composure, leading to a shaky voice, loss of
focus, or difficulty in remembering their speech. Without sufficient exposure, they are more
likely to feel overwhelmed, making public speaking a stressful rather than an empowering
experience.

A key factor in improving public speaking skills is having opportunities to practice in real-life
situations. School presentations, debate competitions, and group discussions provide valuable
experiences that help students develop their confidence. These platforms allow them to apply
their learning, receive feedback, and refine their speaking techniques.
Thus, experience is undeniably one of the most significant factors in becoming an effective
public speaker. The more exposure students have, the better equipped they are to manage stage
fright, engage with their audience, and deliver their speeches with clarity and confidence.

4. While gender is not a major factor in public speaking confidence, personality, environment,
and level of exposure significantly affect a student’s comfort and ability to speak publicly.

Many students believe that confidence in public speaking is not determined by gender but rather
by an individual’s personality and experiences. Some people, regardless of gender, naturally feel
more comfortable speaking in front of others due to their outgoing nature. On the other hand,
introverted individuals may find public speaking more challenging and may require more
practice to build their confidence.

The environment in which a student practices public speaking also plays a crucial role in their
confidence level. A supportive and encouraging setting allows students to feel safe while
expressing themselves, making it easier for them to overcome their fears. When teachers and
classmates provide constructive feedback instead of harsh criticism, students are more likely to
take risks and improve their speaking skills.

Additionally, students who are exposed to public speaking opportunities early in life tend to
develop stronger communication skills. Those who frequently participate in speech contests,
class discussions, and leadership activities gain more confidence over time. In contrast, students
who have not had many opportunities to speak in front of others may feel more nervous and
hesitant.

Some students also pointed out that societal expectations and upbringing can influence
confidence levels. Those who have been encouraged to speak up at home or in school are
generally more comfortable with public speaking. Meanwhile, students who have been
discouraged from expressing their opinions may struggle with self-confidence when speaking in
public.

Overall, while gender is not a determining factor in public speaking ability, personality,
environmental support, and prior exposure all contribute significantly to a student’s confidence
and comfort in delivering speeches.

5. Schools should implement more public speaking activities to provide sufficient exposure and
training, helping students overcome fear and improve their communication skills.

A significant number of students expressed a desire for more structured public speaking
activities in school. They believe that increasing opportunities to speak in front of an audience
would help them build confidence and improve their communication skills. Regular exposure to
public speaking situations would allow them to practice managing their nerves and speaking
clearly under pressure.

Debates, speech contests, and storytelling activities can help students develop their ability to
think on their feet and engage with different audiences. These activities not only enhance their
public speaking skills but also improve their critical thinking, organization, and persuasion
abilities.

Many students also believe that public speaking should be integrated into various subjects rather
than being limited to specific courses. By incorporating speaking exercises into different lessons,
students can practice their skills regularly and become more comfortable with expressing their
ideas.

Overall, schools play a vital role in shaping students' public speaking abilities. By providing
more opportunities for practice, educators can help students overcome their fear and develop the
confidence needed to communicate effectively in any situation.

Recommendations:

Based on the findings of this study, it is recommended that future researchers may include things
such as the following for better outcome of their paper:

Assess the Effectiveness of Different Public Speaking Interventions: Researchers could assess
various interventions (e.g., peer feedback, teacher-led workshops, anxiety-reducing techniques)
to determine which are most effective in improving students’ public speaking skills and reducing
anxiety.

Conduct Comparative Studies: It would be valuable to compare perceptions of public speaking

Incorporate Public Speaking Training into the Curriculum: Since many students expressed
anxiety or fear towards public speaking, Z.C. Skills Academy, Inc., should integrate structured
public speaking courses into the Senior High School students. These courses should focus on
building confidence, improving communication skills, and managing public speaking anxiety.
This could be achieved through workshops, regular practice sessions, and peer feedback.

Involve Teachers in Promoting Positive Perceptions: Teachers should be trained to provide

By further exploring these areas, future researchers can continue to improve public speaking
education and ensure that all students receive the support they need to succeed in this vital skill.