Level of Speaking Anxiety towards Academic Performances of the Travel Services

Students in UCLM

A Research Paper

Presented to the Faculty of the Senior High School

University of Cebu - Lapu Lapu and Mandaue

Cebu City, Philippines

In Partial Fulfillment

Of the Requirements for the Subject

Practical Research ll

By:

Acosta, Chardonnay Kyle A.

Atupan, Isaac Joan R.

Montederamos, Mary Me E.

Ngujo, Brice Raimi G.

Tunacao, Hazel Faith M.

October 2018

UNIVERSITY OF CEBU

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 ACKNKOWLEDGEMENT

First and for most I want to thank our Almighty God for giving us this day. For extending our lives up to

now and that we are able to surpass the challenges in life as an individual. For giving us strength, knowledge,

guidance and protection everyday. This will not be possible without the help of our Lord.

This study would not have been successful without the help of Ms. Jhen Redeem Dignos who helped the

researchers in writing this thesis by providing insight and expertise that greatly assisted the research that allow

the proponents to have better interpretations or conclusion.

This research is greatly supported by different students who agreed to share different ideas in conducting

this activity. It is with greatest pleasure that the following proponents or students are acknowledged namely

Chardonnay Kyle Acosta, Hazel Faith Tuñacao, Mary Me Montederamos, Isaac Joan Atupan, and Brice Raimi

Ngujo.

Proponents would also like to express their gratitude to their parents and friends who supported them in

conducting this activity by providing them with unfailing support financially, emotionally, and mentally with

continuous encouragement throughout the journey of conducting this research. Surely, this accomplishment

would not have been possible without them.

Proponents are thankful to all the people with whom they have worked with. And most especially to God,

for giving them the guidance and knowledge as well as good health in constructing this research work.

To God be all the Glory.

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 ABSTRACT

Knowing the level of speaking anxiety of the students is very important for the researchers. For them to be

able to have knowledge on how the speaking anxiety can affect the student’s performance. This research can

answer the questions in your mind because the study aims to measure using rating as a basis for higher and

lower of speaking anxiety. The researcher used the Rating Scale type of questionnaire for getting the level of

speaking anxiety of the students.

After the calculations, it was found out that the students have higher speaking anxiety. Therefore, it was

concluded that the higher the rating, the higher level speaking anxiety a student has affecting their

performance in school.

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 TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT……………………………………………………………………………………… i

ABSTRACT……………………………………………………………………………………………………… ii

TABLE OF CONTENTS…………………………………………………………………………………….. iii

CHAPTER I: THE PROBLEM

INTRODUCTION…………………………………………………………………………………. 1-2

THEORETICAL BACKGROUND………………………………………………………………. 3-6

STATEMENT OF THE PROBLEM……………………………………………………………. 7

SCOPE AND DELIMITATION…………………………………………………………………. 7

SIGNIFICANCE OF THE STUDY…………………………………………………………….. 8

DEFINITION OF TERMS………………………………………………………………………. 9-11

CHAPTER II: REVIEW OF RELATED LITEARTURE

REVIEW OF RELATED LITERATURE………………………………………………………. 12-13

REVIEW OF RELATED STUDIES……………………………………………………………. 13-14

CHAPTER III: RESEARCH METHODOLOGY

RESEARCH DESIGN………………………………………………………………………………. 15

RESEARCH INSTRUMENT……………………………………………………………………… 15

RESEARCH ENVIRONMENT……………………………………………………………………. 15-16

RESEARCH RESPONDENTS……………………………………………………………………. 16-17

RESEARCH PROCEDURE…………………………………………………………………… 17

STATISTICAL TREATMENT……………………………………………………………….. 18

SAMPLE QUESTIONNAIRE………………………………………………………………… 19

CURRICULUM VITAE………………………………………………………………………… 20-22

BIBLIOGRAPHY……………………………………………………………………………….. 23-24
 CHAPTER I

THE PROBLEM AND IT’ S SCOPE

INTRODUCTION

Glossophobia or speaking anxiety is the fear of public speaking. Some people have this specific phobia,

while others may also have broader social phobia or social anxiety disorder. The aspect of speaking publicly

whether it is in front of a group of unknown people, or a close group of friends, is what triggers the anxiety for

the speaker. The concept of Public Speaking Anxiety comes from the student fear of embarrassment if they

speak in front of different crowds of people. Students have a fear of making mistakes or messing up or just

being judged in general by their audience. Most of the anxiety that students have of speaking publicly does not

stem from a previous experience that ended with them making a mistake or being judged by their audience

nor are the audience not interested of the topic being talked about.

According to Lucas (2011), “Many people who converse easily in all kinds of situations become frightened

at the idea of standing up before a group to make a speech”(p.9). Such people need to realize that they are

not only ones who may be going through these emotions; in fact, almost every speaker feels the same. It is

important that people consciously realize the fact that there are more nervous speakers of the world than

those who are not.

Professionals are expected to regularly keep on improving their communication skills. Sellnow and Verdeber

(2011) state, “Public speaking, a sustained formal presentation by a speaker to its audience as simply one

form of human communication. So learning to be an effective public speaker will help you to be more effective

in order communication settings as well” (p.2). A change in their confidence, speaking style, intonation pattern

and the rest can result in a positive in their professionalism and personality. As per the viewpoint of health

care professionals, Tacheva (2013) assert that “The verbal register, intonation, articulation, pronunciation,

tone, rhythm, dialect define the character of the communicative impact as positive or negative depending on

whether they facilitate or hinder the achievement of communicative purposes” (p.605). People can overcome

this problem by practicing in small group of peers and then moving on to larger audiences. Many people are

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shy or afraid of speaking in front of their peers or familiar people and this can be overcome by practicing in

front of unfamiliar audiences. This will increase their confidence and help them reduce their anxiety level.

Anxiety is one of the affective factors of second language acquisition (SLA) ( Trang, Moni & Baldauf, 2012).

Even though it does not directly influence the SLA influence the motivation level of students. Anxiety could be

facilitating or debilitating. The former motivates to work harder, whereas the latter unmotivated the learner

from the learning activity.

Speaking often causes anxiety among ESL learners because learners are forced to perform beyond their

present level of competence. ESL Teachers or instructors should be able to be identify the anxiety factors

among the learners and help them cope with the anxiety in order to facilitate the learner of a second language

( Khairi & Nurul Lina, 2010). Every learner has his or her own experience in anxiety especially in language

learning. Teachers should help learners to cope with anxiety because it can prevent them perform well in the

second language.

Basic (2011) introduces speaking anxiety as a state that affects second language learning since it impedes

students in improving their oral skills which is crucial when learning a new language. Speaking anxiety

automatically affects students’ grades since syllabuses demand oral proficiency and activities in classrooms

often require oral communication.

Tianjan (2010) generalized that learners were liable to experience unhappiness, discontent and insecurity;

those who fear communication in general are inclined to suffer from apprehension when speaking the second

language.

Mak (2011) enumerated most of the factors leading to English speaking anxiety and specified applying

grammatical rules learned in speaking English as a possible cause of why students become anxious when

discoursing with native speakers. This meant that the focus of learning activities done in the classroom is on

form rather than the overall meaning. If the language teacher only focuses on the grammatical structures or

linguistic features in class, students will feel unmotivated to learn the target language.

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Theoretical Background

Raising bilingual children in a predominantly monolingual environment can be challenging. The lack of use

of the HL can result in loss or replacement of HL features. As a result, HL learners may feel incompetent and

insecure when speaking their HL and have difficulties in communicating with native speakers of the HL,

including their parents and grandparents (Braun, 2012). Hence, immigrant children’s relationships with their

parents and grandparents may be ruptured. The feeling of incompetence and insecurity in the HL may tarnish

immigrants’ language pride, which consequently arouses HLA both within and outside the family. Several

studies have touched upon HL learners’ anxiety (e.g. Spanish, Tallon, 2011; Chinese, Xiao & Wong, 2014;

Korean, Jee, 2016). Yet, all these studies compared the levels of HL learners’ anxiety with the levels’ of non-

heritage students’ FLA in a classroom setting. Overall, HL speakers’ anxiety levels tend to be lower than those

of non-heritage FL learners. These studies have extended the traditional approach to include HL learners.

However, understanding the complex and unique anxiety of HL/ML learners and users requires an

interdisciplinary approach that combines language contact and FLA/SLA research.

In the second language research domain, a new line of research was developed in theorizing a specific

form of anxiety, anxiety among second/foreign language users. Scovel’s (1978) publication, “The effect of

affect on foreign language learning: A review of the anxiety research”, is considered to be a turning point of

the research in this area (Horwitz, 2010). Anxiety was recognized as a multi-faceted phenomenon

encompassing the affective, cognitive and physical aspects. Two additional types of anxiety were put forward,

namely achievement anxiety and facilitative-debilitative anxiety, laying a foundation to the fine-tuned

conceptualization of anxiety.

The introduction of Krashen’s affective filter theory (1983) in the 1980s has influenced the development of

foreign language anxiety (FLA) research over the subsequent few decades. His theory emphasizes the role of

affective factors (such as anxiety, motivation and self-confidence) in producing the successful outcome in

foreign/second language learning. The theory embodies a view that a number of affective variables (not just

one) play a facilitative role in second language acquisition and production. Learners with high motivation, high

self-confidence, a good self-esteem, and a low anxiety are better equipped for success in second language

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acquisition. Low motivation, low self-confidence, and debilitating anxiety can raise one’s own affective filter

and form a mental block that prevents the new information or input from being absorbed and integrated for

language acquisition and retention. Although the theory emphasizes multiple affective components in learning,

it also brings light into the debilitating effect of anxiety in foreign language learning (Krashen, 2013). It

explicates that when learners feel anxious, it is hard to process and retain new information and to draw

meanings from the materials being learned. Anxiety not only hinders cognitive abilities to process the

language, but also interferes with the development of positive affect towards the language itself. One’s

emotion is used to filter through which activities are pleasing and which ones are anxiety-provoking. The more

anxious one feels, the stronger inclination of avoiding the tasks or events is. The anxiety-avoidance cycle can

lead to non-engagement of the tasks, which can affect one’s learning and achievement. The process of

affective filtering (Krashen, 2013) is known to be rather unconscious, developed within the learner without

his/her consciously making decisions about whether to actively avoid the task .Another turning point in the

1980s’ foreign language learning research was made by Horwitz and her associates. Their work is often

credited with popularizing the concept of foreign language anxiety (FLA) as a distinct type of anxiety that often

occurs in specific learning situations. The authors also identified three situations to understanding how anxiety

may be provoked: communication apprehension, test anxiety, and fear of negative evaluation. The first

component, labeled as communication apprehension, is conceptualized as “a type of shyness characterized by

fear or anxiety about communicating with people”. It is believed that communication apprehension is not equal

to, but can be developed into, communication anxiety that can lead to the inability to express and comprehend

with one another in a speaking situation (Phongsa, Mohamed Ismail, & Low, 2018). The second component,

test anxiety, refers to “a type of performance anxiety stemming from a fear of failure”. It is believed that test

anxiety is a feeling of fear towards any forms of evaluation or assessment procedure or process (Atwell, 2016).

The third and last component, fear of negative evaluation, can be provoked not only in a formal testing, but

also in any evaluative or social situations. It creates a psychological and mental block, prohibiting the person

from speaking comfortably and confidently with others (Horwitz, & Cope, 2010). The main criticism of

Horwitz’s three components has been that (1) communication apprehension and fear of negative evaluation

4
are too closely related with each other and (2) test anxiety cannot be considered as a component specific to

foreign language learning (Trang, 2012), p.72).

Few studies had explored the negative effects of foreign language anxiety (FLA) among Saudi students. To

examine the causes behind Saudi students' low speaking proficiency, Alhamadi (2014) conducted a qualitative

study by observing 10 English speaking classes for the foundation year students at Tibah University. She

stated that anxiety was a prominent factor that had a negative impact on language learning. She

recommended at the end of her research that the educational system in Saudi Arabia for teaching second

languages should be reformed. A quantitative study by Alrabai (2015), investigated the level and sources of

the anxiety of Saudi EFL university students by using the Foreign Language Classroom Anxiety Scale (FLCAS)

through a period of three years. The number of participants of his study was 1,389 Saudi students. The

research findings showed that the main cause of anxiety among participants was their communication

apprehension due to lack of preparation before the English class. In addition, students' limited participation in

EFL classrooms was considered to be another cause for students' speaking low proficiency which then led to

their anxiety. As an illustration, in her study, Alharbi (2015) asserted that ''students are listeners and receivers

of knowledge'' (p. 107). They did not have a chance to speak a sufficient time in class that allowed them to

improve their language. Furthermore, Jamjoom (2009) claimed that ''students' participation in classroom is

limited to one or two sentence responses to questions '' (as cited in Alharbi, 2015, p. 107). Students'

participation is essential as they need to practice the language and use it daily to improve their language

proficiency. Individuals who have this feeling of communication apprehension usually do not communicate

freely in the target language especially in front of their peers due to their limited knowledge (Al Ansari, 2015).

Speaking is a productive one among four language skills. In today’s language classrooms, students try to

improve this productive skill in many ways. They perform orally in front of a group, and they make oral

presentations or participate in group discussion. They are sometimes called on to speak by their teacher in the

target language. All these challenging speaking tasks may sometimes influence the learners and cause such

sentences uttered by the learners:

“I always feel nervous when speaking English”.

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“I feel bad in my mind because I wonder why I can’t speak English very well.”

“My English appear is not good enough; I can’t express very well.”

“Sometimes I feel stupid, some people look at me, a strange man, cannot speak good.” (Tanveer, 2017).

6
Statement of the Problem

This study aims to determine if speaking anxiety affects the academic performance of the Travel services

students in UCLM.

Specifically, this study seeks to answer the following questions:

1. To what extent does there exist a fear of public speaking among travel services students?

2. What factors are responsible for the fear of public speaking among the travel services student of

University of Cebu Lapu-Lapu and Mandaue?

3. How do speaking anxiety factors influence the student’s academic performance of Grade 11 and 12

Travel Services Strand?

Scope and Delimitation

This study focused mainly on these variables; level of speaking anxiety whether it as high or low, classroom

environmental factors, what are the factors that causes a student to have speaking anxiety and how these

affects the student’s academic performance.

The researchers will get ten representatives in each section of Grade 11 and Grade 12 Travel Services

strand namely, TS11A1, TS11P1, TS11P2, TS12A1, TS12A2, TAS12P1 and TS12P2 with a total of seventy

respondents.

The study will be conducted in University of Cebu Lapu-Lapu and Mandaue on the first semester of the

school year 2019-2020.

7
Significance of the study

The results of the study will be beneficial to the following:

Travel Services Students. This will help the students to know the level of their speaking anxiety inside the

classroom. Furthermore, it will allow them to be aware and to at least lessen their speaking anxiety to develop

their confidence in speaking publicly.

Teachers. This will become a springboard to the teachers giving them insights into the causes of anxiety

faced be the students. This study provides them with a starting point in understanding the causes of speaking

anxiety and how they can help the students overcome anxiety.

Future Researchers. This will serve as their guide if the future researcher’s study is somehow related to this

study.

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Definition of Terms

The following are the words that the researchers used in the study accompanying it with meanings on

how it is used in the study.

Anxiety- apprehensive uneasiness or nervousness usually over an impending or anticipated ill: a state of

being anxious.

Acquisition-: the act of acquiring something

Associates-: to join as a partner, friend, partners or companion.

Bilingual-: having or expressed in two languages

Cognitive- relating to, being, or involving conscious intellectual activity (such as thinking, reasoning, or

remembering)

Conceptualization- to form a concept.

Converse- engage in conversation to interpret conceptually.

Debilitative-: weakness in its tendency: causing infirmity

Delineate- clearly show or describe

Discoursing- the use of words to exchange thoughts and ideas

Domain- complete and absolute: a territory over which dominion

Embodies-: to deprive of spirituality :to make concrete and perceptible

ESL- English as second language

Explicate- to give a detailed explanation: to develop the implications of: analyze logically

Extent- the amount of space or surface that something occupies or the distance over which it extends

Factors-: one who acts or transacts business for another

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Facilitative-: to make easier: help bring

Fine-tuned- precisely adjusted for the highest level of performance, efficiency, or effectiveness

Hinder- to make slow or difficult the progress

Immigrant- a person who comes to a country to take up permanent residence

Inability-: lack of sufficient power, resources, or capacity

Incompetent- inadequate to or unsuitable for a particular purpose

Inclination- a tendency to a particular aspect, state, character, or action

Insights- the act or result of apprehending the inner nature of things or of seeing intuitively

Integrated- marked by the unified control of all aspects of production from raw materials through distribution

of finished products

Interdisciplinary- involving two or more academic, scientific, or artistic disciplines

Impedes- to slow the movement, progress or action of (something or someone)

Latter- coming or happening near the end of a process, activity, series, life, etc.

Linguistic- of or relating language or linguistics

Monolingual- having or using only one language

Multi-facet- having many of the definable aspects that make up a subject

Predominantly- having superior strength, influence, or authority

Proficiency- advancement in knowledge or skill

Prominent- standing out or projecting beyond a surface or line

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Retention- a preservation of the aftereffects of experience and learning that makes recall or recognition

possible

Ruptured-: breach of peace or concord

SLA- Second Language Acquisition

Spring-board- a flexible board usually secured at one end and used for gymnastic stunts or diving

Stemming- to make headway against (something, such as an adverse tide, current, or wind)

Sufficient- enough to meet the needs of a situation or a proposed end

Subsequent-: following in time, order, or place

Syllabuses- a list of the topics or books that will be studied in a course

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Anxiety in speaking is the most frequently cited concern by foreign language learners who can negatively

affect their performance and abilities to process information in the target language, Mak and Liu cited in

Ahmed (2016:99). Lanerfeldt (2011:4) describe that the anxiety of speaking as something that has a great

impact on one’s confidence because it often makes a person fail when unable to speak and show what

someone knows. There are three factors of anxiety speaking English has already stated by Horwitz and Cope

(2012) communication apprehension, text anxiety, and fear of negative evaluation.

According to Mak and Liu speaking anxiety is one of the factors that affect the performance of a person in

adopting the information in aspecific language. Also, Lanerfeldt said that because of speaking anxiety a person

might lessen or lose confidence. Horwitz and Cope (2012) identified three factors: communication

apprehension, text anxiety, and lastly fear of negative evaluation.

Indeed, Brinthaupt, Hein, and Kramer (2009) noted that self-talk is related to peoples behavioral

regulation in multiple ways. For example, Reichl, Schneider, and Snpinath (2013) found that loneliness was

positively correlated with self-talk frequency. Chen, Rapee, and Abbott (2013) reported that individuals in

social anxiety show higher levels of rumination and negative self-evaluations following social interactions than

to those with low anxiety.

Based on a series of six studies, Brinthaupt et al. (2009) identified four main functions of self-talk in adults,

measured by the Self-Talk Scale (STS). First, people talk to themselves when they feel discourage about

something they have said or done. This function is labeled self-criticism. Second, people may talk to

themselves when they feel proud when something good had happened to them. This type of self-talk is labeled

self-reinforcement. Third, people talk to themselves when they need to figure out what they should do or say

(self-management). Fourth, people use self-talk when they examine how other people respond to things they

have said or one to replay something they have said to another person (social-assessment).

12
 The article above speaks that self-talk is a good way to express oneself when lonely. Based on a series of

six studies, Brinthaupt identified four main functions of self-talks. The following are: self-criticism, self-

reinforcement, self-management and social assessment.

In engineering education context, previous studies examined English speaking anxiety and its relationship

on a range of academic or language learning outcomes. In many of these studies, anxiety was found to bring

about debilitative or negative influence on language learning of engineering students. Previous findings posit

that English language anxiety had significant negative relationship with actual English use anxiety ( Saranraj &

Meenakshi, 2016), language learning motivation (Liu & Huang, 2011), willingness to communicate in English

(Ghonsooly, Khajavy, & Asadpour, 2012), and oral test performance (Zhang & Liu, 2013).

The article above tells that even in engineering education speaking anxiety still exists. In many of these

studies speaking anxiety has negative effects and influence the learning of an engineering student.

Review of Related Study

In effect, communication in English with others is a challenge for many university students in China,

especially for the non-English majors for whom very limited oral English lessons are provided each semester,

which is also the main reason why they are likely to be chosen as participants in studies concerning FLLA

(Foreign Language Learning Anxiety) (Alrabai, 2014b, 2014c; He, 2017; Lee, 2011). In short, helping Chinese

university students to overcome FLLA and to enhance their English performance, oral English proficiency in

particular is becoming a matter of great importance, which is also one of the main incentives and significance

of this study.

Speaking anxiety also became one of the problems in China because the country has the difficulty in

pronouncing and speaking in English since English is not useful in their country yet, the country emerges in

some programs promoting Foreign Language Learning Anxiety (FLLA) to help the students of some universities

in china to overcome it.

13
 In the study of Nguyen and Tran (2016), factors affecting students’ speaking performance at Le Thanh

Hien High School were revealed. They had worked with 203 Grade 11 students and 10 teachers of English

using questionnaires and class observation. Their findings signified that the students were confronted with

various struggles in speaking which comprised motivation and anxiety (Nguyen & Tran, 2015). They

communicate very scarcely or never at all. They could not think about anything to say. They use Vietnamese

instead of English during interaction with peers. Their involvement was limited or uneven and has no

eagerness to voice them.

The study of Nguyen and Tran (2016), shows that in Le Thanh Hien Highschool it was revealed that the

school has difficulties in speaking English, instead the teachers used Vietnamese to interact with the students.

The student has various struggles in speaking English that leads to anxiety.

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 CHAPTER III

RESEARCH METHODOLOGY

Research Design

This study used evaluative research design in conducting the research. Specifically, it utilized the evaluative

survey. The main purpose of the research was to know the level of speaking anxiety towards the academic

performances of Travel Services students in University of Cebu Lapu-Lapu and Mandaue. The evaluative design

involves making judgment of worth or value. It allows the researcher to delineate, obtain, and provide

information that is useful for judging alternatives when conducting a program or service.

RR Powell (2006) said that evaluative research can be defined as a type of study that uses standard social

research methodology, and as an assessment process that employs special techniques unique to the evaluation

of social programs.

Research Instrument

In the study the researcher conducts survey form with close ended questionnaires in order to know the

effects of speaking anxiety towards the academic performance of the Travel Services students. The researcher

provided a rating scale type of questionnaire to the chosen respondents. The survey will define the result on

how speaking anxiety affects the academic performance of the Travel services students.

Research Environment

The local of the study is in the University of Cebu Lapu-Lapu and Mandaue located at the A.C Cortes

Avenue, Looc Mandaue City. It is a private school where entrance exam is not required and its term structure

is by semester. The University offers Preschool, Elementary, Junior High School, Senior High School and eight

college departments namely: College of Marine Transportation, College of Marine Engineering, College of Allied

Engineering, College of Business and Accountancy, College of Hotel and Restaurant Management, College of

Nursing, College of Teacher Education, and College of Customs Administration. The University offered

Academic and TVL strands of the new curriculum which is the K-12 Program or the Senior High School. The
15
respondents of the study are from the TVL strand specifically in the Travel Services strand. The academic

institution also promotes democratize quality education to give hope and transform lives. The owner of the

university aims to produce students having a good quality and innovative students to be more efficient in the

field chosen. Also, the institution became one of the notable universities in Cebu.

Figure1. Map of the University of Cebu Lapu-Lapu and Mandaue

Research Respondents

The respondents of the study are those who are officially enrolled in the University of Cebu Lapu-Lapu and

Mandaue (UCLM). The researchers conducted the study to the Grade 11 and Grade 12 Travel Services morning

and afternoon sessions, which were chosen through purposive sampling. This sampling technique relies on the

researchers own judgement when choosing members of population to participate in the study. The researcher

of the study believes that they can obtain a representative sample by using their own judgement, which will

result in saving time and money. The total number of the research respondents is seventy Travel Services

students since the researchers will get ten students from the following sections: TS11A1, TS11P1, TS11P2,

TS12A1, TS12A2, TS12P1 and TS12P2.

16
 SECTIONS NO. of RESPONDENTS

TS11A1 10

TS11P1 10

TS11P2 10

TS12A1 10

TS12A2 10

TS12P1 10

TS12P2 10

TOTAL 70

Table1. Respondents of the Study

Research Procedure

In conducting the study, the researchers went to send a transmittal letter to the Senior High school

Department Principal, Ms. Severina Chin. After the letter was approved the researchers, directly proceed to Ms.

Clouie Marie Lastima to ask permission due to the fact that she is the subject teachers of the researchers

respondents. The researchers immediately conducted the study getting respondents from all the section of the

strand Travel Services of Senior High School in University of Cebu Lapu-Lapu and Mandaue. The sections that

will be the respondents of the study are TS11A1, TS11P1, TS11P2, TS12A1, TS12A2, TS12P1 and TS12P2. The

students will be given a rating scale type of questionnaire which consist the questions that will be the basis for

the data to be gathered. The respondents will mark whether the students strongly disagree, disagree, neutral,

agree, or strongly agree. After, conducting the survey the researchers analyzed and interpret the gathered

data.
17
STATISTICAL TREATMENT

Frequency and Percentage Distribution

Used to determine the percentage usually for data on profile (e.g. level, age, gender, etc.)

Formula :

𝑓
%= x 100
𝑛

Where : % = Percent

f = Frequency

N= Number of cases

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Sample Questionnaire

Directions: Below are questions that help people sometimes make about themselves. Please indicate whether

or not you believe each statement applies to you by marking whether you: Strongly Disagree= 1;

Disagree=2; Neutral=3; Agree=4; Strongly Agree=5 (write your answer on the space provided)

1. While preparing for giving a speech, I feel tense and nervous.

2. My thoughts become confused and jumbled when I am giving a speech.

3. Right after giving a speech I feel that I have had a pleasant experience.

4. I get anxious when I think about a speech coming up.

5. I feel tensed when I see the words “speech” and “public speech” on a course outline when studying.

6. I have no fear of giving a speech.

7. Although I am nervous just before starting a speech, I soon settle down after starting and feel calm

and comfortable.

8. I look forward to giving a speech.

9. When the instructor announces a speaking assignment in class, I can feel myself being tensed.

10. My hands tremble when I am giving a speech.

11. I am in constant fear of forgetting what I prepared to say.

12. I get anxious if someone asks me something about my topic that I don’t know.

13. I feel relaxed while giving a speech.

14. I enjoy preparing for a speech.

15. I face the prospect of giving a speech with confidence.

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 CURRICULUM VITAE

Chardonnay Kyle A. Acosta is Senior high school student

from University of Cebu Lapu Lapu and Mandaue. He is 18

years old and he lived in Deca 5 Basak Lapu lapu City. He took

the strand of Tech-Voc Travel services. He is the Middle child

amongst his siblings. Currently, studying in University of Cebu

Lapu lapu and Mandaue. He finished his Junior High School at

Marigondon National High School 2017-2018 He recieve an

award of Outstanding CAT Officer on his School. He finished

his Elementary at Suba Masulog Elementary School Year

2013-2014 and received a silver medal of Arnis from City Palaro. His dream is to become an Hotel

Management Manager.

Isaac Joan R. Atupan is a Senior High School student from

University of Cebu Lapu lapu and Mandaue. She is 18 years old

and lived in Consolacion, Cebu city. She took the strand

TECHVOC Travel Services. She is the eldest amongst her

siblings. Currently she is studying in University of Cebu Lapu

lapu and Mandaue in the year of 2019-2020. She finished

Junior High School at University of Cebu Lapu lapu and

Mandaue year 2017-2018. She finished her elementary at

Butuan Central Elementary School year 2013-2014. Her goal is

to become a successful executive chef at a fancy cruise ship.

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 Mary Me E. Montederamos is a grade 12 Senior high

school student in University of Cebu Lapu-Lapu and

Mandaue. She is currently taking up the strand of Travel

Services. She is 18 years of age. She lives in Pilipog

Cordova. . She graduated her elementary in Cangawa

Elementary School. She completed her junior high school

in the year 2017-2018 at Cangawa National High School.

She was awarded as with honor. Her goal is to become a

successful flight attendant and chef in the near future.

Brice Raimi G. Ngujo is currently studying at the

university of cebu lapu-lapu and mandaue he is 17 years

old and live in Pajac lapu lapu city, he took the strand of

Travel Services under the TechVoc track .he is the

youngest among his siblings currently, he is studying in

University of Cebu Lapu-lapu and Mandaue in the year of

2017-2019 taking the strand of Travel Services. He finished

his junior high school in University of Cebu Lapu-lapu and

Mandaue in the year of 2013-2016. He finished his

elementary in University of The Visayas in the year of 2009-2012. He gain an award for taking up the 3rd

runner up in district meet basketball men division. His hobbies are basketball, cooking, dancing and singing.

21
 Hazel Faith M. Tunacao is a 17 years old girl studying as a

Grade 12 student at University of Cebu Lapu-Lapu and

Mandaue taking up Travel Services strand under TechVoc

Track. She graduated her Junior High school at Cordova

National High School with honors. In her grade 10 years, she

was awarded as Ms. UNO 2017 and 2nd Runner up in Miss

Bang-Bang in their barangay. She is pursuing her dreams in

her current school since she wants to become a flight

stewardess. She believed that in taking up tourism she can

earn while travelling. She loves reading and cooking. Badminton is her favorite sport too.

22
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