CHAPTER 1

BACKGROUND OF THE STUDY

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

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

for example, sharing new findings with a wider community, making an impression on potential

bosses, or teaching kids about science. Public speaking is crucial in education because it helps

students express their ideas clearly and confidently. It allows students to present their research,

participate in class discussions, and communicate complex ideas effectively. This skill is also

important for career development because it can help individuals stand out to employers, lead

teams, and persuade others. Good public speaking skills can open doors to promotions,

leadership roles, and greater professional recognition. Being able to speak well in front of others

is a valuable tool for both academic success and career advancement. However, in whatever the

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

delivery (Introduction to Public Speaking: -highlight also the importance of public Biological

Engineering Communication Lab, 2020). Fear of Public speaking is a common anxiety that

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

particularly common among students, which makes it difficult for them to communicate

properly. It is essential to comprehend its influence and prevalence. By simplifying it, we can

enable kids to boldly express and grow their ideas. Hence, as per communication is the act of

transmitting and exchanging information between two human beings or organizations in a

general it can be anything from writing words on paper to speaking to sending using a medium

that allows understanding. In every connection there is a sender, a receiver and a message at the

least. There are many risks involved in the process of sending a message from sender to recipient

and since communication shapes the way people play, we should be aware that it can change
under many influences. These circumstances are part of the environment, the mode of

communication, culture, feelings etc. Conversely, conversation promotes bonds that allow us to

share experiences in life with others. More than three quarters (77%) of people suffer from

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

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

STATEMENT OF THE PROBLEM

1. How do the SHS students of Z.C. Skills Academy, Inc. perceive public speaking?

2. What concerns do the SHS students of Z.C. Skills Academy, Inc. face when dealing with

public speaking?

3. What factors influence the experiences of SHS students of Z.C. Skills Academy, Inc. in public

speaking, including any elements that may contribute to anxiety or enhance confidence?

SIGNIFICANCE OF THE STUDY

The study is of great importance to the widest array of stakeholders in education, from those

schools that fall under the Department of Education to dedicated teachers and the students of

Zamboanga City Skills Academy Inc. (ZCSAI), and even future researchers who are mostly

inclined toward public speaking interest and education.

The research offers this school a means of reaching students in solving their problems in public

speaking. Then it sets the program's and policies' groundwork concerning the various needs of
learners in order to promote the necessary skills towards effective communication to ensure

success both in academic and personal lives.

This offers teachers valuable insights into how students perceive, struggle with, and hope to

achieve familiarity in public speaking. Such insights enable teachers to build their teaching

methods and create classroom conditions within which students can easily conquer their fears

and develop confidence.

The study will only benefit students who are in their last high school years at the ZCSAI. It

thereby presents their fears with respect to public speaking and shows some coping mechanisms

that these senior high school students use to overcome these fears. Issues will be addressed

regarding equipping students with missing life skills in self-expression and leadership.

In fact, the researchers themselves are also improving the practice of public speaking among

students through this study. By looking at how SHS students at ZCSAI think and feel about the

issue, one adds more to the existing body of knowledge in public speaking education. Such

learning and experience could also be valuable in sharpening classroom teaching and thus

encouraging more in-depth studies on communication strategies.

All in all, this study makes statements about public speaking as a core competency in a number

of academic curricula.

THEORETICAL FRAMEWORK

Public speaking is perceived through a number of elements such as nonverbal, delivery style and

structure of content. Rhetorical Theory explains that competent public speakers employ non-

verbal signals (like eye contact, body language to build credibility and hook receptive audience).
A smooth delivery enhances the persuasive weight of the message and exudes

confidence/dynamic. The organization and delivery of a speech itself must be sound with strong

introductions, body content/paragraphs, and conclusions to provide the audience a map as to

what the speaker is trying to communicate, as well as reassure on key points. The whole mix of

these factors affects the assessment of an ability and skill level a given public speaker is

perceived. (Verma, 2023)

CONCEPTUAL FRAMEWORK
SCOPE AND DELIMITATIONS

This study explores Senior High School students' perspectives on public speaking at ZC Skills

Academy Inc. Through surveys and interviews, it examines their views, the influence of personal

experiences, and how these shapes their confidence and performance. Additionally, it provides

recommendations for improving public speaking skills. However, it does not include instructors'

or staff opinions or formally assess students' communication abilities.

DEFINITION OF TERMS

Public Speaking- Is the skill of talking by the SHS of ZCSAI

Fear of public speaking- An intense fear or anxiety that the SHS of ZCSAI feel when speaking in

front of the crowd.

Perceptions- How the SHS of ZCSAI understand and interpret the what they see, hear, and smell

the things around them base on their past experiences and beliefs.

Coping Mechanism- Ways or strategies of the SHS of ZCSAI to manage stress and stay

emotionally balanced.

Senior High School students of ZCSAI- The participants who are involved in the study-The

perceptions of SHS of ZCSAI towards public speaking.

 CHAPTER 2

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

gives speeches or lectures to a usually large group of people. Some also define public speaking

as the act of delivering speeches in public. It is the act or skill of addressing an audience

effectively (Dictionary.com, 2021). It is also defined as the activity of speaking on a subject to a

group of people. Public speaking abilities are important in most careers and are key to improving

confidence and presence in the workplace (Public Speaking Skills Defined, 2024). Coopman and

Lull (2018) define public speaking as an evolving art and skill that has transformed from its

ancient Greek and Roman roots to its current, multimedia-enhanced form. They stress that while

public speaking was historically centered around oration and rhetoric, modern public speaking

also involves using technology to engage audiences. The authors highlight that public speaking

goes beyond merely delivering information, focusing on the importance of engaging the

audience and adapting to the cultural and ethical considerations that shape communication today.

Public speaking requires an understanding of both traditional rhetorical strategies and

contemporary digital tools to effectively connect with listeners. Similarly, Ellis (2025) explores

the importance of public speaking in various public settings, focusing on how it enhances a

speaker's presence and distinguishes them in professional and social environments. She argues

that public speaking is not just a matter of delivering a message but also about building

confidence and establishing a personal connection with the audience. According to Ellis,

mastering public speaking skills enables individuals to present themselves as credible and

persuasive, positively impacting their interactions and influence within any public context.

Together, Coopman and Lull (2018) and Ellis (2025) emphasize the importance of public

speaking not only as an art of communication but also as a skill integral to personal and
professional success in today’s society. Public speaking can be used in many different ways, for

instance, clear articulation. Clear articulation refers to the ability to communicate ideas

coherently. This means ensuring that your message is clear to your audience. Clear articulation

means that candidates omit filler language, such as 'um' or 'ah'. Filler language can dilute a

message and confuse an audience, so deliver the key components of a speech without diverting

from your presentation plan (Public Speaking Skills Defined, 2024). Another example is

presentation style, which is a key component of maintaining audience interest in your message.

Presentation style can refer to how you present yourself and the methods you use to convey your

information. A good presentation style involves using multiple methods, such as speaking and

technology-based tools like slideshows, to provide a more dynamic and engaging presentation

(Public Speaking Skills Defined, 2024). On the other hand, presence is another significant part of

good public speaking. A good presence means being confident, maintaining a professional

appearance, interacting with the crowd, and maintaining eye contact. Using breathing techniques

and focusing on the message are helpful ways to calm oneself and build presence before a public

speaking event (Public Speaking Skills Defined, 2024). Trzebuniak (2024) notes that public

speaking has both inspired and intimidated individuals throughout history. While some seem to

effortlessly captivate audiences, many struggles to address a large crowd. Fear and anxiety, often

linked to glossophobia, are among the most common struggles of public speaking. The thought

of standing before an audience and being the center of attention can trigger nervousness,

stumbling words, a shaky voice, and difficulty maintaining eye contact. Fear often undermines

confidence, making it difficult for speakers to communicate effectively (Trzebuniak, 2024).

Audience engagement is another common struggle. Establishing a connection with the audience

is crucial, though challenging, as it requires appearing confident without being intimidating

(Trzebuniak, 2024). Ball (2025) highlights common mistakes encountered during public

speaking, such as inadequate preparation, reading directly from notes or slides, and speaking too

quickly. Each of these mistakes can hinder audience engagement and reduce the effectiveness of
the message. The best way to avoid these errors is through regular practice (Ball, 2025). Sarah

Gershma (2019) discusses the sources of public speaking anxiety, emphasizing how avoiding eye

contact can worsen the fear due to evolutionary reasons. Similarly, Amira Barger (2022) shares

her experience as an introverted communications strategist, highlighting the challenges of

presenting both online and in person. Both perspectives underline the importance of

understanding and managing public speaking anxiety through strategies like preparation and

audience engagement. Jef Menguin (2024) debunks the myth that glossophobia is permanent. He

argues that public speaking anxiety, like many fears, can be managed with the right strategies

and professional help. The goal isn't to eliminate fear but to transform it into an opportunity for

growth and confidence. N. Ibrahim, NAK Anuar, and MI Mokhtar (2022) also explore public

speaking anxiety, particularly among students. They found that factors such as audience size and

fear of judgment significantly affect students’ confidence. These findings highlight the need for

targeted support in educational settings to help students overcome public speaking challenges

and prepare for professional success. Mustakallo (2023) emphasizes the value of preparation and

positive reinforcement in overcoming public speaking challenges. Watching their own recorded

performances and receiving praise often helps speakers build confidence, creating a positive

cycle that further enhances their abilities.

 CHAPTER 3

Methodology

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

Senior High School Students of Z.C skills academy Inc. about their fear of public speaking. The

research method was designed with the scope of the inquiry in mind and led to a thorough

literature review, guiding the researcher to choose the appropriate research approach for this area

of study. Knowing the constituents of this anxiety and its effects on their perspective, the

researcher can come up with ways to help the students develop their communication skills and

overcome fear of speaking in public

Research Design

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

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

various attitudes of students toward public speaking and to provide in-depth descriptions of their

responses and approaches

Sampling Techniques

It involves a combination of stratified sampling, where participants are selected based on

specific characteristics, and convenience sampling, which considers practicality in accessing

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

while also considering the feasibility of data collection.

Data collection and procedures

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

Instrument for data collection. The process begins with the researchers identifying the target

population, afterward, personalized questions will be prepared for the selected participants to

ensure relevance and clarity during the interviews. Finally, scheduled individual interviews will

be conducted in a quick and structured manner with the qualified participants to gather in-depth

qualitative insights into their perceptions.

Data analysis

After gathering data, the researchers must follow the steps.

1. Classify key insights on public speaking perceptions.

2. Extract valuable information from survey and interview data.

3. Interpret underlying themes to understand student attitudes.

4. Conclude and provide recommendations for enhancing understanding of Senior high school

students’ perceptions of public speaking.

Research Locale

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

premises.

Research Participants
The participants will include a population of Senior highschool students who are currently

enrolled at Zamboanga City Skills Academy and have undertaken public speaking or related

activities.

CHAPTER 4

RESULT AND DISCUSSION

This chapter presents the findings of the study that focuses on the perceptions, challenges, and

influencing factors related to speaking among Z.C. Skills Academy Inc. Students. There are

seven sections in this chapter, Introduction/Overview of the Study, Demographics Information of

the Respondents, Data Preparation, Thematic Analysis, Illustrations, Relation to Different

Literature and Studies, lastly, Summary.

4.1 Introduction/ Overview of the Study

The study’s findings are summarized here, highlighting the key themes found in the study that

emerged from the data. It explores students’ perceptions of public speaking, the challenges they

face, and the factors that influence their confidence and anxiety levels. By analyzing these

aspects, the study aims to understand the experiences of SHS students at Z.C. Skills Academy

Inc. when engaging in public speaking and to identify ways to improve their speaking skills and

confidence.

STATEMENT OF THE PROBLEM

Specifically, this study aims to answer the following questions:

1. How do the SHS students of Z.C. Skills Academy, Inc. perceive public speaking?
2. What concerns do the SHS students of Z.C. Skills Academy, Inc. face when dealing with

public speaking?

3. What factors influence the experiences of SHS students of Z.C. Skills Academy, Inc. in public

speaking, including any elements that may contribute to anxiety or enhance confidence?

4.2 Demographics of the Information of the Respondents

This section presents the characteristics of the respondents.

The study includes 10 respondents, consisting of 4 males and 6 females. This demographic

information offers a foundation for analyzing the influence of gender differences on public

speaking experiences and how they may shape the overall findings.

All respondents were Grade 11 students.

The respondents were from different academic strands, with 4 from Humanities and Social

Sciences (HUMSS), 3 from Science and Technology, Engineering and Mathematics (STEM),

and 2 from Technical-Vocational- livelihood (TVL). This diversity. This diversity provides

insights whether academic differences affect students’ perceptions in public speaking.

The 6 respondents are 17 years old and the other 4 respondents are 18 years old. Enabling an

explanation of whether age influences their perceptions to public speaking.

4.3 Thematic Analysis

Public speaking is widely recognized as an essential skill that allows individuals to communicate

their ideas effectively, build confidence, and prepare for future academic and professional

challenges. The participants’ responses strongly reflect the discussions in the literature,

particularly regarding the importance of public speaking, the difficulties associated with it, and

the strategies used to overcome these challenges. Their personal experiences highlight how

public speaking is both a necessary and a transformative skill that requires continuous

development.

The Importance of Public Speaking

Many participants emphasized that public speaking is not only about speaking in front of an

audience but also about expressing ideas clearly, persuasively, and with confidence. They

acknowledged that it plays a crucial role in academic settings, job interviews, and professional

careers.

P1 “Public speaking is important kasi it helps us express our ideas confidently. Kahit minsan

nakakakaba, alam kong kailangan ito para sa future.”

“Mahalaga ito kasi natututo tayo paano maging effective communicator. Hindi lang sa school

pero pati sa real-life situations like job interviews.”

These responses are consistent with Ellis (2025), who argues that public speaking is essential in

establishing a strong presence and credibility in both professional and social environments.
Similarly, Coopman and Lull (2018) stress that public speaking is not just about delivering

messages but also about engaging the audience, adapting to their responses, and using different

techniques to make the communication effective.

Furthermore, some participants recognized that public speaking is a way to share knowledge and

opinions, even though fear of judgment can make it challenging.

“Public speaking is a way to share knowledge and opinions. Pero minsan, ang fear of judgment

ng iba ang nagpapahirap dito.

This aligns with Coopman and Lull’s (2018) perspective that public speaking requires an

understanding of cultural and psychological factors, as well as an ability to adapt to audience

expectations and reactions.

Additionally, Public Speaking Skills Defined (2024) highlights that clear articulation is a vital

component of public speaking. Some participants echoed this by mentioning how they strive to

deliver their messages clearly and confidently, avoiding distractions like filler words.

Public Speaking as a Tool for Confidence-Building

Another major theme in participant responses was how public speaking contributed to their self-

confidence. Many shared that the more they engaged in public speaking, the more comfortable

they became in expressing their thoughts.

“Mas nagiging active ako sa class dahil sa public speaking. Natututo rin akong maging mas

articulate sa mga ideas ko.”

“Dati sobrang mahiyain ako, pero dahil sa mga recitations at reporting, natuto akong magsalita sa

harap ng maraming tao kahit kinakabahan.”

This supports Public Speaking Skills Defined (2024), which states that repeated exposure to

public speaking situations helps individuals develop a sense of confidence in their

communication skills. Similarly, Ellis (2025) argues that developing public speaking abilities

allows individuals to be more persuasive and authoritative in their interactions.

Moreover, several participants highlighted the importance of presentation style, such as how they

deliver their speech, use hand gestures, and engage with the audience. This supports the idea that

presence in public speaking—maintaining eye contact, using confident body language, and

engaging the audience—is key to making an impact (Public Speaking Skills Defined, 2024).

Common Challenges in Public Speaking

Despite its benefits, public speaking comes with several challenges, many of which were

reflected in participant responses.

Stage Fright and Anxiety

One of the most commonly mentioned struggles was the nervousness that comes with speaking

in front of an audience.

“Sobrang kinakabahan ako pag may reporting, lalo na pag maraming tao sa audience.”

“It’s difficult for me kasi nahihiya ako, pero gusto ko rin ma-improve ito.”

This aligns with Trzebuniak (2024), who discusses glossophobia, the fear of public speaking, as

one of the most common barriers to effective communication. The anxiety associated with public

speaking can cause hesitation, self-doubt, and even avoidance of public speaking opportunities.

Fear of Judgment and Peer Comparison

Many participants reported feeling pressured when speaking in front of classmates or comparing

themselves to more skilled speakers.

“Honestly, nakaka-pressure siya lalo na pag alam mong may ibang mas magaling magsalita.”

“Nakaka-intimidate lalo na pag iniisip mong may ibang nagju-judge sa iyo.”

This aligns with Ibrahim, Anuar, and Mokhtar (2022), who found that students often fear

negative evaluation from their peers and teachers, which affects their willingness to participate in

public speaking activities.

Physical Symptoms of Nervousness

Some participants reported experiencing involuntary physical reactions such as a shaky voice, a

racing heartbeat, or trembling hands.

“Yung boses ko, minsan nanginginig lalo na kapag kinakabahan ako.”

“Kapag kinakabahan ako, parang bumibilis ang tibok ng puso ko tuwing magsasalita ako sa

harap.”

These findings align with Gershma (2019) and Barger (2022), who explain that public speaking

anxiety often manifests physically, making it even more challenging for individuals to appear

confident.

Coping Strategies in Public Speaking

Participants shared several strategies they used to manage their fear and improve their public

speaking skills.

Preparation and Practice

Many participants emphasized the importance of preparation in overcoming anxiety.

“Minsan kulang ako sa preparation kaya natatakot akong mapahiya.”

“Kapag prepared ako, okay lang. Pero pag hindi, grabe yung kaba ko.”

This is supported by Mustakallo (2023), who highlights that thorough preparation helps speakers

feel more in control of their content, reducing uncertainty and nervousness.

Breathing Exercises and Relaxation Techniques

Some participants shared that deep breathing exercises helped them manage their nerves before

speaking.

“Huminga nang malalim bago magsalita para mawala ang kaba.”

“Tinutulungan ako ng relaxation techniques para hindi ako mataranta.”

This aligns with Menguin (2024), who suggests that relaxation techniques help transform fear

into a more manageable state.

Support System and Encouragement

Several participants found that receiving support from teachers, classmates, and family members

boosted their confidence.

“Yung support ng mga kaklase at teachers, kasi mas confident ako pag alam kong hindi ako

hinuhusgahan.”

“Yung encouragement ng family ko, kasi lagi nilang sinasabi na maganda ang boses ko at kaya

ko magsalita ng maayos.”

This is consistent with Ibrahim et al. (2022), who found that social encouragement plays a vital

role in helping students overcome their fear of public speaking.

Confidence Projection and Audience Engagement

Some participants noted that maintaining eye contact and engaging with the audience helped

them feel more comfortable.

“Kapag mas engaged ang audience, ibig sabihin mas confident ako sa pagsasalita.”

“Tinitingnan ko ang audience para hindi ako mawalan ng focus.”

This reflects Menguin’s (2024) assertion that audience engagement is key to managing fear and

transforming it into a positive energy that improves speech delivery.

4.4 Illustration

Themes Categories Coding

Perception of Public Positive perceptions Public speaking as a skill

Speaking
Confidence booster

A tool for leadership

Negative perceptions Fear of making mistakes

Nervousness and anxiety

Fear of being judged

Challenges in Public Psychological Barriers Stage fright

Speaking
Lack of confidence
Overthinking mistakes
Communication barriers Difficulty organizing thoughts
Trouble expressing ideas
clearly
External Barriers Lack of preparation
Audience intimidation
Limited vocabulary
Coping Strategies in Public Psychological Strategies Positive self-talk
Speaking
Mindfulness and relaxation
techniques
Preparation Strategies Practice and rehearsal
Structuring speech effectively
Support Systems Seeking feedback from
peers/mentors
Watching and learning from
good speakers
Influencing Factors in Personal Factors Self-Confidence level
Public Speaking
Previous public speaking
experiences
Environmental Factors Audience engagement and
response
 Supportive or critical
environment
Educational Influence Public Speaking training and
workshops
Teacher’s guidance and
encouragement

4.5 Summary

The study included 10 respondents, consisting of 4 males and 6 females, all Grade 11 students.

They came from different academic strands—HUMSS, STEM, and TVL—which provided

insights into whether their educational background influenced their perceptions of public

speaking. The respondents were between 17 and 18 years old, allowing the study to examine if

age played a role in their experiences.

The findings of the study on the perceptions, challenges, and influencing factors related to public

speaking among Senior High School (SHS) students at Z.C. Skills Academy, Inc. The chapter is

divided into seven sections: introduction, demographics, data preparation, thematic analysis,

illustrations, relation to literature, and summary.

The study found that students generally perceive public speaking as an essential skill for

academic and professional success. They recognize its role in building confidence, improving

communication abilities, and preparing them for future careers. Many views it as a way to

express their ideas clearly and persuasively, though some struggle with a fear of judgment from

peers and audiences.

Public speaking was also identified as a tool for confidence-building. Students shared that

frequent speaking engagements helped them become more comfortable in expressing their

thoughts. Many emphasized the importance of presentation style, such as maintaining eye

contact, using confident body language, and engaging with the audience, to make their speech

delivery more effective.

Despite its benefits, public speaking posed several challenges. Many students experienced stage

fright and anxiety, often resulting in hesitation, self-doubt, and avoidance of public speaking

opportunities. The fear of judgment and peer comparison added to their stress, making them feel

pressured when speaking in front of classmates. Some respondents also reported experiencing

physical symptoms of nervousness, such as a shaky voice, racing heartbeat, and trembling hands.

To manage these challenges, students adopted various coping strategies. Preparation and practice

were commonly cited as ways to reduce anxiety and increase confidence. Others found that

breathing exercises and relaxation techniques helped them calm their nerves before speaking. A

strong support system, including encouragement from teachers, classmates, and family members,

played a crucial role in boosting their confidence. Additionally, maintaining eye contact and

engaging with the audience helped students feel more in control during their speeches.

Overall, the findings highlight the importance of public speaking, the common struggles students

face, and the strategies they use to overcome these challenges. The study underscores the need

for continuous practice and support systems to help students build their confidence and enhance

their public speaking skills.

 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter provides a comprehensive overview of the study’s key findings, highlighting significant insights

drawn from the analysis. It also presents the conclusions based on these findings and offers recommendations

for future research or practical applications.

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.

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 across different

education systems in different districts of Zamboanga City to explore whether similar challenges and

opportunities exist through various age groups or cultural differences.

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 constructive

feedback and foster a positive, encouraging atmosphere when assessing public speaking. This will help students

feel more supported and motivated to improve their speaking skills.

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.