CITI GLOBAL COLLEGE CABUYAO

CABUYAO CITY OF LAGUNA

SENIOR HIGH SCHOOL DEPARTMENT

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter of the paper presents the problem and its setting. The topics tackled
in this chapter are: introduction and background, framework, statement of the problem,
hypothesis, conceptual, scope and delimitation, significance of the study, and definition of
terms.

INTRODUCTION
Public speaking is an important skill that helps people express their thoughts clearly
and confidently. It is the act of speaking in front of an audience to inform, persuade, or
entertain. Many students use public speaking in school, wether in class discussions,
presentation, or speeches. However, not all students are good at it. Some struggle with
confidence, fluency, and vocabulary, which affects how well they communicate with others.
Public speaking is important because it helps students develop better communication skills.
It allows them to share their ideas, influence others, and improve their confidence. In school
and in future careers, the ability to speak clearly and effectively. They become better at
expressing their thoughts, participating in disscussions, and presenting their works.
Research has shown the self-confidence and a strong vocabulary are ley factors in
effective public speaking. A study conducted in the Philippines disscusses how public
speaking diffects students’ communication skills, According to Aune and Rainville (2018),
students with high self-confidence tend to speak fluently with less hesitation. Another study
by Suryanteno, Imron, and Prasetyo (2021) found that students with a strong vocabulary
have better speaking skills. In the Philippine education system, public speaking in tought in
english, particuly in Grade 8 and Grade 10, and continuesin Senior High School under Oral
Communication. This shows that public speaking is recognized as an important skill in
students’ communication and academic growth.
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

Similary, a study abroad by Erik Palmer (2021) highlights the, importance of public
speaking for students. He argues that speaking is the most important language skill, yet it is
often overlooked in education. He points out that students are required to speakin class, but
many don’t receive proper training on how to speak effectively. Palmer also explains that
oral communication skills to share ideas and engage with others.
In summary, public speaking is a key skill that helps students become better
communicators. Studies from both the Philippines and abroad emphasize its importance in
education and future careers. Improving fluency, vocabulary, and confidence in public
speaking can greatly benefit students in school and beyond.

BACKGROUND OF THE STUDY

Public speaking is the act of delivering a message to an audience clearly and
confidently. It is an important part of communication that allows people to share ideas,
inform, persuade, and connect with others. For students in the Humanities and Social
Sciences (HUMSS) strand, public speaking is a vital skill because it helps them express their
thoughts effectively and prepares them for future careers that require strong communication
skills.
The importance of public speaking goes back to ancient Greece, where it played a
big role in democracy. Philosophers like Aristotle studied rhetoric, which is the art of
persuasive speaking. He defined rhetoric as "all available means of persuasion," showing
that public speaking is an essential skill for influencing and engaging others. Over time,
public speaking has remained a key part of education, business, and leadership.
In schools today, HUMSS students are expected to develop both written and oral
communication skills. A study by De Vera and De Vera (2018) examined the oral
communication abilities of Grade 11 HUMSS students. The study found that good speaking
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

skills help students share their ideas clearly and participate better in discussions. However,
many students struggle with expressing themselves confidently in front of an
audience.
One major challenge students face is public speaking anxiety, which can make them
nervous and affect their performance. A 2022 study by Gamos, Tapang, and Dela Cruz
looked at how public speaking anxiety affects HUMSS students' confidence in their speaking
skills. The study found that students with higher anxiety rated their speaking abilities lower,
showing that fear can hold them back. The researchers suggested that schools should provide
more training and practice to help students overcome their fears and improve their
communication skills.
This study aims to explore how public speaking affects the communication skills of
HUMSS students. It will look into the challenges students face and find ways to help them
become more confident speakers. By improving public speaking skills, students can
communicate better in school, work, and everyday life.
Understanding the role of public speaking in communication is important for both
students and educators. If schools provide the right support and training, HUMSS students
can develop the confidence and skills they need to express themselves effectively in any
situation.

THEORETICAL FRAMEWORK
The "Four C's" The theory developed by Corbin and Strauss (2008)
According to public speaking theory, the "Four C's" stand for "Commitment,
Consciousness, Consistency, and Challenge," which are fundamental components of a
successful speech that guarantee the audience comprehends the content, is involved, believes
the speaker, and regards them as reliable. Commitment, it takes an absolute dedication on
the part of the speaker to their message. If you enjoy your speech, it will be more persuasive,
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

and this will stimulate the audience to participate. Commitment forces the speaker to deliver
energetically and passionately, adding credibility.
Consciousness, this means being conscious of what you are sharing and should be
aware of body language, voice control, and delivery. An effective speaker knows his/her
audience their needs, cultural background, and expectations and shapes his/her message to
maximize effectiveness. Consistency, a good speech has a clear and logical message all
through it. Humans love consistency in tone, delivery, and messaging trust can only be built
when you provide a constant experience. Challenge, great speech asks hard questions of
both the speaker and audience. It is used to progressively increase the speaker's potential
and challenge the audience to consider or motivate action. It is important for a speaker to
push themselves in order to get better in public speaking. These four C's complement each
other to attain a balanced approach to public speaking delivery. It is commitment that fuels
passion, consciousness that makes sure we are relevant, consistency that strengthens clarity,
and challenge that adds depth to it all. Learning these parts help a speaker to connect with
their listeners and make an impact.
Aristotle’s Rhetoric in Public Speaking
According to Aristotle's public speaking theory, the most effective way to persuade
an audience is by utilizing three key elements: ethos (credibility of the speaker), logos
(logical argument), and pathos (emotional appeal) To be convincing, a speaker must
basically prove their own credibility, make an compelling argument, and emotionally engage
the listener. Ethos, when listeners believe a speaker is knowledgeable about their subject
(authority, trust, and expertise), they are more likely to accept information. The foundation
of this trust is the idea that the speaker is ethical, experienced, and knowledgeable. Logis,
when the argument is well-structured and backed up by facts and logic, the message becomes
more clear and effective. A speaker can use a logos-based persuasive argument to appeal to
the audience's intellect and reason, strengthening the credibility and impact of their
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

argument. Pathos, the speaker emotionally connects with the audience through storytelling,
tone, and expression, the speech has a greater impact on them. Pathos often contributes to a
message's impact and memorability.
Through Aristotle's rhetorical techniques in public speaking, motivation, persuasion,
and communication are timeless concepts that are applied in a variety of contexts today,
including politics, education, and business communication. These three elements help
presenters in connecting their audience, logically persuading them, and emotionally
motivating them.
STATEMENT OF THE PROBLEM
This study aims to examine the effects of public speaking on the communication
skills of grade 12 HUMSS students at CITI Global College during the 2024-2025 academic
year. Specifically, its seeks to determine how public speaking influence student ability to
express themselves clearly, build confidence and improve their fluency, The study also
aims to explore the challenge impact their communication skills. Specifically, its attempts
to answer the following questions.
1.What are the effects of public speaking in students in terms of:
1.1Academic Performance
1.2Extra curricular activity
1.3Peer interaction
2.What are the effects on communication skills of grade 12 HUMSS students in terms of:
2.1Socializing
2.2Confidence
3. How does public speaking influence the communication skills of grade 12 HUMSS
students in terms of:
3.1Fluency
3.2Clarity
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

The expects of
speaking in students
in term of academic
performance,extra
curricular activity,
and peer interaction.
The effects on Action plan by
communication skills using
of grade 12 humss QUESTIONNAIRE
students in terms of
Questionnaire and
GOOGLE FORM
Socializing, Google form
confidence The public survey.
speaking influence
the communication
skills of grade
12humss students in
terms of Fluency, and
Clarity of expression

FEEDBACK

Figure 1
The primary input is the effect of public speaking to communication skill in the
students. The expects of speaking in students in term of academic performance, extra
curricular activity, and peer interaction. The effects on communication skills of grade 12
HUMSS students in terms of socializing, confidence. The public speaking influence the
communication skills of grade 12 HUMSS students in terms of fluency, and clarity of
expression.
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

SCOPE AND DELIMITATION

This study aims to explore the effect of public speaking on the communication skills
of Grade 12 HUMSS students at CITI Global College during the 2024-2025 academic year.
It will examine how public speaking impacts students’ overall communication abilities. Data
will be collected using a Google Form survey, which falls under qualititative research using
a survey method, allowing students to share their experiences and challenges with public
speaking.
The study will focus exclusively on Grade 12 HUMSS students and will not
include students from other strands or grade levels. It will specifically examine public
speaking in school-related activities, such as class discussions and presentations. The
research will involve responses from students across 19 selected sections, with a target of 3
participants per section. Since the study is limited to a specific group within the 2024-2025
school year, it will not assess long-term effects on students’ communication skills.

SIGNIFICANCE OF THE STUDY

The result of the study is expected to be beneficial to the following stakeholders:
The Learners. The benefit that learners can get from the study is that it can inspire the
learners to engage more in public speaking, it will also encourage them to speak in front of
many people. What they will benefit from learning public speaking is that their confidence
will increase and their public speaking will improve with any person in front of them and
they will no longer be shy.
The School. The study aims to strengthen the school curriculum, specifically focusing on
the HUMSS strand. The study can provide valuable insights for further improvement and
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

contribute to a more comprehensive civic education, ultimately enhancing the overall quality
of education for students.
The Faculty and Administrators. The study will provide the faculty and administrators a
helpful improvement for the professional development and growth of teachers by improving
their teaching skills that can help to engage in a meaningful discussion with students.
Future Researchers. The results of this study can serve as a valuable resources for future
researchers interested in exploring the public speaking; its effect in communication skills
students. The study may offer valuable insight into the relationship between education and
students' public speaking, inspiring future researchers into how specific speaking methods,
and interaction with others, can impact students' communication skills.

DEFINITION OF TERMS
Public Speaking - Public speaking is, simply, an oral presentation or speech
delivered to a live audience (Nina Burokas, Lumen Learning). In this study, public speaking
refers to students ability to speak in front of their classmates during class discussion,
presentation, and other school-related speaking activities.
Communication skills- Communication skills are the abilities you use when giving
information in this study and receiving different kinds of information (Eylie Buehler Crudup,
career center). In this study, communication skills refer to a student's ability to express ideas
clearly, confidently, and effectively in both verbal and nonverbal aspects of public speaking.
Academic Performance- Academic Performance has been defined as grade point
average, standardized test scores, and educational aspirations and attainment (science
direct). In this study it refers to how well a students performs in school-related task that
require public speaking.
Extracurricular Activities- Extracurricular activities are complementary activities
to regular classes, carried out outside school hours (St. Nicholas Institution). In this study, it
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

refer to school events where students engage in public speaking, such as debate competition,
speech contests, and etc.
Peer Interaction- It refers to the process of collaboration and communication
between students in the same learning situation (science direct). In this study, it refers to
how students engage in conversation, group discussion, and teamwork activities insluenced
by their public speaking skill.
Socializing- involving interactions with others in various settings such as home,
school, work, social events, or casual get-togethers (mentalhealth.com). In this study it refers
to how public speaking affects a students ability to connect and communicate effectively
with classmates, teachers, and other people in their environment.
Confidence- It is a belief in oneself, the connection that one has the ability to meet
life's challenges and to succeed and the willingness to act accordingly
(psychologytoday.com). In this study, it refers to a student's ability to speak in front of an
audience without pear or hesitation.
Fluency- It a state of having mastery of or proficiency in a skills (meriam-webster).
In this study, fluency refers to a student's ability to speak smoothly, clearly, and without
unnecessary hesitation during public speaking.
Clarity- It is the quality of being clear: such as a: the quality of being easily
understood (meriam-webster). In this study, clarity refers to how well students can express
their thoughts and ideas in a clear, organized, and understandable manner during public
speaking.
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes the review of related literature and studies which the
researchers have procured to shed light on the topic under study.

Public Speaking
According to Ratna Sari (2024), the research used a quantitative method with
simple random sampling and questionnaires. The results showed a significant impact of self-
confidence on students' public speaking abilities. Factors contributing to low proficiency
include lack of formal training, limited practice opportunities, insufficient foundational
knowledge, high levels of anxiety, lack of environmental support, challenges in using the
medium of instruction, and previous negative experiences. To improve public
speaking and self-confidence, a directed strategy including integrating public speaking into
the curriculum, organizing workshops and intensive training, encouraging participation in
practical activities, and providing mentoring and coaching programs is required.
This study it highlights the impact of teaching methods on public speaking
performance. According to Leni Irianti; Abdurrachman Faridi; Hendi Pratama; Suwandi
(2024), this study aims to assess the impact of flipped classroom on public speaking
performance of students, considering various levels of critical thinking. Additionally, it
focuses on analyzing the interaction between flipped classroom, levels of critical thinking,
and achievements of students in public speaking. The study adopted a quasi-experiment
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

design, using data obtained from public speaking tests administered to 66 fourth-semester
students in the English Language Education Program at a private college in Indonesia. The
analysis further used a two-factor ANOVA test to analyze the data collected. The results
showed that the use of flipped classroom proved to be an effective instructional strategy for
enhancing public speaking skills of the students.
According to Melani Dwi Ariastuti, Achmad Yudi Wahyudin (2022), the impact of
communication skills on students' academic performance. Both topics highlight the
importance of effective communication in academic settings, with public speaking directly
affecting students' ability to communicate effectively. The English Education Program
students, for instance, rely on clear language proficiency and expression for success.
Incorporating public speaking exercises into their curriculum could improve speaking,
writing skills, and overall academic achievements. Confidence is also crucial for academic
success, as students are more likely to participate in discussions and take on challenges when
they feel confident in their abilities.

According to Dina Amelia, Afrianto Afrianto, Samanik Samanik, Suprayogi

Suprayogi, Budi Eko Pranoto, (2022), the Public speaking is crucial in the industrial 4.0 era,
as information is available online and social media.It is important because it enables people
to be able to express their wants and needs, thoughts and ideas, argue a point of view, develop
their use of language in writing and engage in successful interactions with others. It helps
people understand and convince others, making it useful for working and job seekers.
Students are encouraged to practice their speaking skills and gain confidence through
materials and topics, resulting in improved speaking abilities and confidence It enables you
to deliver impact presentations, engage with stakeholders, and effectively communicate your
ideas and strategies.
According to Melani Dwi Ariastuti, Achmad Yudi Wahyudin (2022), the impact of
communication skills on students' academic performance. Both topics highlight the
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

importance of effective communication in academic settings, with public speaking directly

affecting students' ability to communicate effectively. The English Education Program
students, for instance, rely on clear language proficiency and expression for success.
Incorporating public speaking exercises into their curriculum could improve speaking,
writing skills, and overall academic achievements. Confidence is also crucial for academic
success, as students are more likely to participate in discussions and take on challenges when
they feel confident in their abilities.
This study can help students become more aware of their speech pattern. For Grade
12 HUMSS students holds the potential to improve their public speaking abilities and overall
communication competence. According to Stephanie M Ortiz, Meghan A Deshais, Raymond
G Miltenberger, Kenneth F Reeve (2022) Awareness training can produce
decreases in nervous habits during public speaking. A systematic replication of Montes et
al. (2020) was conducted to evaluate the independent and additive effects of awareness
training components (i.e., response description, response detection) on speech disfluencies
during public speaking. We extended prior research by evaluating response description
alone, delivering the intervention virtually, using novel videos and speech topics during
training, and measuring collateral effects on untargeted responses and speech rate. Response
description was sufficient at reducing speech disfluencies for 4 of 9 participants. Response
detection (video training) was necessary for 2 participants, and the subsequent
addition of response detection (in‐vivo training) was necessary for 3 participants.
According to James K Luiselli (2022) The Journal of Applied Behavior Analysis
published 7 studies that evaluated the effects of habit reversal training on speech disfluencies
(filled pauses) during public speaking. This review summarizes the participants, dependent
variables, procedures, experimental design, and outcomes from this research including
practice implications and suggested areas of inquiry.
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

According to Dina Amelia, Afrianto Afrianto ( 2022) Public Speaking is one of the
most important skills one should have. In the industrial 4.0 era, the ability to speak and
elaborate on certain issues and topics in front of the public is highly significant due to the
fact that now information can no longer be limited. Information is available on the internet,
especially on social media. Therefore, in order to avoid misunderstanding the content of the
information, public speaking ability is needed. The ability helps people to grasp information
correctly. Moreover, the public speaking ability also teaches how to convince people which
will be useful for those who are working and also for job seekers. This article discusses the
public speaking skills of SMA Way Jepara students, especially in grades 11
and 12. The students are encouraged to practice their speaking ability. They are given some
materials and topics that would help them to be more confident. After the 2nd meeting was
conducted most of the students were able to gain a much better speaking ability and they
also became more confident.
According to Rob Grieve, Julie Woodley, SE Hunt, Alison McKay (2021) This study
support the idea of public speaking in developing communication skills. Oral presentations
and public speaking are an important aspect of the student experience in the United Kingdom
higher education. Many modules (self-contained units normally within a programme of
study) use presentations as a form of assessment and require students to verbally engage in
small and large group settings to enhance learning. Previous research evidence has indicated
that many students experience fear in public speaking. The aims of this qualitative survey
were two-fold. First, it sought to gather further insight into the fears
experienced and strategies used by students who fear public speaking, including oral
presentations. The second objective was to determine whether their fear affected their
experience of higher education.
According to Tien Yulianti, Ari Sulistyawati (2021) The purpose of this research
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

was to develop a Focus Group Discussion (FGD) model in learning personality development
as an effort to improve students' public speaking skills. FGD learning model enables students
to possess the ability to think critically, creatively, and innovatively in preparing group
presentations and discussions. The results of the implementation of FGD model were
expected to be able to develop and enhance students’ public speaking skills, so they have
competitiveness in facing of society 5.0. This research was conducted in six steps of
development based on the ASSURE model. The development of FGD learning model
consisting of presentations and discussions was conducted online and gathering data about
audience’s opinion was carried out based on the specified themes. The object of this research
was the students who took Personal Development and public speaking courses. The results
of data analysis obtained an average score= 8.1 from a maximum score= 10

and a standard deviation= 1.8 which was derived based on 10 components of public
speaking skills assessment. The grade was categorized into A (Excellence), B (Good), and
E (Failed).
Difiani Apriyanti, Hermawati Syarif, Syahrul Ramadhan (2021) In Indonesia,
English for Specific Purpose (ESP) usually offers to students of non-English Department. It
has not been any consideration that it must also be taught to students of English Department,
especially for those who are in vocational higher institutions. By facilitating the learning of
ESP by the institution, they will fit in any kinds of work fields. Actually, ESP must not
always stand-alone to be taught. It can be integrated with the subjects provided by English
Department like Public Speaking. For teaching ESP in a Public Speaking class, learning
material was developed based on elements of TBL proposed by Martin Bygates which
consists of need analysis, the three-phase procedure, the discovery based element, and the
project-based nature of TBLT. Gall and Borg Small Scale Model which has six phases was
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

chosen. They were need analysis, planning objectives, developing preliminary forms of
product, preliminary field testing, main product revision,
and main field testing.
This study can help students become more aware of their speech pattern. For Grade
12 HUMSS students holds the potential to improve their public speaking abilities and overall
communication competence. According to Stephanie M Ortiz, Meghan A Deshais, Raymond
G Miltenberger, Kenneth F Reeve (2022) Awareness training can produce decreases in
nervous habits during public speaking. A systematic replication of Montes et al. (2020) was
conducted to evaluate the independent and additive effects of awareness training
components (i.e., response description, response detection) on speech disfluencies during
public speaking. We extended prior research by evaluating response description alone,
delivering the intervention virtually, using novel videos and speech topics during training,
and measuring collateral effects on untargeted responses and speech rate. Response
description was sufficient at reducing speech disfluencies for 4 of 9 participants. Response
detection (video training) was necessary for 2 participants, and the subsequent addition of
response detection (in‐vivo training) was necessary for 3 participants.
According to James K Luiselli (2022) The Journal of Applied Behavior Analysis
published 7 studies that evaluated the effects of habit reversal training on speech disfluencies
(filled pauses) during public speaking. This review summarizes the participants, dependent
variables, procedures, experimental design, and outcomes from this research including
practice implications and suggested areas of inquiry.
According to Dina Amelia, Afrianto Afrianto ( 2022) Public Speaking is one of the
most important skills one should have. In the industrial 4.0 era, the ability to speak and
elaborate on certain issues and topics in front of the public is highly significant due to the
fact that now information can no longer be limited. Information is available on the internet,
especially on social media. Therefore, in order to avoid misunderstanding the content of
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

the information, public speaking ability is needed. The ability helps people to grasp
information correctly. Moreover, the public speaking ability also teaches how to convince
people which will be useful for those who are working and also for job seekers. This article
discusses the public speaking skills of SMA Way Jepara students, especially in grades 11
and 12. The students are encouraged to practice their speaking ability. They are given some
materials and topics that would help them to be more confident. After the 2nd meeting was
conducted most of the students were able to gain a much better speaking ability and they
also became more confident.
According to Yose Afrizal (2024) Speaking ability is crucial for acquiring a language
as it allows learners to successfully communicate and develop a greater understanding of the
language. When students are learning speaking, they frequently experience speaking
anxiety, which can lead to poor academic performance. The purposes
of this research is to to find out what are the factors that contribute to student’s speaking
anxiety and to find out how are the roles of classmates and teacher support that reduce
student's speaking anxiety. The present study utilized a qualitative method employing a

case study design. Purposive sampling is used to ascertain the selection of participants.
According to Chunping Zheng, Lili Wang, Ching Sing Chai (2023) Although
formative assessment has been recognized as an effective way for improving learning, scant
attention has been paid to the specific design on the sequence of applying formative
assessment practice in computer-assisted language learning (CALL). Even less emphasis has
been devoted to the cognitive and affective outcomes of different orders of formative
assessment strategies on building students’ public speaking competence. This mixed-method
research employed multi-source data to explore and explain the effects of two
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

different ways of sequencing video-based formative assessment on English language

learners’ public speaking anxiety and their performance. Two intact classes in a 16-week
English public speaking course were randomly assigned to two groups, 25 in the self-
assessment-initiated (SAI) group and 26 in the peer-assessment-initiated (PAI) group.
Following two different sequences of formative practice, both groups were required to
complete three formal English public speeches.
According to Rob Grieve, Julie Woodley, SE Hunt, Alison McKay (2021) Oral
presentations and public speaking are an important aspect of the student experience in the
United Kingdom higher education. Many modules (self-contained units normally within a
programme of study) use presentations as a form of assessment and require students to
verbally engage in small and large group settings to enhance learning. Previous research
evidence has indicated that many students experience fear in public speaking. The aims of
this qualitative survey were two-fold. First, it sought to gather further insight into the fears
experienced and strategies used by students who fear public speaking, including oral
presentations. The second objective was to determine whether their fear affected their
experience of higher education. A qualitative survey comprising four open-ended questions
was completed by 46 undergraduate and postgraduate students with a fear of public speaking
from the University of the West of England (UWE), Bristol. All participants were attending
one of the Stand Up and Be Heard (SUBH) UWE library-based workshops

forfear of public speaking.

Relating this to Rivas, Alberto, et al.'s research, it could be argued that educational
institutions, by recognizing the value of public speaking in shaping effective communicators,
could adapt their curriculum to focus more on this skill. This would align with their findings
about the role of Virtual Learning Environments (VLEs) and teaching strategies. In this case,
VLEs could be used to offer students opportunities to practice
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

public speaking through online platforms, where they can record speeches, receive feedback,
and interact with peers and instructors globally. This approach would address the challenge
of location and accessibility while improving the students' overall communication
skills.Furthermore, the integration of such practices within a modern learning environment
enhances the ability of students to learn at their own pace, participate
in peer discussions, and receive guidance on improving their public speaking techniques.
This aligns with Rivas, Alberto, et al.'s conclusion about enhancing student learning through
better teaching strategies and tools, ultimately contributing to their academic and personal
growth in communication skills. Rivas, A., Gonzalez-Briones, A., Hernandez, G., Prieto, J.,
& Chamoso, P. (2021). Artificial neural network analysis of the academic performance of
students in virtual learning environments. Neurocomputing, 423, 713-720.
According Ribeiro, N., Malafaia, C., Neves, T., & Menezes, I. (2024) This Journal
support the idea of public speaking in developing communication skills. Offers a narrative
synthesis of research on the effects of extracurricular activities (ECAs) on university
students' academic performance and employability that has been published in journal articles
from a wide range of scientific disciplines. 39 publications from the Scopus and Web of
Science databases that were published between 2010 and 2021 were included in the analysis.
The overwhelming majority of ECAs improve university students' academic performance
and employability, according to the results. ECAs that have a detrimental effect are residual.
Higher education institutions should support educational activities outside of the classroom
and beyond the strictly curricular objectives in light of these findings. This will help students
develop more holistically, combining academic success with improved readiness for the
workforce.
According Buckley, P., & Lee, P. (2021). The aim of this research for public
speaking in a communication skills it was to examine the relationship between EFL students'
levels of Communication Apprehension (CA) and their involvement in extracurricular
 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

activities, as well as how the students view the influence of extracurricular activities on their
communication skills. Two questions were posed in the study: a) What is the relationship
between the level of communication anxiety and extracurricular activity engagement among
EFL students?b) What effect do extracurricular activities have on EFL students'
communication skills? Forty EFL students were among the 80 extracurricular
participants at Imam Mohammed bin Saud Islamic University's College of Languages and
Translation in Riyadh. The participants were asked to complete a Personal Report of
Communication Apprehension (PRCA-24) in order to look into this.
Today, society has increased its focus on academic success and the external
validation that accompanies it. Children are told at a young age that their worth is measured
by their grades, extracurricular activities, and future career prospects. As a result,
many students have low self-confidence and feel inadequate when they are not meeting
societal expectations. Soner Tarim (2024). Soner Tarim (2024) is an important issue that can
be directly connected to the realm of public speaking. Academic success and external
validation put students under pressure to perform, which can then negatively affect their
confidence in areas such as speaking in front of others. Public speaking, for instance, is an
area where self-worth and validation are often visibly tied to performance, much like
academic achievements. Public speaking may help overcome challenges external validation
can offer by internal confidence and strength that teaches them the value of the voice they
are using despite their society.

According to Kija Steven Magembe (2021) The purpose of this study was to
determine if students are confident in their communication skills and well prepared for
employment. The study utilized a descriptive research design. The target population
included all 125 finalistundergraduate students at the Institute of Adult Education. A
purposive sampling technique was used in this study because all final-year undergraduate
students were involved in providing reliable information. Data were collected using
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questionnaires and a 5 point Likert-scale were administered to respondents while focus

group interviews were conducted with 10 respondents. Data were analysed using SPSS
version 20. Descriptive statistics technique was used for data analysis. Results indicated that,
the courses in adult and community development prepared them most for future jobs (M=
4.93). Of the respondents, 62.4% reported to work in an adult education organization and
25.6% planned to attend post-graduate course after graduation.
According to Indriani and Utaminingsih (2021), One of the important materials in
education character is self-confidence, because it is a main booster factor for someone or
students to achieve success. Self-confidence is crucial to make someone who has skill,
talent, ability, and knowledge show what they have. Some students have good knowledge
but they could not explore it because of low self-confidence. They could not reveal what is
in their mind, even though they want to do so. According to Indriani and Utaminingsih
(2021), it highlights the important role that self-confidence plays in achieving success,
especially in educational and personal development. This concept directly fits within the
study area of public speaking, where self-confidence is not only helpful but also often very
essential to get across one's feelings through communication and expression. Self-
confidence is a natural ability that supports fluent and effective public speaking. When
students or people are confident, they can talk fully, showcase their talents, and eventually
win success in the communication with other people. It is an opportunity to develop and
apply self-confidence, which opens up the opportunities of a person to succeed in many
aspects of life.
This research explore how similar emotional factors, such as speaking anxiety or
confidence, affect Grade 12 HUMSS students public speaking abilities. According to Reza
Zabihi; Shiva Ghominejad; Mohammad Javad Ahmadian (2024) This study aimed to
investigate whether and how willingness to communicate, communication in English
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anxiety, behavioural inhibition and action predict perceived second language (L2) fluency.
The study also looked at whether L2 proficiency moderates the strength of relationships
between these affective factors and L2 perceived fluency. One hundred learners of English
were recorded while doing the Suitcase task (a monologic task) and were asked to complete
a series of questionnaires and proficiency tests. Speech samples were then prepared for
presentation to 26 experienced language teachers (and highly proficient users of English) as
raters. Their task was to rate the speech samples in terms of perceived fluency.
Ahmad Burhanuddin (2021) conducted a study titled "Improving Students’ Oral
Communication Skills in Public Speaking through Individual Presentation Task" to
investigate the effectiveness of individual presentations in enhancing students' oral
communication skills, particularly in public speaking. This research, conducted with second-
year English Education Department students at IAIN Pekalongan, utilized a qualitative
approach. Data was collected through open-ended questionnaires to gather students'
perceptions of the individual presentation method as a core component of their public
speaking course. The findings revealed that, despite facing certain challenges, the task
significantly improved students' confidence in speaking before an audience. Additionally, it
provided valuable experience in delivering effective public speeches and fostered self-
awareness about their performance. The method also emphasized the importance of feedback
from the audience, enabling students to reflect and improve their communication skills
further. Burhanuddin’s research highlights the value of practical, experiential learning tasks
like individual presentations. It suggests that similar methods can help HUMSS (Humanities
and Social Sciences) students build confidence, enhance their public speaking abilities, and
develop overall communication skills, aligning closely with our study's objectives.

This study explore improving fluency, might also help students develop stronger
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communication skills for public speaking. According to Alida Hudson, Poh Wee Koh, Karol
A. Moore and Emily Binks-Cantrell (2020) Oral reading fluency (ORF) deficits are
a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-
level difficulties to include deficits in reading comprehension. Sixteen empirical studies
conducted in 2000–2019 that examined ORF interventions among elementary students
identified as having reading difficulties were reviewed to identify the characteristics (e.g.,
instructional variables, group size, type of interventionist) of effective ORF interventions
and their impact on English oral reading fluency and reading comprehension outcomes. The
systematic review revealed that interventions reported centered around repeated reading
procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely
and most focused on speed and rate aspects rather than prosody.
According to Gаfurоv Bаkhtiyоr Zakirovich(2023) Two essential aspects of learning
a second language are accuracy and fluency. In this day and age, it appears to be
that learning the use of sentence structure and zeroing in on precision are underlined by
numerous language understudies over familiarity. This subject of precision and familiarity
has been a disputable issue that has been examined for a long time. While some formalists
argue that learning a language means learning its rules and forms, activists argue that
learning a language means learning how to use it. Subsequently, this exposition will contend
that precision isn't really more significant than familiarity. It depends on the requirements of
the students and the goal of second language acquisition instruction. To exhibit this, this
exposition will initially zero in on the significance of precision and familiarity with English
learning and show that they are both fundamental by checking out at two different educating
techniques. Second, both accuracy and fluency will be discussed in terms of learner
objectives, learner variables, and instructional variables. Thirdly, it will offer suggestions
for how language teachers can address the issue and strike a balance between them. In this
section, it will be argued that learning a second language requires
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both accuracy and fluency.

Communication Skills
According Klefbeck, K. (2023), the aim this study is to communication skills
for all students to be accessible in society and at school, functional communication must be
made possible. The findings of educational studies on improving communication skills for
students (≤21 years old) with autism spectrum disorder and concomitant intellectual
handicap were examined in this systematic review. The databases ERIC, MEDLINE, and
PsycINFO were searched systematically. Out of 208 peer-reviewed English-language
publications released between 1990 and 2020, 17 satisfied the requirements for inclusion. In
addition to examining the teaching strategies employed by educators, the investigation
discovered a variety of educational approaches, ranging from the use of physical equipment
(such as visual signals) to alternative linguistic tools (such as signs and gestures). The
synthesis demonstrates the variety of approaches employed, which leads to insufficient proof
of any model's influence on the growth of this student group's communication abilities and
the ensuing potential to influence their academic circumstances. Klefbeck, K. (2023).
Educational approaches to improve communication skills of learners with autism spectrum
disorder and co-morbid intellectual disability.
According to Reith‐Hall, E., & Montgomery, P. (2023), the purpose of the study
was to investigate how training in communication skills affected various social work
education outcomes. On other outcomes, there was not enough data to draw clear
conclusions, with the exception of skill acquisition. Because there is a dearth of empirical
research and thorough discussion, social work educators continue to have a limited
knowledge of how empathy and communication skills are taught and learned. The results
are nevertheless helpful and imply that training in communication skills is probably
advantageous, even with the constraints and cultural differences in education. A significant
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practical conclusion seems to be that social work education should incorporate opportunities
for students to practice communication skills in a simulated (or actual) setting. For
researchers. Reith‐Hall, E., & Montgomery, P. (2023). Communication skills training for
improving the communicative abilities of student social workers.
According to Lancehgs (2023), communication can be referred to as the process
through which two people or more, or bodies share ideas or information. It is simply a sender
conveying a message to the receiver through an adopted medium, for example, speech,
writing, or gesture; the receiver interprets and responds to the message. The definition of
Lancehgs (2023) on communication is almost identical to the concept of
public speaking. This is because any form of communication process involves an
interchange between a sender, for instance, Lancehgs' example, the speaker and the receiver,
in this case, the audience. The process of public speaking as put forward by Lancehgs is,
therefore, a direct application of the whole process of communication. Public speaking
applies the communication process Lancehgs (2023) describes as practical and has to do
with knowing how one can make an effective statement and get adjustment feedback to
receive a smooth interaction with the target audience.
This study examines how public speaking impacts communication skills abilities
at a more advanced academic level. According to Ismagulova, R. S.; Ozhikenova, A. K.;
Zhumabayeva, A. E. (2022) In connection with the policy of education of the Republic of
Kazakhstan (RoK), there is a need to solve in the near future the problems of the lack of
scientific justification of a special methodology for the formation of communication skills
of primary school students by learning English. The purpose of this study was to study the
formation of communication skills of younger schoolchildren in one of the schools in
Almaty, Kazakhstan. This study employed a cross-sectional, full study design. A convenient
sampling strategy was used to select the research object. We conducted a practical
experiment among schoolchildren of the 3rd grade of primary schools.
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In the article by Fahmi and Ali (2022), they explore how communication skills
impact career planning, which is a critical factor in decision-making. The study suggests that
effective communication skills can enhance one's ability to make informed decisions,
especially when considering future career paths. This aligns with the idea that developing
strong communication abilities, like those cultivated through public speaking, may
positively influence students' confidence and decision-making abilities. Fahmi, I., & Ali, H.
(2022). Determination of Career Planning and Decision Making.
According to Dr. Shagufta N Ansari1, Pramod Kumar, Vipin Jain, and Dr. Guroo
Narayan Singh (2022), while successful communication is a talent that can be learned, it is
more successful when it is spontaneous instead of mechanical. A read statement, for
instance, seldom has the same effect as one given (or looks to be presented) immediately.
Developing these abilities and being successful communication involves time and work. The
more you practice and put in efforts, the far more automatic and effortless your
communicating abilities will have become. The insights from Dr. Shagufta N. Ansari,
Pramod Kumar, Vipin Jain, and Dr. Guroo Narayan Singh (2022) speaks about the very
nature of effective communication in public speaking, underlining the element of
spontaneity and practice for effective delivery. In other words, successful communication,
according to Dr. Ansari et al., "involves continuous effort to achieve the ends, practice is
essential, and the ability to move beyond mere mechanical delivery in order to induce
spontane us interaction between the speaker and the audience".
This study by Mukhiddinova et al. (2021) emphasizes the importance of strong
communication skills, especially for students learning a foreign language. They argue that
poor communication skills can result in hesitation, anxiety, and a lack of confidence, which
are often observed in public speaking scenarios. In public speaking, the ability to express
ideas clearly and confidently is crucial for effective delivery and audience engagement. As
the study suggests, interactive methods like discussions and role-playing
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can enhance communication skills, helping students overcome nervousness and build
fluency. These methods are especially beneficial for learners who struggle with public
speaking, as they encourage practice and boost confidence, ultimately improving their public
speaking abilities and overall communication. Strong communication skills, as
highlighted by Mukhiddinova et al., not only aid in academic success but also prepare
students for future opportunities where public speaking and effective communication are
essential.
According Aslan, A. (2021). Problem-based learning in live online classes: Learning
achievement, problem-solving skill, communication skill, and interaction. Computers &
Education, 171, 104237.The study aims to examine how students' learning achievement,
problem-solving abilities, communication skills, and interaction are affected by first aid
instruction in live online classes that use the problem-based learning paradigm. The study's
quantitative component employed a pre-test and post-test quasi-experimental design with a
control group. There were 45 university students in the study group. The control group's live
online lessons were conducted using teacher-based methods without
any intervention, while the experimental group's live online classes were conducted using
the PBL approach. During live online classes, both groups used the Zoom application.
Breakout rooms were used for group work in the experimental group. Aslan, A. (2021).
Ahmad Burhanuddin (2021) conducted a study titled "Improving Students’ Oral
Communication Skills in Public Speaking through Individual Presentation Task" to
investigate the effectiveness of individual presentations in enhancing students' oral
communication skills, particularly in public speaking. This research, conducted with second-
year English Education Department students at IAIN Pekalongan, utilized a qualitative
approach. Data was collected through open-ended questionnaires to gather students'
perceptions of the individual presentation method as a core component of their public
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speaking course. The findings revealed that, despite facing certain challenges, the task
significantly improved students' confidence in speaking before an audience.
Additionally, it provided valuable experience in delivering effective public speeches and
fostered self-awareness about their performance. The method also emphasized the
importance of feedback from the audience, enabling students to reflect and improve their
communication skills further. Burhanuddin’s research highlights the value of practical,
experiential learning tasks like individual presentations. It suggests that similar methods
can help HUMSS (Humanities and Social Sciences) students build confidence, enhance their
public speaking abilities, and develop overall communication skills, aligning closely with
our study's objectives.
According to Cees van der Vleuten, Valerie van den Eertwegh, and Esther Giroldi
(2019), that communication skills should follow a modern approach to assessment where the
learning function of communication skills is considered a priority. That communication
skills should prioritize the learning function in assessment aligns with modern approaches
to public speaking education. It focuses not only on the delivery of a well-polished speech
but also on how well individuals learn from their performances, reflect on their progress,
and adjust their strategies for improvement. The modern approach that van der Vleuten and
colleagues speak about is fundamentally associated with public speaking, whose primary
focus would be on building a setting that continues to cultivate the ability of speakers to be
better connected to audiences, adapted to different contexts, and learn from experience. This
proves that communication skills really matter to people, and if we practice it every day, we
will no longer have a problem speaking to many people.
According to Albert W. Li (2025) High school students for whom English is a second
language often struggle with effective text revision because of limited ability to self-regulate
their writing, that is, to manage the sub processes of writing and to use writing-related
knowledge and strategies. To help students in China acquire effective text revision skills for
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English persuasive essays, self-regulated strategy development revision instruction was

applied both with and without peer interaction targeting knowledge of six writing
dimensions. the study’s focus on self-regulation, strategy development, and peer interaction
is not only relevant to writing but can also be applied to public speaking.These skills will
facilitate ESL students to manage both writing and speaking processes, which improves their
communication in English across the contexts. This study you refer to has
proved that the SRSD revision instruction combined with peer interaction can significantly
enhance the L2 high school students' ability to write and revise.This study is rich in
connection with public speaking, particularly in terms of self-regulation, peer interaction,and
strategies for improving communication. Here's how these findings might relate to public
speaking: In both writing and public speaking, self-regulation, feedback, and revision are
central to the development of high-level communication skills.The approaches that Li’s
study examined, and especially SRSD combined with peer interaction, might serve as useful
models for how ESL students could develop their speaking skills, especially in facilitating
tasks such as persuasive public speaking. By prompting students to plan, revise and
participate in feedback loops — whether it’s with writing or speaking — teachers can
promote more confident, self-regulated communicators.
According to Jiahe Liu (2023), A peer relationship is a cooperative and mutually
supporting relationship that develops during communication as well as communication
between individuals of comparable or identical ages. Jiahe Liu (2023) concept of peer
relationships offers valuable insight into how speakers can better connect with their audience,
enhance the impact of their message, and create a supportive and cooperative communication
environment. According to Jiahe Liu, the understanding of the dynamics of
peer relationships and their role in education may influence the interaction
of a speaker with their audience. Like peer interactions, public speaking relies on emotional
connection, mutual understanding, and a healthy mix of individual and group participation.
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This makes public speaking an interactive, team-based process that promotes the
development of both the speaker and the audience, rather than just a means
of information dissemination.
Peer interaction is "the acquisition of knowledge or skill through active helping and
supporting among students who are equal in standing or status" according to Rotarwut (2021,
p. 126). Such a definition of peer interaction-the process of acquiring knowledge or skill
through active helping and supporting among students of equal standing-can be
related directly to public speaking in several meaningful ways. According to Rotarwut
(2021), the definition encompasses collaboration, giving and receiving feedback, and
mutual support in learning. Such aspects guide the principles behind effective
communication when speaking in public, thereby increasing one's confidence level and
building performance with time. Peers are crucial providers of feedback, practice partners,
and sources of encouragement, which, therefore, enhance the ability of the speaker to
connect with the audience and speak effectively.
According to Adams et al. (2019) explored the communication skills that Grade 10
adolescents in the U.S. consider important for positive peer interactions. The study
categorized skills into three groups: figurative language (e.g., appropriate slang use),
empathy (e.g., understanding vocal tone), and discourse management (e.g., selecting
appropriate topics). Among these, empathy-related skills were ranked the highest, as they
are essential for understanding and connecting with others on a deeper level. Figurative
language and discourse management skills were viewed as less important for fostering peer
relationships. These findings emphasize the importance of communication skills,
particularly empathy, in building and maintaining healthy peer interactions. Adolescents
value the ability to understand and respond to others' feelings, making empathy a key factor
in forming meaningful connections with their peers.
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One of the human experience, particularly for students, is socialization and its
benefits are endless, though most not laying themselves out on the surface while a young
mind begins the arduous process of growth ( Smarter schools, 2023 ) In this blog we will
talk about the significance of socialization for a student and how we can make space for
socialization in the school. Socializing in students is not only about fun; this is very
important for a student’s personal and academics development. Through enhancing social
circle, we Live a life in Smarter Schools (2023) where this commitment to a better way
becomes one of our best efforts to prepare our children to Live their life in future as we
provide them with the most important emotional support and inspiration to meet the
challenges of growing up. It is now the duty of educators, parents, and society as a whole
to provide environments where students are able to flourish emotionally, socially and
academically. Socializing is of great importance for students according to Smarter Schools
(2023) and has some correlation to public speaking and its importance on developing a
student. Here’s how the two — socializing and public speaking — go together and how
encouraging social interaction can give students’ talking skills a boost. In many ways,
socializing and public speaking go hand in hand. Interacting with peers is an important
means of developing the self confidence, communication skills and emotional resilience
required to be a successful public speaker. Educators who create a social climate in schools
can prepare students for effective communication as they engage with friends or address an
audience.
This study provides practical platforms for students to engage in public speaking,
thereby enhancing their communication skills. According to Robiatul Adawiyah (2022) An
organization is a gathering place for people who work together in an organized way to
achieve certain goals using the skills they have. How to find out what the role of
organizations in the community is, it is necessary to carry out an analysis that can be done
using various methods, and the methods used in this journal are qualitative and
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phenomenological. So it can be concluded that the role of an organization in socializing in

the community is to be able to train and develop one's ability and courage for public
speaking. many activities can be done in an organization to train a person's public speaking
in socializing in the community, therefore joining an organization can help a person to
further develop his or her previously unknown potential.

According Vesa, S. (2023). The Relevance of Trust, Communication and Role

Clarity to Project Performance. The aim of this thesis was to examine the connection
between trust and communication and how it affects project performance in the city of
Vaasa's urban environment sector. The thesis also looked into how clearly roles were defined
in the project work of the target organization. The literature review of the thesis offers a
summary of traditional and modern project work as well as a closer look at the main points
of the thesis: communication, trust, role clarity in project work, and project performance.
The study also sought to determine the significance of role clarity as a moderating variable
in the relationship between trust and project performance. Vesa, S. (2023).
According Nijveldt, M. (2022). There are still numerous obstacles that prevent
interprofessional collaboration from being successful, despite the fact that health care and
social care professionals view interprofessional practice, or "integrated care," as a top
priority. The current study evaluated how much three "relational factors"—clear
communication, shared goals, and professional role clarity—and two structural aspects of
the collaboration—the collaboration's formality and the professions involved—influenced
local interprofessional practice around the facilitation of informal care. There is empirical
evidence linking these conditions to the results of interprofessional collaboration. Two
Dutch knowledge centers with long-term care (Vilans) and social care (Movisie) expertise
gathered and analyzed existing data to assess their collaborative program, "In for Informal
Care," which attempts to enhance the communication skills. Nijveldt, M. (2022)
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Damschroder, L. J. (2020). The contribution of implementation science's well-

founded conceptual theories, which are frequently condensed into frameworks, has led to its
recognition as a possible catalyst for health system reform. When it comes to guiding
systematic approaches to studying implementation and testing interventions, well-designed
frameworks offer a common language and semantic structure. This article provides an
overview of the types of theory and its roles in advancing implementation science. There are
examples and descriptions of resources for choosing suitable frameworks. It is argued that a
well-developed theory is what makes it possible for knowledge to shine through apparent
chaos and for that knowledge to be widely and consistently incorporated into standard
practice, maximizing patient health and well-being through the provision of interventions
that are grounded in that knowledge.
According to Gil-Garcia, J. Ramon, et al. (2019) earlier studies, both inter-
organizational and individual organization performance are impacted by the clarity of roles
and responsibilities (CRR). When it comes to cross-border information sharing (CBIS), CRR
has been shown to facilitate other critical success factors, including fostering member trust,
boosting participation, and allaying some of their security-related worries. However, there
hasn't been much research done on the factors that influence CRR in government CBIS
programs. A national survey's results were analyzed by Sayogo, Gil-Garcia, and
Cronemberger (2016), who found three important factors that influence CRR in CBIS: (1)
the degree to which participants use boundary objects; (2) participant skills related to
coordination, communication, and collaboration; and (3) the diversity of participating
organizations and their objectives.

Public speaking helps HUMSS students get better at talking to people. Practicing
speeches makes them more confident and comfortable speaking in front of others
(Burhanuddin, 2021; Mukhiddinova et al., 2021). This also helps them talk more clearly
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and naturally in everyday situations (Ansari et al., 2022). Speaking in public can also make
students more confident in social situations and help them connect with others better
(Smarter Schools, 2023). Plus, students who are good at public speaking tend to do better
in school and are more prepared for jobs (Ariastuti & Wahyudin, 2022; Ribeiro et al.,
2024). So, learning to speak in public is a great way for HUMSS students to improve their
communication skills and get ready for the future.

CHAPTER III
RESEARCH METHODOLOGY
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This chapter deals with the methods and procedures the study will use. It covers the
following parts: research design, respondents of the study, data gathering instrument, data
collection plan and statistical treatment of data.

RESEARCH DESIGN
This study uses a qualitative research design to explore the effects of public speaking
on the communication skills of Grade 12 HUMSS students at CITI Global College. Through
a qualitative approach, the research aims to gather detailed insights into students' personal
experiences with public speaking and its impact on their communication abilities, focusing
on aspects such as confidence, social interactions, academic performance, and participation
in extracurricular activities. The data is collected through open-ended questions in a Google
Form survey, allowing students to share their thoughts in a more detailed manner. A
qualitative research design focuses on exploring and understanding individuals' experiences,
perceptions, and behaviors through non-numerical data, such as interviews, observations,
and open-ended surveys.

SOURCES OF DATA
The data for this research is gathered from Grade 12 MUSS students at CITI Global
College. The primary source is the responses submitted by students through a Google Form
survey, which includes questions designed to gather information about their experiences
with public speaking in different contexts. The open-ended survey allows students to share
specific examples of how public speaking affects their communication skills, enabling the
researcher to gain valuable insights into their personal experiences and challenges with the
skill. Additionally, secondary sources such as relevant literature, studies on public speaking,
and communication theories support the analysis and provide a
broader perspective on the topic.
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POPULATION OF THE STUDY

The population for this study includes Grade 12 HUMSS students of CITI Global
College, specifically those enrolled in the 2024-2025 academic year. The research focuses
on a selected group of students from 19 sections, with three participants chosen from each
section using simple random sampling. This sampling method ensures that each student in
the HUMSS strand has an equal chance of being included. These students will be asked to
provide detailed responses regarding their experiences with public speaking. The study is
limited to Grade 12 HUMSS students, meaning it does not include other grade levels or
academic strands.

INSTRUMENTATION AND VALIDATION

The survey will be distributed to the selected participants through a Google Form
link. To ensure its effectiveness, the questions will undergo a validation process by the
researcher and research advisor, Principal Joerey Buraga. This process will involve
reviewing the survey for clarity, relevance, and appropriateness in gathering data related to
the topic. The survey will also be pre-tested with a small group of students to identify any
issues with the questions and to ensure that the responses will provide the necessary data for
the study. After validation, the survey will be distributed to the participants for completion.

DATA GATHERING INSTRUMENT

The data gathering process will begin with the distribution of the Google Form
survey to the selected Grade 12 HUMSS students. After distributing the survey, students
will be given enough time to respond, and they will be encouraged to answer the questions
thoughtfully and in detail. The entire data gathering process will take five days to complete.
Once the responses are collected, the researcher will analyze the data by identifying patterns
related to the impact of public speaking on students' communication skills. The
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results will help determine the effects of public speaking on their communication abilities.