Chapter III

METHODOLOGY

This chapter contains the research design, the sample and sampling technique, the

research instrument, the data gathering procedure, and the statistical treatment used by

the researchers.

Research Design

This study used descriptive-correlational method as the research design to be able

to arise with sufficient interpretation of findings about the significant relationship of grit

level and academic performance of the senior high school students of Laguna College.

Descriptive-correlational method was used because it was designed to determine the

existence and degree of a relationship between two or more variables, in this case, the

relationship between the grit level and academic performance of randomly selected senior

high school students of Laguna College.

Research Respondents

Being in the same environment, the researchers believed that the senior high

school students are the most suitable respondents due to accessibility to the premises and

the
records needed for the study. Other reasons were the time and monetary constraints of the

researchers.

Samples and Sampling Technique

The accessible population in this study consisted of senior high school students of

the Laguna College S.Y. 2019 – 2020. The researchers used stratified random sampling

method using proportional allocation. This method provided a sample size from each

stratum that represented their population. The sampling frame consisted of seventeen

strata defined by academic strand and section: 11 STEM 1 to 4, 11 ABM 1 to 3, 11

HUMSS-GAS, 12 STEM 1 to 6, 12 ABM 1 to 2, and 12 HUMSS-GAS.

For determining the necessary sample size for the study, the researchers used the

Slovin’s formula as shown below:

Slovin’s Formula:

N
n=
1+ N e 2

Wherein n is the sample size, N is the total number of Grade 11 and 12 students,

and e is the margin of error with a value of 5%.

711
n=
1+711 ¿ ¿

711
n=
1+711 (.0025)

21
 n=¿256

Therefore, 256 respondents were taken.

For determining the necessary number of respondents to be taken from each

stratum, the researchers used proportional allocation as shown below:

Ni
ni =n
N

Wherein ni is the necessary sample size for the stratum, n is the total sample size

of the study, N i is the population size of the stratum, and N is the population size of the

study.

Stratum Ni ni

Grade 11 - STEM 1 47 47
256 =17
711
Grade 11 - STEM 2 46 46
256 =17
711
Grade 11 - STEM 3 48 48
256 =17
711
Grade 11 - STEM 4 47 47
256 =17
711
Grade 11 - ABM 1 41 41
256 =15
711
Grade 11 - ABM 2 39 39
256 =14
711
Grade 11 - ABM 3 30 30
256 =11
711
Grade 11 - HUMSS-GAS 37 37
256 =13
711
Grade 12 - STEM 1 48 48
256 =17
711
Grade 12 - STEM 2 49 49
256 =18
711

22
Grade 12 - STEM 3 46 46
256 =17
711
 Grade 12 - STEM 4 44 44
256 =16
711
Grade 12 - STEM 5 29 29
256 =10
711
Grade 12 - STEM 6 38 38
256 =14
711
Grade 12 - ABM 1 45 45
256 =16
711
Grade 12 - ABM 2 47 47
256 =17
711
Grade 12 – HUMSS-GAS 30 30
256 =11
711
Table 1.1. Population and sample sizes for each stratum

After obtaining the necessary sample sizes, the respondents were chosen using

numbered class lists and the Random Number Generator key of the calculator.

Research Instrument

The researchers employed standardized and researcher-made questionnaires. The

variable measured by the researchers was grit. The researchers used Angela Duckworth’s

Grit Scale. The Grit Scale is a 12-item test made to measure a person’s ability to preserve

focus and interest, and persevere in obtaining long-term goals. The questions in the Grit

Scale were answered with a five-point assessment which ranges from “Very much like

me” to “Not like me at all.” The values of each choice varied depending on the questions

even though there were no negative word questions. These were based on the Five-point

Likert-type scale, which ranged from 1 to 5 points that were fixed on the choices by the

researchers.

23
 For questions 1, 4, 6, 9, 10, and 12, the assigned scoring was 5 as “Very much

like me” and 1 as “Not like me at all”. For the rest of the questions, reverse-scoring was

involved. In order to attain the average scores, the points obtained were added and the

result was divided by 12. The maximum score on the scale was 5 (extremely gritty) and

the lowest score was 1 (not at all gritty). An average of 3 to 5 meant that respondents

were focused and determined in finishing tasks in a certain amount of time while an

average below 3 meant that they were not focused and were not interested enough to

finish the task.

Data Collection Procedure

In gathering data for the study, the researchers randomly chose the respondents

among senior high school students of the Laguna College enrolled for S.Y. 2019-2020.

For identifying the sample size needed, the Slovin’s formula was used. After determining

it, the researchers used proportional allocation to give each stratum a chance to better

represent their group since the number of STEM students in the whole population greatly

outnumbers the other two academic strands. The respondents were randomly chosen and

were given standardized and research-made questionnaires namely, Grit Scale, that would

help the researchers get the data needed. The questionnaires were distributed to the target

population and once the respondents finished answering, the answers were tallied and

were evaluated accordingly. The researchers gave assurance to the respondents regarding

the confidentiality of the collected data.

24
Statistical Treatment

For the problem which dealt on the demographic profile of the respondents, the

percentage and frequency distribution were used. The percentage is a descriptive tool

used to describe the relationship between a part to its whole. To get the percentage, the

formula is:

F
P= × 100
N

Wherein P is the percentage, F is the frequency, and N is the total number of

respondents.

For the problem which dealt on the factors that can predict the grit level of the

respondents, multiple regression analysis was used. Multiple regression analysis is a

statistical method used to examine the influence of two or more independent variables on

a dependent variable.

y=b0 +b1 X 1 +b 2 X 2 +…+ bk X k

Wherein y is the predicted value of the dependent variable and b values are the

regression coefficients of the independent variables.

For the problem which dealt with the difference between the grit scores of males

and females, T-test was used. T-test is used to determine if there is a significant

difference between the means of two groups.

25
 X́ 1− X́ 2
t c=

√ S2 p
( n1 + n1 )
1 2

2 ( n1−1 ) S12 + ( n2 −1 ) S 22
S p=
n1 +n 2−2

Wherein:

tc = tcomputed = calculated t-statistic

S2p = pooled variance

X́ 1 = females’ sample mean score

X́ 2 = males’ sample mean score

n1 = total sample size of females = 126

n2 = total sample size of males = 131

S1 = females’ sample standard deviation

S2 = males’ sample standard deviation

For hypothesis testing, Chi-square test of independence was used to determine if

there is a significant relationship between grit level and the academic performance of the

respondents. It was also used to determine if the respondent's age, gender, academic

strand, and socioeconomic status are related to their grit level. Chi-square test of
independence is used to determine if there is a significant relationship between two

nominal variables.
 Test Statistic:

2 ( O ij−E ij )2
X c=∑
E ij

Ri × C j
Eij =
n

Wherein Oij is the observed value, Eij is the expected value, n is the sample size,

Cj is the value on the jth column, and Ri is the value on the ith row.

Appendix A

Questionnaire

Name: _____________________________ Age: ______ Gender: _______

Grade, Section & Strand: _____________ GWA (1st Semester): ________

Socio-Economic Status: _____________

The Relationship Between the Grit Level and the Academic Performance of Senior
High School Students of Laguna College

12-Item Grit Scale

*The Grit Scale was developed by Duckworth, A.L., Peterson, C., Matthews,
M.D., Kelly, D.R. (2007). Journal of Personality and Social Psychology, 9, 1087-1101.

Instructions for taking the Grit test:

Put a check on the box of your answer. Your answer has a corresponding score
ranging from 1 to 5. Your individual grit score will be the average of your responses to
each question (somewhere between 1 and 5, with 1 being not at all gritty and 5 being
extremely gritty.)

Questions Very Mostly Somewhat Not Not like Total

47
 much much
like me like me me at all Score
like me like me
1. I have
overcome
setbacks to
conquer an
important
challenge.
2. New ideas and
projects
sometimes
distract me from
previous ones.
3. My interests
change from year
to year.
4. Setbacks don’t
discourage me.
5. I have been
obsessed with
certain idea or
project for a short
time but later lost
in interest.
6. I am a hard
worker.
7. I often set a
goal but later
choose to pursue a
different one
8. I have difficulty
maintaining my
focus on projects
that take more
than a few months
to complete.
9. I finish
whatever I begin
10. I have
achieved a goal
that took years of
work.
11. I become
interested in new
pursuits every few
months.
12. I am diligent.
Grit
Score:

Grit
Level:

48
 Appendix B

Statistical Tables

Chi-square Distribution Table

49
Z-Table

50
 Chapter III

Methodology

This chapter presents the research methodology used in this study. This includes

the research design, research respondents, data sampling technique, research instrument,

data gathering procedure and the statistical analysis of data.

Research Design

In this study, a quantitative approach was followed. The type of research design

used in this study was a causal-comparative research design to know the effects on the

first-year college students who chose courses that were not related to their previous

senior high school strand. The researchers used this design to gather efficient data in

relation to the research topic that helped to accurately identify the effects of the problem

presented in this research. The data for the study were based on the answers gathered

from the questionnaires designed specifically for acquiring information needed in the

objectives of the study which were given to the respondents during the course of this

research.
Research Respondents

The researchers selected the first-year college students of Laguna College within

the academic school year 2018 - 2019 due to the availability of the respondents as well as

the close vicinity of the students’ classrooms in which the research was conducted. An IQ

Test pre-survey was given to determine which among the population of first year college

students took up courses that were unrelated to their previous senior high school strands.

The pre-survey was able to determine 33 first year college students who took courses that

were not related to their senior high school strands and they were automatically selected

as the Not in Line group of sample respondents. On the other hand, the students who took

courses related to their senior high school strands were then selected using a random

sampling method. The 33 students who were selected comprised the In Line sample

respondents of this study. A total of 66 respondents were then subjected to a final survey

to determine the results needed for this study.

Data Sampling Technique

The method of non-probability purposive sampling was used in this research. The

participants were one hundred and eighty-three (183) first-year students of Laguna

College enrolled for the second semester of the academic year 2018 - 2019. In identifying

the included participants, an IQ test pre-survey was done by the researchers to determine

the sample members of the population. The test determined that the students who were

taking up a course which does not match their previous strand in Senior high school has

an average IQ of 102.3604643 which meant Normal Average Intelligence. This became

the basis for the selection of the sample respondents on the group of students who were
taking up a course that match their strand. A random sampling method was done on the

group of students with Normal Average Intelligence who were taking up a course that

match their strand to acquire the second batch of respondents.

Research Instrument

The pre-survey, which is in a form of an IQ Test was found in Advanced IQ

Tests: The Toughest Practice Questions to Test Your Lateral Thinking, Problem Solving

and Reasoning Skills by Peter Carter. The pre-survey was administered to find out the

average IQ of the population which is the controlled variable in the study. The level of

intelligence between both groups of respondents remains in an unchanging state allowing

the relationship between the students who took a course that match their strand during

Senior High school and those who did not, to be better understood.

To ensure the validity of content and reliability of structure, the research

instrument in the form of a questionnaire was presented to the group’s researcher adviser

for approval of the research questions. Based on the comments and feedback gathered

from the consultation, items which were deemed to be vague indicators were revised to

eliminate duplications and ambiguity.

The questionnaire consisted of two parts: the demographic profile of the

respondent and four sub-parts compromising different questions that would generate the

necessary results needed in this study. The first and second sub-part determined the

factors the influence of strand and course choice of the first-year college students who

took courses that were unrelated to their previous strands in Senior High school. The
third and fourth sub-part determined the current situation of the first-year college students

who took courses that were unrelated to their previous strands in Senior High school.

Data Gathering Procedure

In making this research, the researchers followed certain procedures pertaining as

to how the survey would be conducted. These procedures were as follow:

To fully understand this study, the researchers first read articles and related

literatures about the situations of first year college students who were previous graduates

from the first batch of students in the K to 12 program. The researchers, then, identified

the problem stated in the study by consulting the students and teachers of the college

department in Laguna College. The responses from both teachers and students motivated

the researchers and pursued the topic at hand.

The researchers, then, gathered a complete list of the names and courses of their

target population. The list allowed the researchers to estimate the number of respondents

from each course as well as the total number of their sample population. The researchers

eventually formulated their survey questionnaire that would best relay the desired results

of this study.

Next, the researchers conducted a pre-survey among the first-year college

students with different courses of Laguna College S.Y. 2018-2019. The pre-survey

helped the researchers determined who among the population of first year college

students chose courses that were not related to their previous senior high school strands.

After the said pre-survey, the researchers conducted a final survey on the students who
admittedly said to choose courses unrelated to their previous senior high school strands

and gathered the necessary data for this study by giving them questionnaires. The

questionnaires were compiled, and the answers were tallied to determine the result of the

survey.

Researchers used a statistical tool to extract the information needed by the

researchers in achieving the objectives of the study. The data gathered were interpreted

by the researchers to produce a conclusion and recommendation for upcoming college

freshmen regarding course choices.

Statistical Analysis

In this research, the correlation between the dependent variables and the

independent variables were measured through the use of:

1. Univariate Analysis

This would be used to separately analyze the findings regarding each variable in

the acquired data set thus each individual variable can be summarized on its own. The

percentage of the respondents’ answers in every question would be determined and the

formula that would be used was:

f
%= ×100
N
Where:

% = Percent

f = Frequency

N = Number of cases

To analyze the numerical values, the average number of the respondent’s answers would

be used using the formula:

∑ xⅈ
x́=
n

Where:

x́ = Sample mean

∑ xⅈ = Sum of all scores

n = Number of respondents

Meanwhile to get the dispersion of all answers from the average answer, the formula that

would be used was:

2
∑ ( X−μ )
σ=
√ n−1
Where:

σ = Standard deviation

∑ ( X −μ )2 = Sum of the squared deviations of the scores from the sample mean

n = Number of respondents

To determine the IQ scores of the respondents who took the IQ test pre-survey, the

formula below was used:

X ⅈ−MEAN
Zi =
SD

I Q i=100+Z ×15
i

Where:

Zi = Z-score

X i = Average IQ score of the respondents.

SD = Standard Deviation

2.) Bivariate Analysis using Four-fold Method

To determine the relationship of two dichotomous variables, the formula below

was used:

a ( d )−b( c)
θ=
√ k ( m) l(n)
Where:

a = the frequency on variable A item a

b = the frequency on variable A item b

c = the frequency on variable B item a

d = the frequency on variable B item b

k = the total frequency of variable A

l = the total frequency of variable B

m = the total frequency of item a

n = the total frequency of item

The value of correlation corresponds to the following interpretation:

Value of r Strength of relationship

-1.0 to -0.5 or 1.0 to 0.5 Strong

-0.5 to -0.3 or 0.3 to 0.5 Moderate

-0.3 to -0.1 or 0.1 to 0.3 Weak

-0.1 to 0.1 None or very weak

3.) Likert Scale

Likert items were used on two parts of the questionnaire which correspond to the

following values:

RAT
VERBAL INTERPRETATION RANGE
E
5 Most Important 4.6-5.0
4 Very Important 3.6-4.5
3 Somewhat Important 2.6-3.5
2 Little Important 1.6-2.5
 1 Not Important 1.0-1.5

RAT
VERBAL INTERPRETATION RANGE
E
5 Strongly Agree 4.21-5.00
4 Somewhat Agree 3.41-4.20
3 Neutral 2.61-3.40
2 Somewhat Disagree 1.81-2.60
1 Strongly Disagree 1.00-1.80

APPENDIX B
 APPENDIX C

A Study on the Effect of Mismatched College Course Preference to the

Career Tracks in Senior High School

Name: SHS Strand: ________________

Course: _____________________________ Gender: ___________________
INSTRUCTIONS: This survey form is a research tool to aid us in identifying the effects
of choosing a course that is not related to the strand taken by the students during Senior
High school. Please complete the following questions below to reflect your opinions as
accurately as possible and answer the factual questions to the best of your
knowledge. Your personal information will be kept strictly confidential.

I. Please rank the following using “1” as the greatest influence, “2” the next highest,
through “10”, the least influence of your strand choice during senior high school.
_____ Availability of the strand at the institution
_____ The academic competitiveness of the strand compared to others.
_____ The course you plan to take in college.
_____ The activities associated with the strand.
_____ The availability of facilities and equipment used for the strand.
_____ My parents’ or guardians’ advice
_____ The classes I took in high school.
_____ The total cost of attending classes in strand.
_____ The extent to which my family would be required to financially support me.
_____ My personal interests and hobbies.

II. Please rate the importance of the following in your selection of your course in
college.

Most Very Somewhat Little Not

important important important importance important
1. Advice of parents’ or
guardians’
2. Advice of teacher or
guidance counselor
3. Preference of
friends, classmates
 or a special someone
4. Job opportunities or
demands in the
industry
5. Financial status of
family
6. Years allotted on a
course

III. Check the column that corresponds to your answer.

YES NO
1. Are you having a difficult time in your course?
2. Are you experiencing hardship and pressure in your
course?
3. Are you experiencing inconvenience when dealing
with the difficulty of subjects within your course?
4. Do you have a hard time in coping with the college-
teaching-approach of the teacher?
5. Do you feel left out in conversations with peers
regarding their Senior high school experience?
6. Do you zone out during class discussions because
you cannot relate with your classmates about the
lesson?
7. Do you experience difficulty in communicating with
your classmates during group activities?
8. Have you ever felt that your classmates do not trust
you in doing tasks at school?
9. Do you approach your classmates when you do not
understand the topic?
10. Have you ever try to have a group study with your
classmates when you find the topic difficult?
1. Did you choose your course because of the available
job opportunities that comes after you graduate?
 2. Do you consider the job you are going to get after
you graduate in choosing your course?

Strongly
Somewhat Somewha Strongly
Disagre Neutral
Disagree t Agree Agree
e
1. I can quickly understand the
lessons in my classes.
2. I can keep up with the lessons
being taught even though I am
not familiar with some of
them.
3. I can tell that my class
performance is improving.
4. I am able to participate actively
during class discussions.
5. I am able to suggest ideas
during group activities.
6. I am satisfied with my scores
on my quizzes and exams.
7. I have good grades in my
major subjects.

CHAPTER III

METHODOLOGY
 The study explored and examined the different factors contributing to public

speaking anxiety of the Senior High School students in Laguna College using the English

language, and analyzed the levels of public speaking anxiety and confidence of the

respondents to determine whether there is a significant relationship between the variables.

This chapter presented the respondents of the study, sampling technique, data collection

procedure, and data analysis used by the researchers in order to attain the objectives of

the study. In configuration of the study and its total population, the researchers

considered the principles of validity and reliability.

Research Design

This study is a descriptive research. The researchers used Likert Scale for the

survey questionnaires which were used to gather, examine, and translate information

from a specific population. The researchers used data gathering information for this study

by using structured instrument or a form of a questionnaire which was made up of

questions for the respondents to answer. The researchers made use of the Personal Report

of Public Speaking Anxiety Scale and Foreign Language Classroom Anxiety Scale

proposed by Horwitz et al. (1986), to interpret the scores that were obtained. All the

answers were tallied, analyzed, and presented as data in the form of charts.
Subjects/Respondents of the Study

The respondents of the study were consisted of Senior High School students of

Laguna College. These respondents were considered because most of the students may

have public speaking anxiety. There were no exceptions made in selecting the

respondents of the study. Athletes and honor students were both included in the selection

of the respondents.

Sampling Techniques

In this study, the researchers made use of Slovin’s formula, stratified sampling

with equal allocation, and simple random sampling method. The researchers initially used

Slovin’s formula to determine the number of respondents needed. To get the number of

respondents the formula is:

N
n=
1+ Ne2

705
n= =255.20
1+(705)(0.05)2

Where:

n = number of students needed

N = total number of Senior High School students

e = margin of error (5%)

 After identifying the total number of respondents needed, stratified sampling

technique with equal allocation was used to determine the number of respondents for

each section, using the formula:

n
ni =
L

256
ni = =15.06
17

Where:

n = total number of respondents needed

L = number of sections

= 16 n7 = 16 n13 = 16

n2 = 16 n8 = 16 n14 = 16

n3 = 16 n 9 = 16 n15 = 16

n 4 = 16 n10 = 16 n16 = 16

n5 = 16 n11 = 16 n17 = 16

n6 = 16 n12 = 16
The researchers, then, made use of simple random sampling to acquire the respondents

from each section. A random number generator was used to make sure that there was no

bias.

Research Instruments

The researchers designed a questionnaire with close-ended questions from the

area of the research problem. The questionnaires were structured carefully to avoid

confusion of the respondents. Simple and easy to comprehend words were used in order

for the respondents to easily understand as well as answer the research questions.

Possible answers were provided to enable the respondents to check whichever answer

they find suitable in terms of their response to the questions which will be given. The

Personal Report of Public Speaking Anxiety (PRPSA) Scale and Foreign Language

Classroom Anxiety Scale (FLCAS) were included on the questionnaire to measure and

interpret data.

Data Collection Procedure

The researchers had a total of 272 respondents. To come up with this sample size,

the researchers used Slovin’s formula and chose 16 students from each section to

participate in the study. These participants were chosen from the 17 sections of the Senior

High School students of Laguna College. The researchers used survey questionnaires for

gathering data and analysis. These questionnaires were given during the vacant time of

the respondents in school. After the students have answered the questionnaires, these

were collected, tallied, and analyzed by the researchers.

Statistical Treatment

The collected data were tallied, tabulated and interpreted by using tables and

charts. It was used to discover the differences between the results among the respondents

from Senior High School students. The following statistical tools were also used:

Tables and Charts was used to organize the data gathered from the subjects.

Frequency Distribution was used to show the differences among the responses

of the chosen subjects for the study.

Arithmetic Mean was used to determine the mean of the factors contributing to

public anxiety, and their effects to the respondents.

Formula: Arithmetic Mean = (x1 + x2 + …. + xn) / n

Where: xi = ith variable

n = Number of Variables in the data set

Chi Square Test of Independence was used to examine the significant

relationship between speaking using English language and public speaking anxiety, and

between the confidence of the subjects and their final grade in the Oral Communication

subject.

2 ( Oi−Ei )
Formula: x =∑
Ei

Where: O = Observed Value(s)

E = Expected Value(s)
 APPENDIX C

0 Research Questionnaire

Name: ________________________ Oral Communication Final Grade: _____

Grade & Section: ________________ Gender: Male Female

I. Please indicate whether or not you believe each statement applies to you by

marking whether you:

Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1

LEVEL OF CONFIDENCE 5 4 3 2 1
1. I’m worried that other students in class speak

English better than I do.

2. I feel nervous speaking English in front of the

entire class.
3. I’m worried about making mistakes while

speaking English.
4. I feel nervous when I can’t express my opinion

in English.
5. I don’t feel shy speaking English to my English

teacher.
II. Check the different factors that contribute to your public speaking anxiety when

speaking in English language.

⸏ Fear of making mistakes ⸏ Lack of vocabulary

knowledge
⸏ Fear of negative evaluation

⸏ Expectations
⸏ Lack of experience and ⸏ Verbal fluency

exposure
⸏ Previous unpleasant

⸏ Audience/Environment experience

⸏ Self-valuation Others, please specify:

_______________
⸏ Rejection
III. Check the effects of the factors that contribute to your public speaking anxiety when

expressing in English language.

⸏ When giving a speech, I can’t deliver my thoughts and ideas well in front of an

audience.

⸏ I stutter at times when I deliver a speech.

⸏ I lose self-confidence every time I speak in front of an audience.

⸏ I feel uncomfortable in giving a speech because I’m not used to talking in front of

people.

⸏ I overthink that I might disappoint the expectations of the audience.

Others, please specify: _______________________________________

IV. Personal Report of Public Speaking Anxiety. Below are 34 statements that people

sometimes make about themselves. Please indicate whether you believe each statement

applies to you by marking whether you:

Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1

5 4 3 2 1
1. While preparing for giving a speech, I feel tense and nervous.
2. I feel tense when I see the words “speech” and “public speech” on a

course outline when studying.

3. My thoughts become confused and jumbled when I am giving a speech.
4. Right after giving a speech I feel that I have had a pleasant experience.
5. I get anxious when I think about a speech coming up.
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 getting tense.

10. My hands tremble when I am giving a speech.
11. I feel relaxed while giving a speech.
12. I enjoy preparing for a speech.
13. I am in constant fear of forgetting what I prepared to say.
14. I get anxious if someone asks me something about my topic that I don’t

know.
15. I face the prospect of giving a speech with confidence.
16. I feel that I am in complete possession of myself while giving a speech.
17. My mind is clear when giving a speech.
18. I do not dread giving a speech.
19. I perspire just before starting a speech.
20. My heart beats very fast just as I start a speech.
21. I experience considerable anxiety while sitting in the room just before my

speech starts.
22. Certain parts of my body feel very tense and rigid while giving a speech.
23. Realizing that only a little time remains in a speech makes me very tense

and anxious.
24. While giving a speech, I know I can control my feelings of tension and

stress.
25. I breathe faster just before starting a speech.
26. I feel comfortable and relaxed in the hour or so just before giving a

speech.
27. I do poorer on speeches because I am anxious.
28. I feel anxious when the teacher announces the date of a speaking

assignment.
29. When I make a mistake while giving a speech, I find it hard to

concentrate on the parts that follow.

30. During an important speech I experience a feeling of helplessness

building up inside me.

31. I have trouble falling asleep the night before a speech.
32. My heart beats very fast while I present a speech.
33. I feel anxious while waiting to give my speech.
34. While giving a speech, I get so nervous I forget facts I really know.

V. Foreign Language Classroom Anxiety Scale. Statements 1-33 refer to how you feel

about learning English. For each statement, please indicate whether you:

Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1

5 4 3 2 1
1. I never feel quite sure of myself when I am speaking in English.
2. I don’t worry about making mistakes in English class.
3. I tremble when I know that I’m going to be called on in English class.
4. It frightens me when I don’t understand what the teacher is saying in

English.
5. It wouldn’t bother me at all to take more English classes
6. During English class, I find myself thinking about things that have

nothing to do with the course.

7. I keep thinking that the other students are better at English than I am.
8. I am usually at ease during tests in my English class.
9. I start to panic when I have to speak without preparation in English class.
10. I worry about consequences of failing my English class.
11. I don’t understand why some people get so upset over English classes.
12. In English class, I can get so nervous I forget things I know.
13. It embarrasses me to volunteer answers in English class.
14. I would not be nervous speaking English with native speakers.
15. I get upset when I don’t understand what the teacher is correcting.
16. Even if I am well prepared for English class, I feel anxious about it.
17. I often feel like not going to my English class.
18. I feel confident when I speak in my English class.
19. I am afraid that my English teacher is ready to correct every mistake I

make.
20. I can feel my heart pounding when I am going to be called on in my

English class.
21. The more I study for an English test, the more confused I get.
22. I don’t feel pressure to prepare very well for English class.
23. I always feel that the other students speak English better than I do.
24. I feel very self-conscious about speaking English in front of other

students.
25. English class moves so quickly I worry about getting left behind.
26. I feel more tense and nervous in my English class than in my other

classes.
27. I get nervous and confused when I am speaking in my English class
28. When I am on my way to English class, I feel very sure and relaxed.
29. I get nervous when I don’t understand every word the English teacher

says.
30. I feel overwhelmed by the number of rules you have to learn to speak

English.
31. I am afraid that the other students will laugh at me when I speak English.
32. I would probably feel comfortable around the native speakers of English.
33. I get nervous when the English teacher ask questions which I haven’t

prepared in advance.