INAYAGAN NATIONAL HIGH SCHOOL – SENIOR HIGH

INAYAGAN CITY OF NAGA,CEBU

“Challenges and successes in Public Speaking: A Grade 11 HUMSS

Student's Perspective at Inayagan National High School S.Y 2024-
2025”
 Chapter 1
Background of the study
Public speaking is an essential skill in both academic and professional settings,
particularly for students in the Humanities and Social Sciences (HUMSS) track. It plays
a critical role in shaping the ability to express ideas clearly, persuade audiences, and
engage in effective communication, all of which are vital in fields such as law, education,
sociology, and psychology.
A study by Beatty, McCroskey, and Valencic (2001) found that communication
apprehension (CA) is a common barrier among students in public speaking settings. CA
can lead to physical symptoms such as sweating, shaking, and a racing heart, all of
which hinder the speaker's ability to effectively communicate their message. Moreover,
the research by Preckel, Goetz, and Frenzel (2010) on emotional regulation and
academic performance suggests that the ability to manage such anxiety is crucial for
academic success, including in oral presentations.
On the other hand, public speaking also presents numerous opportunities for personal
growth and skill development. As noted by Stachowiak (2016), the act of presenting
allows students to develop critical thinking, organizational, and communication skills,
which are valuable both in and out of the classroom. Public speaking also fosters self-
confidence and the ability to think on one's feet, qualities that are essential for future
success in any career. This study aims to explore the challenges and successes that
HUMSS students encounter in public speaking, shedding light on the factors that
influence their performance. By examining their experiences, this research seeks to
provide insights that can help educators and students enhance public speaking skills
and overcome common barriers.
Statement of the Problem
1. What are the general challenges that students face in public speaking, and how
do these challenges specifically impact HUMSS students’ ability to perform
effectively in speech-related activities?
2. How do various factors, such as personal traits, skills, and preparation strategies,
contribute to the public speaking successes of HUMSS students in specific
academic settings?
3. In what ways do HUMSS students perceive the importance of feedback and
practice in overcoming public speaking difficulties, and how do these perceptions
influence their preparation and performance?
Significance of the Study
1.HUMSS Students: The study helps HUMSS students identify their public speaking
challenges and successes, enabling them to improve their skills and boost their
confidence in academic and professional settings.
2.Educators and School Administrators: Teachers and administrators can use the
findings to tailor teaching methods and support systems that effectively address the
public speaking needs of HUMSS students.
3.Curriculum Developers: The study offers insights into how public speaking can be
better integrated into the HUMSS curriculum, ensuring it aligns with students' needs and
challenges.
4.Future Employers and Professional Organizations: Employers can benefit from
understanding the public speaking development of students, recognizing its importance
in fostering essential communication skills for the workplace.
5.Psychologists and Counselors: Counselors can use the study to better support
HUMSS students dealing with anxiety and stress related to public speaking, helping
them overcome emotional barriers.
Scope and Delimitations
Scope of the Study
This study aims to explore the challenges and successes encountered by Grade 11
HUMSS students at Inayagan National High School during the school year 2024-2025
in relation to their public speaking experiences. The scope of the study includes:
1. Participants: The study will focus on Grade 11 students enrolled in the HUMSS
(Humanities and Social Sciences) track at Inayagan National High School for the
academic year 2024-2025. Only students who actively engage in public speaking
activities, either within the classroom or extracurricular settings, will be included.
2. Public Speaking Experiences: The research will focus on the students'
personal experiences with public speaking, including challenges, successes, and
the factors that contribute to these experiences. This encompasses both formal
and informal public speaking engagements.
3. Data Collection: Data will be collected using qualitative methods, including
surveys, interviews, and focus group discussions. The study will gather the
 students' perceptions, feedback, and insights regarding their public speaking
encounters.
4. Focus Areas: The study will examine the following key areas:
o Challenges faced by students in public speaking.

o Successes and achievements related to public speaking.

o Factors influencing public speaking performance (e.g., preparation, peer

support, teacher feedback).
o The impact of public speaking on communication skills development.

5. Time Frame: The study will be conducted during the 2024-2025 academic year,
with data collection occurring within that time period.
Delimitations of the Study
While the study aims to provide valuable insights into the experiences of Grade 11
HUMSS students in public speaking, there are certain delimitations to consider:
1. Limited to HUMSS Students: The study will be limited to students enrolled in
the HUMSS track, and therefore, the findings may not be generalized to students
in other academic tracks (e.g., STEM, ABM, or GAS).
2. Geographical Limitations: The research is confined to Inayagan National High
School and does not consider the perspectives of students from other schools or
educational institutions.
3. Self-Reported Data: The study relies on self-reported data from the participants
through surveys, interviews, and focus group discussions.
4. Time Constraints: The study is constrained by the academic calendar of the
2024-2025 school year, which limits the amount of time available for data
collection.
5. Focus on Public Speaking: The study is specifically focused on public speaking
and does not explore other communication skills or broader factors that might
affect students' overall academic experiences.
6. Exclusion of Non-Students: The research excludes teachers, parents, or
school administrators in the analysis, focusing solely on the students’
perspectives and experiences.
Theoretical Framework
 Chapter 3
Research Design
1. Research Problem & Objective
 Problem: Identify the challenges and successes that Grade 11 HUMSS students
face when engaging in public speaking activities.
 Objective: To explore and analyze the perceptions of Grade 11 HUMSS students
at Inayagan National High School on the difficulties they encounter and the
factors that contribute to their successes in public speaking.
2. Research Questions
 What challenges do Grade 11 HUMSS students face in public speaking?
 What are the key factors that contribute to their success in public speaking?
 How do the students perceive the impact of public speaking on their academic
and personal development?
 Are there specific strategies or resources that help students overcome their
challenges in public speaking?
3. Research Design Type
 Qualitative Research Design: This approach is ideal for understanding personal
perspectives, emotions, and experiences. Since you are exploring the students'
views on public speaking, a qualitative approach allows for deep insights.
4. Methodology
 Phenomenological Study: Focus on the lived experiences of students with public
speaking to understand how they perceive their challenges and successes.
5. Data Collection Methods
 Interviews: Conduct semi-structured interviews with a sample of students.
Prepare open-ended questions that allow them to share their experiences,
feelings, and challenges regarding public speaking.
o Example questions:

 "What challenges have you encountered when speaking in public?"

 "Can you share a time when you felt successful in public
speaking?"
  "What strategies have you used to overcome your fear of speaking
in front of others?"
 Focus Group Discussions (FGDs): A group discussion can help uncover common
themes and provide more interactive insight into the students’ perspectives.
 Surveys/Questionnaires: You can use surveys to gather quantitative data on
challenges and successes in public speaking. Likert scale questions can gauge
levels of agreement or perceived difficulty with specific aspects of public
speaking (e.g., stage fright, audience engagement).
6. Sampling
 Target Population: Grade 11 HUMSS students at Inayagan National High School
for the 2024-2025 school year.
 Sampling Technique: Use stratified random sampling to ensure diverse
representation from different groups within the Grade 11 HUMSS students.
Stratification could be based on gender, class performance, or prior experience in
public speaking.
 Sample Size: Ideally, interview or survey about 15-20 students to allow for in-
depth qualitative analysis, with the option for a larger survey group to gather
quantitative data.
7. Data Analysis
 Qualitative Data: For interview and focus group data, use thematic analysis. This
involves coding the data, identifying recurring themes or patterns, and analyzing
how these themes relate to the research questions.
 Quantitative Data: For survey results, use descriptive statistics to summarize the
responses and look for trends in challenges and successes, such as the most
commonly reported obstacles or strategies for success.
8. Ethical Considerations
 Informed Consent: Ensure all participants are fully aware of the research purpose
and that their participation is voluntary.
 Confidentiality: Protect the anonymity of the participants and maintain
confidentiality of the data.
 Respect for Participants: Allow students to withdraw from the study at any point
without penalty.
9. Timeline
  Phase 1 (Preparation): 2-3 weeks for literature review, developing research
instruments (questionnaires/interview guides), and obtaining ethical clearance.
 Phase 2 (Data Collection): 3-4 weeks for interviews, focus groups, and surveys.
 Phase 3 (Data Analysis): 2-3 weeks to analyze and interpret the data.
 Phase 4 (Reporting): 2-3 weeks for writing the research paper, concluding
findings, and making recommendations.
10. Expected Outcomes
 A deeper understanding of the challenges Grade 11 HUMSS students face in
public speaking, including internal factors like anxiety and external factors like
audience reception.
 Identification of successful strategies and factors that contribute to student
success in public speaking.
 Recommendations for improving public speaking programs, workshops, or
training sessions at Inayagan National High School based on the findings.
Research Participants
1. Target Population
 Grade 11 HUMSS Students at Inayagan National High School (S.Y. 2024-2025):
o These students are from the Humanities and Social Sciences (HUMSS)
track, making them a suitable group to study as they are likely to have had
exposure to public speaking activities either as part of their curriculum or
extracurricular engagements.
o Since your research aims to explore challenges and successes in public
speaking, it's critical to focus on students from this specific grade and
academic track, as they would be at an appropriate stage in their
academic development to provide meaningful insights.
2. Inclusion Criteria
 Grade 11 HUMSS students: The participants should be currently enrolled in
Grade 11, specifically within the HUMSS strand during the 2024-2025 school
year.
 Experience with Public Speaking: Participants should have had some experience
with public speaking, whether in class activities, school programs, or extra-
 curricular events (e.g., speech contests, class presentations, debates, etc.). This
ensures they have relevant experiences to share.
 Voluntary Participation: Students who are willing to participate voluntarily and
provide honest feedback about their public speaking experiences.
3. Exclusion Criteria
 Students who are not in the HUMSS strand: Students from other academic tracks
(e.g., STEM, ABM) will not be included since their experience in public speaking
might not align with the research’s specific focus on the HUMSS students’
perspective.
 Students with no public speaking experience: If a student has never participated
in public speaking activities, they would not be included, as they may not be able
to provide relevant insights for your research.
4. Sampling Method
 Stratified Random Sampling: You can use stratified random sampling to ensure a
diverse representation of students across different subgroups within the HUMSS
track. For example, you can stratify the students by:
o Gender (e.g., male and female students)

o Class performance (e.g., those who regularly engage in class

presentations and those who don’t)
o Prior public speaking experience (e.g., students who have participated in
competitions versus those who haven’t)
 Purposive Sampling: If you want to focus on specific perspectives (e.g., students
who have faced significant challenges or students who have excelled in public
speaking), you can use purposive sampling to select participants who best fit
these criteria. This allows you to gather deeper insights from students with
distinct experiences.
5. Sample Size
 Qualitative Data (Interviews/Focus Groups): Ideally, aim to select a group of 15–
20 students for interviews and focus group discussions. This allows for
meaningful data collection and enables you to explore the students' experiences
in-depth.
o You may want to break this group down into smaller subgroups, such as
5–7 students for each focus group discussion or interview session, to
allow for more detailed responses.
  Quantitative Data (Surveys/Questionnaires): If you plan to administer surveys to
gather quantitative data (e.g., Likert scale questions on the perceived difficulty of
public speaking), you may want to survey a larger group of students—perhaps
30-50 students—depending on your research goals.
6. Recruitment Process
 Informed Consent: Make sure to provide the students and their parents (if
needed) with a consent form explaining the study’s purpose, potential risks, and
benefits, as well as their right to withdraw from the study at any time.
 Teacher and School Approval: You may need approval from school
administrators or teachers to conduct the research, especially if you plan to
interview or survey students during school hours.
 Voluntary Participation: Participation should be entirely voluntary, and students
should understand that their responses will remain confidential.
7. Demographic Information
To better analyze your results, you may want to collect basic demographic information
from your participants, including:
 Age
 Gender
 Academic performance (optional but might be useful)
 Previous public speaking experience (e.g., class presentations, competitions,
etc.)
8. Participant Recruitment
 Announcement in Class: You can make an announcement in Grade 11 HUMSS
classes explaining the study and asking for volunteers.
 School Counselors/Teachers: Reach out to teachers or school counselors who
can help identify students who have engaged in public speaking activities.
 Sign-up Sheets: Provide a simple sign-up sheet for students who are interested
in participating, or you can set up an online form to make it more accessible.
9. Participant Characteristics to Consider
 Diverse Experience Levels: Include students with different levels of public
speaking experience to get a wide range of perspectives—from beginners who
 might feel anxious about speaking to more confident students who have had
extensive experience.
 Different Person