1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Pre-service teacher education is essential to every teacher's education

curriculum because it prepares student-teachers to become qualified teachers in

the future (Ulla, 2016). And student teachers look forward to finally experiencing

a glimpse of their dream of becoming teachers. However, pre-service teachers

may have "no incentive to reflect or make improvements in their teaching" if they

lack self-doubt (as cited in Knoblauch and Chase, 2015). The researchers find it

important to check the level of confidence of education students even before pre-

service training so that educators can prepare them before sending them out to

different classes, and one way is through a teaching demonstration.

On the other hand, the attitude of believing in oneself is referred to as

"self-confidence." It is crucial to a person's life since it aids in facing and

overcoming inadequacies and phobias. Glossophobia, on the other hand, is

another name for public speaking anxiety, a phobia in which the sufferer fears

speaking in front of others. Thus, recognizing and understanding one's genuine

self can be very reassuring. It permits one to establish high standards in

everything one undertakes. It can also assist someone in living a great life and

achieving all their objectives and dreams. Furthermore, one can concentrate on

enhancing one's mental health and accomplishing one's life's goals by first
 2

looking within. Hence, the purpose of the study is to determine how students'

levels of confidence are impacted by their experience in demo teaching.

The public-speaking soul is essential because self-assured learners are

better able to face their fears and find solutions. Many students struggle with

stage fright, according to specialists, 73% of people suffer from public speaking

fear (Fitscher, 2020). Effective communication requires self-confidence,

especially when speaking in front of an audience. According to Markway (2018),

more drive and greater resilience are two advantages of self-confidence, and

individuals who have it are better able to handle their weaknesses and express

their feelings. Consequently, a person who has self-confidence may complete all

jobs correctly even in the face of criticism from others.

This study aims to answer the effects of demo teaching towards self-

confidence among the third-year Bachelor of Technology and Livelihood

Education students of Salay Community College. This study, therefore, seeks to

take a deep look at the students' attitudes toward demo teaching and how it

affected their level of self-confidence. Thus, its main purpose is to identify the

common problems that they encounter and to propose possible solutions to

these problems.
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THEORETICAL AND CONCEPTUAL FRAMEWORK

In this chapter, it states the theory that will support the study. Hence, the

study has two theories. These are Stephen Krashen’s Theory of Second

Language Acquisition and Self Determination Theory.

According to Stephen Krashen's theory, learning a second language will

impact students' confidence. Thus, speaking English as a second language might

diminish one's assurance, increase anxiety, and make one phobic of public

speaking. According to Stephen Krashen's thesis, five hypotheses help us grasp

the theory more fully; Acquisition-learning, monitoring, input, affective filter, and

natural order (Krashen, 2019).

Acquisition-Learning has two systems, which are the acquired system and

the learned system. The acquired system is the natural process by which

children learn their first language. Learned is educating the students on how to

use the language, and one example is correcting the grammar.

The monitor hypothesis defines the relationship between the two systems,

which are the acquisition system and the learning system, and it deepens our

understanding of the relationship between the two systems. As a result, Stephen

claims that acquisition learning is a process of expression toward the first

language. On the other hand, a learned system is an act of correcting and

polishing the language of a person, wherein a teacher will enhance the language

of the students.
 4

The second language acquisition process for the students is described in

the input hypothesis. According to Stephen Krashen, speaking naturally helps

second-language learners improve their language.

According to the Affective Filter, a good attitude and motivation will have a

favorable effect on oneself. Therefore, possessing these qualities will boost one's

confidence, which will enable that individual to have self-trust to handle all of life's

obstacles. A person with low motivation and self-esteem will also be afraid of

making mistakes, which will result in anxiety and block the students' minds. In

other words, a student's self-esteem will be greatly impacted by having a positive

attitude.

According to Stephen Krashen's "Natural Order" hypothesis, someone

who wants to learn a new language must engage in natural conversation to pick

up the language. So, by engaging in natural dialogue, one can learn a new

language.

In other words, according to Stephen Krashen's theory, students who

speak English as a second language might perform less since learning a second

language requires a lot of time and practice.

The main purpose of this study is to determine the effects of teaching

demonstration on the students' levels of self-confidence. A successful teaching

demonstration showcases the capacity of the student to be ready for pre-service

training.
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SCHEMA OF THE STUDY

INDEPENDENT VARIABLES DEPENDENT

VARIABLES

TEACHING SELF-CONFIDENCE
DEMONSTRATION

Figure 1: The interplay between the independent and dependent variables of the

study.

STATEMENT OF THE PROBLEM

The purpose of the study is to determine how students' perceptions of demo

teaching affect their levels of confidence. particularly the following inquiries:

1. What is the student's level of confidence in demo teaching?

2. Does a student's performance in demo teaching have a substantial impact on

their level of self-confidence?

HYPOTHESIS

The null hypothesis is presented below and will be tested at a 0.05 level of

significance:

Ho: There is no significant relationship between the student's public performance

in demo teaching and their level of self-confidence.

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SIGNIFICANCE OF THE STUDY

The outcomes of this research provided information regarding the

utilization of teaching demonstration and have vital implications and insights for

the following group of sectors:

BTLED Students. This study helps the students understand the importance of

self-confidence in public speaking and better prepares them, especially for pre-

service teaching.

College Teachers. The findings of the study will help college teachers gauge the

confidence of their future student teachers and could design activities to elevate

their level of confidence in speaking publicly.

Practice Teachers. This study will help the practice teachers to understand the

importance of self-confidence in preparation for their practice teaching.

Cooperating Teachers. The results of the studies will help the cooperating

teachers to analyze the effects of teaching demonstration and self-confidence, to

help practice teachers to be prepared in their practice teaching.

Salay Community College. The findings of this study will help SaCC to find

ways to develop the student's self-confidence by implementing activities to

elevate their level of confidence.

Future Researchers. The results of the studies will allow future researchers to

refine and expand research into the effects of teaching demonstration and self-

confidence.
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SCOPE AND DELIMITATION OF THE STUDY

This study primarily focused on demoteaching performance and its effects

on the level of self-confidence among the Bachelor of Technology and Livelihood

Education (BTLED) third-year students for A.Y. 2022-2023. The researchers

conducted the study within the premises of Salay Community College (SaCC).

This study limits its coverage to third-year BTLED students only. The

researchers were interested in the students' attitudes toward demo teaching and

how it affected their level of self-confidence. Thus, its main purpose is to identify

the common problems that they encounter and to propose possible solutions to

these problems.

DEFINITION OF TERMS

For a better understanding of this study, the following terms are defined

operationally:

Demo teaching -In this study, it denotes a presentation of skills to teach and a

demonstration of the ability of education students to select, structure, and deliver

lesson content. It also shows the capacity of future educators to not only create

and follow lesson plans but also engage and interact with students to enhance

their learning.

Public speaking- According to this study, it is a process of communicating the

lesson content with a group of audience members, such as students and faculty.
 8

Self-Confidence- In this study, it means an attitude among education students

about their skills and abilities.

BTLED 3rd Year Students- This study, refers to the 3 rd year students who are

enrolled in Bachelor of Technology and Livelihood Education in the school year

2022-2023
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter aims to present useful previous studies as well as various

current studies that are thought to be related and relevant to the topic of analysis

to provide more information and a better understanding of the entire study. This

also contains studies that are in local and foreign literature and studies.

Local Literature

According to Humaera (2015), lack of self-confidence is another factor that

prevents students from speaking up. The students' limited knowledge of English

causes students to have low self-confidence. The situation can get worse

because they see that some of their friends do not easily understand their

presentation in the classroom and if they do not understand other speakers. In

this situation, they prefer to remain silent while others speak, which shows that

students lack the confidence to communicate. Tsui, cited in Nursyams (2018),

says that students who lack confidence in themselves and their English language

suffer communication anxiety. To explain the above, teachers should pay more

attention to building students' confidence when they speak.

There are several reasons for experiencing anxiety. As stated in one

article, various factors contribute to the fear of speaking in public in English as a

Second Language. The primary cause is the lack of vocabulary and preparation

when it comes to speaking English. Secondly, individuals may have had negative
 10

experiences in the past when speaking in public, such as being criticized or

feeling ashamed of their speaking abilities. Additionally, students may feel inferior

in their English-speaking skills and compare themselves to others, especially

their friends, classmates, and family. This comparison, along with a lack of self-

confidence in their linguistic capabilities, skills, and competence, can also

contribute to their fear. (Ayres, 2017)

The Philippines has successfully attained proficiency in the English

language by incorporating it as the exclusive medium of instruction and

communication in various disciplines and courses through tertiary education.

According to Turmudi and Hajan (2020), the main objective of the Philippine

Educational System is to produce a well-educated individual who can effectively

communicate in different situations. Furthermore, students are encouraged to

actively engage in communication activities both inside and outside the

classroom to expose them to an English-speaking environment. The Philippine

government also supports and promotes the use of English as a second

language, aiming to help individuals achieve their life goals. They have also

established a comprehensive education system, covering all levels from pre-

school to post-graduate education, to ensure the effective delivery of education.

The purpose of the Azagra (2017) study was to determine the degree of

public speaking anxiety among Grade 11 pupils. According to the study, when

giving a public speech, pupils in Grade 11 had a rapid heartbeat or heart rate.

The level of worry among the students was manageable. Additionally, the survey
 11

notes that oral communication and public speaking are in high demand across

the globe. English is significant since it is the language of business.

The study states that there are human behaviors that affect foreign

language learning, and one of the variables that affect foreign language learning

is self-confidence. The study wants to know how the students apply their self-

esteem and how they trust their English-speaking skills when it comes to public

speaking. Surprisingly, a study conducted by Hernando (2015) shows that the

number of students who lack speaking skills in English and are having problems

with public speaking is at a satisfactory level.

Foreign Literature

Paolini (2015) says it's important for teachers to be prepared and

knowledgeable in their fields, to create courses that adhere to standards, and to

explain the course material and expectations properly. These teachers stimulate

their students' attention through dialogue, hands-on, practical exercises, and

group projects. When teachers relate pertinent material to their students'

everyday experiences, active learning happens. The best teachers set high

standards for their students, push them beyond their comfort zones, encourage

collaboration and interactive learning, and show genuine concern for their

student's education and development. Thus, demo teaching is one method that

prepares the education students to be more knowledgeable in their fields and

would evaluate if they could meet the expectations of becoming a student

teacher.
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To better prepare the student teachers to become certified teachers in the

future, effective pre-service teacher training, a solid teaching practicum

foundation, and good mentoring and monitoring from the mentor teachers should

be carefully considered (Ulla,2016), and demonstration teaching is part of a good

mentoring process for soon-to-be pre-service teacher.

According to Leong and Ahmadi (2017), to be an effective communicator,

students must practice and develop their speaking skills. In a language, learning

and speaking are some of the most difficult aspects. The majority of the language

learners found it difficult to express their thoughts in a public manner. Language

learners stop talking because they can't properly construct what they are saying.

As a result, speaking skills must be practiced because thoughts and feelings are

expressed through speech. Also, the majority of the activities in schools involve

public speaking.

Public speaking is the method of acting or performing a speech or

impromptu that a person wants to say. It is the presentation where lots of

audience on stage will listen to how the students explain or speak well to the

audience. Not only that but also, public speaking requires face-to-face talking in a

person and the student needs to make the audience interested in the message

(Shyam, 2016).

According to Yee, & Abidin (2014), Because of the variety of ways and

languages, public speaking is usually done in words or different languages, but

English is the most difficult to improve because of the variety of ways and
 13

languages. Speaking English is becoming increasingly important in terms of

communication skills during the globalization period. Most understudies are

experiencing difficulties, particularly in verbal abilities where they lack certainty.

Talking abilities, as they will be allowed to practice speaking in front of others to

reduce their discourse in speaking English. Public speaking programs can help

people improve their English in an empowering and comfortable way. Aside from

that, it will gradually boost their confidence in speaking English and increase their

motivation to speak.

The findings of Douglas, Teaching, and Ahmadi (2017) say that having

positive thoughts can also aid the effectiveness of speaking, particularly among a

wide population. Writing and reading don't require an audience. Most of the

students in the classroom don't have the confidence to express their thoughts

because they are afraid to make mistakes and be judged by others. Thus, it is

important to have self-confidence in oneself. Not only does it improve the student

teachers’ communication skills, but it also helps them to be confident in what they

do, by believing in themselves that they can do it.

According to Chollt et al. (2015), having more confidence when speaking

in public is a good and effective way of communicating. To speak in public

requires training and practice. Thus, this study can guide the students in

improving their knowledge so they can speak well. Furthermore, this study has a

correlative relationship with the researchers’ investigation, considering that it can

help the students easily understand what the concept is all about. Being practical

when learning to speak prompts us to avoid fear and nervousness, which can
 14

lead to panic. Besides increased engagement and challenges as well as

progress in public speaking abilities as judged by the experts, practicing

speaking skills can improve the student's knowledge of public speaking and can

be very useful practice teaching.

Everyone gains from possessing self-confidence, according to Fonvielle

(n.d.). Better self-worth, greater happiness, less self-doubt, more strength, less

fear, more success—these are just a few of the advantages. Additionally, self-

confidence has a significant influence on everyone's life and has the power to

alter everyone's way of living, particularly students. In other words, self-

assurance can contribute to achieving success in life

Raja (2017) discovered that students cannot reduce their anxiety by

speaking English on their own. However, this research is only focused on the

analysis of the teacher's strategy in managing the student’s anxiety.

The findings of Jugo (2020) showed that among Filipino language

learners, speaking, correcting errors, and interacting with native English

speakers are sources of high anxiety, whereas writing, having a poor view of

oneself, and not understanding are sources of moderate anxiety. The results of a

simple regression analysis showed that second language anxiety has a

substantial negative association with all kinds of anxiety and that it is a major

predictor of English proficiency.

According to Farhan (2019), psychological factors such as fear of making

mistakes, anxiety, lack of confidence, shyness, and lack of motivation hinder

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students from speaking in English class. These factors will cause the person to

have a fear of making mistakes. A person who is laughed at by those around

them may feel bad, and this can lead to a loss of self-confidence, which leads to

a fear of making mistakes. Hence, it can be solved by motivating and supporting

the person as they try to do things in life; in that way, the person may feel relief,

and it can build the person’s self-confidence, which can rid the person of the fear

of making mistakes. In addition, the study states that motivating a person can

help them deal with having low self-confidence.

Although there may be relevant writers and researchers focusing on

related issues, the researchers are particularly interested in taking into account

students who lack confidence. Since the researchers themselves had previously

faced similar issues, they can relate. This study aims to equip readers and

aspiring researchers with the knowledge and skills they need to assist the

generation that follows them.

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CHAPTER 3

METHODS

This chapter presents the setting of the study, the research design,

selection, and description of the respondents, research instruments that were

used, in data gathering, and statistical techniques.

RESEARCH SETTING

The study was conducted at Salay Community College, located at Purok

1, Salay, Misamis Oriental. This institution is building competent elementary and

secondary school teachers. Salay Community College is an institution accredited

by TESDA that offers Technical and Vocational Education and Training Courses

(TVET) under the Technical Education and Skills Development Authority

(TESDA) and the Commission on Higher Education (CHED). Salay Community

College is a newly established institution, and rest assured that they have a well-

rounded faculty and staff. They had two nice buildings and had three stories. As

of now, they have four courses offered, the Bachelor of Technology and

Livelihood Education, BS-Midwifery, Bachelor of Early Childhood Education, and

BS-Entrepreneurship.

RESEARCH DESIGN

The descriptive-correlational study strategy was used by the researchers

to get precise data regarding the students' opinions of demo teaching and their
 17

degree of confidence. The relationship between the two variables, demo

teaching, and self-confidence, was thus defined by the researchers.

RESPONDENTS AND SAMPLING PROCEDURE

The respondents of this study were third-year students of Salay

Community College, Bachelor of Technology, Livelihood Education, School Year,

2022-2023. The respondents were from BTLED Block A and B who had

participated in demo teaching on the subject of Building and Enhancing New

Literacies Across the Curriculum (BENLAC). The researchers used purposive

sampling, where probability is not present. Hence, it is the selection of

respondents had been based on the characteristics of the population (Crossman,

2020). Additionally, the third-year BTLED students had been chosen as the

researchers' target respondents since they had anticipated more public speaking

opportunities as future educators and had been getting ready for pre-service

training the next school year.

RESEARCH INSTRUMENT

In this study, the researchers used a Likert scale survey questionnaire to

gather data. The questionnaire is adapted from the study of Dewi, Istiana. (2016).

Influence of Interest to be a Teacher and Experience Practices Field (PPL)

Toward Readiness for Teaching Students. The researchers used the close-

ended survey questionnaires as their research instruments to determine the

 18

commonalities between the respondents which is answerable by using check

marks indicating Strongly Agree, Agree, Disagree, and Strongly Disagree.

VALIDITY AND RELIABILITY OF THE STUDY

A well-structured questionnaire has been modified from the work of Dewi

(2016). A pilot study was conducted to ensure the research instrument's validity

with a small group of participants. This assessment was aimed at ascertaining

the research instrument's capability of measuring the constructs of focus with a

high degree of accuracy. The preliminary inquiry was performed with a limited

sample size, and the outcomes were favorable. The ability of the inquiry tool to

accurately gauge the focused concepts was demonstrated. Furthermore, the

investigation generated valuable input from the participants, which was employed

to enhance the lucidity and relevance of the survey questions.

The research instrument's reliability was assessed using a test-retest

technique to ensure consistency. The test-retest results indicated that the

research instrument was highly inconsistent in producing outcomes over an

extended duration. The alpha coefficient of 0.87 computed by Cronbach's

demonstrates the high degree of accuracy of the questionnaire.

Additionally, the experts performed a content validity index (CVI) to

evaluate the content validity of the research tool. The experts evaluated the

relevance and clarity of each component of the questionnaire to derive the

content validity index (CVI). The mean CVI for the questionnaire was 0.85, which

is deemed to be a commendable degree of content validity.

 19

The outcomes of the validity and reliability examinations indicate that the

research instrument is a valid and dependable gauge of the constructs of

interest. This implies that the research instrument possesses the ability to

measure its intended scope accurately and is capable of generating consistent

results over an extended period.

DATA GATHERING PROCEDURE

Before surveying the school's premises, the researchers first requested

permission from the administration. Following that, target respondents have an

orientation, and printed survey forms will be distributed to each respondent

separately. The data was analyzed using the required statistical procedures after

collecting the survey forms.

STATISTICAL TREATMENT

The analysis and interpretation of the data was aided by the following

statistical tools:

For problem 1, the researchers used Descriptive Statistics to determine

the mean of the participants with the perception of the students towards demo

teaching and the confidence level of the participants.

For problem 2, the researchers used the Pearson Correlation Statistic

Test to determine the correlation between the performance of the students in

their demo teaching and their confidence level.

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CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter of the study presents the analysis and discussion of the

findings of this study. The presentations are done according to the statements of

the problem. Results were presented using tables for easy comprehension.

The problem statement 1: What is the student's level of confidence in demo

teaching?

Table 1 Students’ confidence in demo teaching.

Self-confidence Mean SD Interpretation

1. I feel relaxed when I teach 3.60 0.93 Agree

2. I have no difficulty when interacting with students 3.48 1.01 Undecided

3. I am able to teach 4.10 0.67 Agree

4. I am sure I can finish the material well 3.60 0.68 Agree

5. I recognized the ability of my students to manage the learning program Agree

4.00 0.75
appropriately

6. I used various teaching methods so students can understand and not get bored 4.18 0.78 Agree

7. I made a lesson plan before teaching. 4.55 0.60 Strongly Agree

8. I learned more about the material that I conveyed to the students. 4.25 0.54 Agree

9. I understood the characteristics of students to support the teaching and Agree

4.15 0.62
learning activities.

10. I adjusted and communicated with students in various situations. 4.13 0.56 Agree

11. I delivered the learning material in sequence. 3.95 0.64 Agree

12. 1 explained the learning materials well. 3.95 0.60 Agree

13. I directed students to interact with each other and be able to work together Agree
4.10 0.67
through an assignment.

14, I feel I can't afford to use media in addition to the book. 3.15 0.89 Undecided
 21

15. I gave opportunities to ask questions and express opinions to students about Agree
4.23 0.70
the subject matter.

16. I gave praise when students answered questions. 4.53 0.68 Strongly Agree

17. I gave school assignments to students so that they were trained. 4.38 0.71 Agree

18. I asked again for the material that had been taught at the end of the lesson. 4.38 0.63 Agree

OVERALL 4.05 0.70 Agree

Note: N=40, 2.51-3.50 = Undecided, 3.51-4.50 = Agree, and 4.51-5.00 = Strongly Agree

The table shows that none of the respondents disagreed with their

confidence in demo teaching. They all agreed to be confident. However, they are

strongly confident in statements 7 and 16, preparing the lesson plan before the

demo, and possibly having much time to do it because it is required before the

actual demo. And they also strongly agreed to be confident in giving praise to

students when they give their answers. This result is opposed by the findings of

Taskin (2017), which revealed that the majority of pre-service teachers are aware

of the necessity of lesson planning, but they find it difficult to create one. They do

not have enough time to build expertise and get to know students to develop

lesson plans that take into account their levels of learning, needs, and

expectations.

On the other hand, they were skeptical of statements 2 and 14. It means

that they feel uncertain if they are confident when they face difficulties interacting

with students. Tines (2023) discovered that interaction has three significant

effects on both students and teachers: attitudes and conduct, academic growth,

and psychosocial dangers. Similarly, they were undetermined to be confident

when they used media as a supplement to teach. The findings of Pzas and Letzel

(2021) show that when pre-service teachers have more positive views toward

ICT use and believe they are competent in teaching and utilizing ICT resources
 22

for educational objectives, they are more likely to include technology in their

future instructional practice. This would mean that respondents must increase

their level of confidence in these areas.

In general, respondents agreed (M = 4.05) that they are confident in

themselves and their ability to demonstrate their teaching capabilities, although

they are not strongly confident. There is still a need for responders to improve

their confidence in demo teaching.

The problem statement 2: Does a student's performance in demo teaching

have a substantial impact on their level of self-confidence?

Table 2 Pearson's correlations in demo teaching grades and self-confidence

Pearson's p-value
r

grades - self-confidence -0.171 0.291

Significant at p < .05

Ho: There is no significant relationship between the student's public

performance in demo teaching and their level of self-confidence

The Pearson r result shows that there is a weak negative correlation

among the variables, r (-0.171). It means that the respondents’ self-confidence in

demo teaching might negatively affect their grades but does not strongly affect

them. Other factors, such as the teacher’s perspective and other standards;

mastery of the subject matter discussed; communication skills; the

 23

appropriateness of the materials and activities to the topic; and other related

matters, are also things to be considered.

Since the p-value (0.291) > α (0.05), researchers failed to reject H 0. This

indicates that there is no significant relationship between demo teaching

performance and the self-confidence of the respondents. They might feel

confident, but that does not necessarily equate to their grades in their actual

demo teaching performance. Those who rated themselves confident got higher

or lower grades than they expected. On the contrary, Goroscope (2022)

discovered that pre-service teachers' teaching anxiety is related to their teaching

self-efficacy, and classroom management is the main cause, recommending

better planning and preparation for internships. Since this study is limited only to

demo teaching, factors affecting self-confidence and actual pre-service teaching

must be investigated further.

 24

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

The purpose of this study is to see how students' perceptions of demo

teaching affect their levels of confidence.

Summary of findings

The findings of this study were summarized according to the problem

statement as stated in Chapter 1.

In general, respondents (M=4.05) agreed that they were confident in

themselves and their ability to demonstrate their teaching abilities. Particularly in

developing the lesson plan and applauding students when they respond.

Meanwhile, they also feel uncertain about being confident while dealing with

students and, similarly, when using media as a complement to teaching. This

result also shows that the respondents' self-confidence has to be increased for

the remaining elements specified in the questionnaire.

The Pearson r value of -0.171 indicates a weak negative connection

between the variables and the researchers were unable to reject H 0 since the p-

value (0.291) was greater than (0.05). This suggests that there is no substantial
 25

association between demo teaching performance and respondents' self-

confidence. They may feel confident, but that does not always translate into their

ratings in actual practical teaching performance.

Conclusions

Based on the study's findings, the researchers came to the following

conclusions:

1. Even if the respondents face difficulties in interacting with students and

using the media in their lessons, they still feel confident in themselves in

demo teaching, especially in lesson planning and praising students.

However, this finding also indicates that the respondents' self-confidence

has to be strengthened in the other areas listed in the questionnaire,

especially in the areas of interacting with students and using media in their

classes. According to (Yeung, 2012) the use of digital technology by pre-

service teachers is positively correlated with their confidence, particularly

in computer-related applications, but their confidence is relatively low in

using video and audio recording.

2. Based on the analysis of the correlation, there is no significant relationship

between demo teaching performance and self-confidence among

respondents. Their self-confidence in demo teaching may have a

beneficial effect on their grades, but not significantly.

 26

Recommendation

Based on the findings of the study, the researchers propose the following

recommendations for future researchers:

1. For future researchers, it is recommended to seek the teacher's or rater's

opinion of the respondents' confidence, not just their teaching

demonstration grades. Unfortunately, in this study, final grades were given

to the researchers in replacement for the demo teaching grades of the

respondents, which affected the results of the study. The researchers

further recommend seeking commitment and informing the cooperating

teachers ahead of time about the specific data needed in the study to gain

more reliable results.

2. Since the respondents' grades in teaching demonstration were only

utilized in this study, they might be more idealistic in their teaching rather

than in their soon-to-be actual pre-service teaching. It is also

recommended to assess pre-service teachers' self-confidence as well as

their actual teaching performance. It is recommended that other factors

affecting the grades and confidence of the students must also be

assessed so that there will be more data to be analyzed and to help soon-

to-be pre-service teachers gain higher confidence in teaching.

 27

REFERENCES

Ayres, J. (2017). Perceptions Of Speaking Ability: An Explanation

For Stage Fright. Communication Education

Azagra, M. D. (May 2017). SPEECH ANXIETY AND ACADEMIC PERFORMANCE

IN ORAL COMMUNICATION IN CONTEXT. Retrieved December
2022, from https://www.academia.edu

Crossman, A. (2020). What You Need to Understand About Purposive Sampling.

Retrieved 2022, from https://www.thoughtco.co m/purposive-sampling-
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Fritscher, L. (2020, April 12). Do You Have Glossophobia-Fear of Public Speaking?

Retrieved 2022, from http://www.verywellmind.com/glossophobia-2671860

Hernando, P. A. (2015) Students Self-confidence as a way to improve English oral

production in tenth-grade students at Ricaurte School. Universidad Libre
Faculty of Education, Retrieved from https://repository.unilibre.edu.com

Humaera, I. (2015). Inhibition in Speaking Performance. Journal of The Association

for Arabic and English, Vol. 1, No. 1, 31-50

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 30

“ANALYSIS ON THE EFFECT OF TEACHING DEMONSTRATION AND SELF-

CONFIDENCE OF THE BACHELOR OF TECHNOLOGY LIVELIHOOD
EDUCATION 3RD YEAR STUDENTS IN SALAY COMMUNITY COLLEGE”

SURVEY QUESTIONNAIRE

Name (optional): Gender:

Instructions
Read each question carefully before answering. Put a checkmark (✔) on
the right column to indicate your response to the following statements.
SA: Strongly Agree A: Agree U: Undecided
D: Disagree SD: Strongly Disagree

STATEMENT SA A U D SD

Self-Confidence

1. I feel relaxed when I teach

2. I have no difficulty when interacted with students

3. I am able to teach

4. I am sure I can finish the material well

5. I recognized the ability of my students to manage

the learning program appropriately.

6. I used various teaching methods so students can

understand and not get bored.

7. I made a lesson plan before teaching.

8. I learned more about the material that I conveyed to

the students.

9. I understood the characteristics of students to

support the teaching and learning activities.
 31

10. I adjusted and communicated with students in

various situations.

11. I delivered the learning material in sequence.

12. I explained the learning materials well.

13. I directed students to interact with each other and

be able to work together through an assignment.

14. I feel I can’t afford to use media in addition to the

book.

15. I gave opportunities to ask questions and express

opinions to students about the subject matter.

16. I gave praise when students answered questions.

17. I gave school assignments to students so that they

were trained.

18. I asked again for the material that has been taught
at the end of the lesson.
 32

Appendix A

Curriculum Vitae

Name: Jonafie B. Moda

Date of Birth: May 17, 1995

Place of Birth: Gaston Lagonglong Misamis Oriental

Age: 28 years old

Civil Status: Single

Address: Lumbo Lagonglong Misamis Oriental

Email Address: jonafiemoda837@gmail.com

Name of Father: Deceased

Name of Mother: Josefina B. Moda

Educational Background

Primary (Elementary): Gaston Elementary School

Year Graduated: 2010

Secondary (Junior High): Lumbo National High School

Year Graduated: 2014

Senior High School: N/A

 33

Year Graduated: N/A

College: Salay Community College

Year Graduated: N/A

Curriculum Vitae

Name: Diana Marie P. Nellas

Date of Birth: July 03, 2001

Place of Birth: Cagayan De Oro City

Age: 22 years old

Civil Status: Single

Address: Purok 6, Poblacion Talisayan Misamis Oriental

Email Address: nellasdiana@gmail.com

Name of Father: Newdream V. Nellas

Name of Mother: Marivic P. Nellas

Educational Background

Primary (Elementary): Babanlagan Elementary School

Year Graduated: 2014

Secondary (Junior High): Talisayan National High School

Year Graduated: 2018

Senior High School: Talisayan Senior High School

Year Graduated: 2018

 34

College: Salay Community College

Year Graduated: N/A

Curriculum Vitae

Name: Marilyn Pomar

Date of Birth: September 06, 2000

Place of Birth: Talisayan Misamis Oriental

Age: 22 years old

Civil Status: Single

Address: Purok 5, Poblacion Talisayan Misamis Oriental

Email Address: pomarmarilyn@gmail.com

Name of Father: Elvis R. Magallanes

Name of Mother: Elvira P. Magallanes

Educational Background

Primary (Elementary): Babanlagan Elementary School

Year Graduated: 2014

Secondary (Junior High): Talisayan National High School

Year Graduated: 2018

Senior High School: Talisayan Senior High School

Year Graduated: 2018

 35

College: Salay Community College

Year Graduated: N/A

Curriculum Vitae

Name: Mary Rose P. Sunot

Date of Birth: June 08, 2000

Place of Birth: Talisayan Misamis Oriental

Age: 23 years old

Civil Status: Single

Address: San Jose Talisayan Misamis Oriental

Email Address: sunotmaryrose04@gmail.com

Name of Father: Rommel H. Sunot

Name of Mother: Evie P. Sunot

Educational Background

Primary (Elementary): Talisayan Central School

Year Graduated: 2014

Secondary (Junior High): Talisayan National High School

Year Graduated: 2018

Senior High School: Talisayan Senior High School

Year Graduated: 2018

 36

College: Salay Community College

Year Graduated: N/A

Curriculum Vitae

Name: Rose Marilee L. Salan

Date of Birth: January 20, 1995

Place of Birth: Casulog, Salay, Misamis Oriental

Age: 28 years old

Civil Status: Single

Address: Casulog, Salay, Misamis Oriental

Email Address: rosemarileesalan@gmail.com

Name of father: Deceased

Name of Mother: Rosemarie Buslon

Educational Background

Primary (Elementary): Salay Central School

Year Graduated: 2006

Secondary (Junior High): Salay National High School

Year Graduated: 2011

Senior High School: N/A

Year Graduated: N/A

 37

College: Salay Community College

Year Graduated: N/A