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ACADS-RESEARCH-INSYRUMENT (1)

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37 views6 pages

ACADS-RESEARCH-INSYRUMENT (1)

Uploaded by

Queency Aniñon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Name: May Queency L.

Aneῆon
Grade/Section: 12 PERSEUS

RESEARCH INSTRUMENTS
SURVEY QUESTIONNAIRE

Please Indicate your Level of feelings on each barrier, on a scale of


1 (Not all) 2 (slightly) 3 (moderate) 4 (significantly) and5 (extremely)
1.What are the common barriers to the class oral performance among Grade 12-HUMMS
students?
Questions no. 1 2 3 4 5
(Not all) (slightly) (moderate) (significantly) (extremely)

1.How much does


fear of being judged
by your classmates
affect your
confidence during
oral presentation?
2.How much does
feeling unprepared
for oral
presentations
impact your
confidence?
3.How much do
negative thoughts
about your ability to
perform well affect
your confidence
during oral
presentations?
4. How much does
pressure to deliver a
perfect presentation
impact your
confidence?
5. How much does
pressure from your
classmates to
perform well affect
your confidence
during oral
presentations?
6. How much does
feeling unsupported
by your teachers
and classmates
impact your
confidence during
oral presentations?
7. How much does
anxiety about
speaking in front of
a group of people
affect your
confidence during
oral presentations?
8. How much does
feeling unsure about
your public
speaking skills
affect your
confidence during
oral presentations?
9. How much does
not receiving
enough constructive
feedback on your
oral presentations
affect your
confidence?
10. How much does
unclear
expectations for
oral presentations in
your classes affect
your confidence?

Source: Glen, S (2015). Likert scale to ask in 2015- Survey sparrow with types &
example.
The Result of The Gathered Data

Questions no. 1 2 3 4 5
(Not (slightly) (moderate) (significantly) (extremely)
all)

1.How much does fear 04% 24% 31% 13% 26%


of being judged by
your classmates affect
your confidence during
oral presentation?
2.How much does 0 13% 29% 33% 24%
feeling unprepared for
oral presentations
impact your
confidence?
3.How much do 02% 18% 29% 31% 2%
negative thoughts
about your ability to
perform well affect
your confidence during
oral presentations?
4. How much does 06% 11% 36% 35% 11%
pressure to deliver a
perfect presentation
impact your
confidence?
5. How much does 04% 29% 29% 38% 0
pressure from your
classmates to perform
well affect your
confidence during oral
presentations?
6. How much does 06% 29% 33% 2% 11%
feeling unsupported by
your teachers and
classmates impact your
confidence during oral
presentations?
7. How much does 11% 38% 31% 22% 2%
anxiety about speaking
in front of a group of
people affect your
confidence during oral
presentations?
8. How much does 04% 2% 24% 29% 22%
feeling unsure about
your public speaking
skills affect your
confidence during oral
presentations?
9. How much does not 04% 22% 38% 18% 17%
receiving enough
constructive feedback
on your oral
presentations affect
your confidence?

10. How much does 04% 2% 35% 26% 13%


unclear expectations
for oral presentations
in your classes affect
your confidence?
TABLE 1: THE PERCENTAGE LEVEL OF COMMON BARRIERS

The result above shown that the most common high level of barriers is pressure from

students’ classmates with 38% of level 4, not receiving enough constructive feedback also

get a 38% of level 3 and anxiety about speaking in front of a group of people also get a 38%

in level 2, Secondly the most high level of common barriers with 36 % is the pressure to

deliver a perfect presentation of students and the rest gate 30% above are Q1 feeling

unprepared for oral presentations, Q6 unsupported by your teachers and classmates and the

Q10 unclear expectations for oral presentations in your classes. This result is shown the

anxiety of students to do the oral presentation that affect their performance and the rest

question get the 29% below.

Problem Statement No.2. What are the most dominant barriers to the self-confidence of

grade 12 HUMMS student oral performance?


The Result of gathered data represent that the most dominant barriers to the self

confidence level of grade-12 HUMSS student is pressure from students’ classmates to

perform well affect the student’s confidence during oral presentations, Second the most

dominant barrier is not receiving enough constructive feedback on oral presentations affect

student confidence, third is anxiety about speaking in front of a group of people affect

students’ confidence during oral presentations

Problem Statement No. 3. Is there a significant relationship between Self-Confidence level

to the barriers?

Based from result of gathered data there is significant relationship of self confidence

level to the barriers, students are affected their confidence because of anxiety, the result of

the findings shown that the anxiety of students is affecting their confidence level on oral

performance.

CONCLUSIONS

Conclusion

Researcher concludes that conducting this research has provided valuable

insights into the barriers that Grade 12 HUMSS students face in their oral performances, also

findings reveal that the key barriers to oral performance in the classroom is Anxiety Many

students reported experiencing high levels of anxiety when required to speak in front of the

class. This anxiety stemmed from a fear of public speaking, anxiety about speaking in front

of a group of people. Students is pressure from their classmates to perform well affect their

confidence. Also not receiving enough constructive feedback on their oral presentations

affect their confidence. These barriers significantly impact students perceived ability to

‘effectively communicate their ideas and achieve satisfactory grades. The findings
underscore the importance of fostering a supportive learning environment that addresses this

challenge and equip students with the necessary skills and strategies for successful oral

communication. It has highlighted the significant impact of psychological factors, such as

anxiety and fear of negative evaluation, on students' confidence and ability to perform well in

class. This study has underscored the importance of addressing these barriers through

targeted interventions and creating a supportive classroom environment. As a researcher I

have learned the significance of empathy and understanding in helping students overcome

their challenges. This experience has taught us the importance of listening to students' voices

and considering their perspectives when developing strategies to support their learning and

development.

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