AMA Computer Learning Center

Naga City
A. Y 2023-2024

SOCIAL ANXIETY IN PUBLIC SPEAKING AND ITS IMPACT ON THE ACADEMIC

PERFORMANCE OF GRADE 12 GAS STUDENTS AT AMA COMPUTER LEARNING

CENTER

A Research Presented to the Faculty of AMA Computer Learning Center

In partial fulfillment of output in Practical Research II

Prepared by:

Alvarez, John Patrick B.

Agna, Gweneth O.
Agotilla, Diane
Alacar, Clare T.
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Public speaking is often cited as one of the most prevalent fears among individuals, with

studies suggesting that as much as 75% of the population experiences some degree of anxiety

when faced with speaking in front of an audience (Ferreira et al., 2018). This apprehension,

commonly known as social anxiety, can manifest in various forms, ranging from mild

nervousness to debilitating panic attacks, significantly impacting individuals' ability to

communicate effectively in public settings. For Grade 12 students in the General Academic

Strand (GAS) at AMA Computer Learning Center, mastering the art of public speaking is not

only a crucial academic skill but also a necessary competency for future professional success.

Social anxiety, defined as the fear of negative evaluation or judgment in social situations

(American Psychiatric Association, 2013), can have profound effects on individuals'

psychological well-being and academic performance. Research indicates that social anxiety often

peaks during adolescence, making high school students particularly vulnerable to its effects

(Rapee & Heimberg, 1997). Moreover, public speaking anxiety specifically has been identified

as a common form of social anxiety, with studies highlighting its prevalence among student

populations (Caballo et al., 2017). The fear of public speaking can lead to avoidance behaviors,

decreased self-esteem, and impaired academic performance (Leary & Kowalski, 1995).

The academic performance of students is intricately linked to their ability to effectively

engage in public speaking tasks. In academic settings, students are frequently required to deliver

presentations, participate in debates, and engage in classroom discussions, all of which

necessitate proficient communication skills. However, for students experiencing social anxiety in

public speaking, these academic requirements can pose significant challenges. Research has

shown that students with high levels of public speaking anxiety may experience lower grades,

decreased class participation, and increased dropout rates (Beidel et al., 1999; Von Der Embse et

al., 2018).

Given the potential implications of social anxiety in public speaking on the academic

performance of Grade 12 GAS students, it is imperative to investigate this phenomenon within

the context of AMA Computer Learning Center. This research aims to explore the prevalence of

social anxiety in public speaking among Grade 12 GAS students and examine its impact on their

academic performance. By identifying the factors contributing to social anxiety and its

consequences on academic outcomes, this study seeks to provide insights that can inform

interventions and support strategies to help students overcome barriers to effective public

speaking.
Background of the Problem

Public speaking is a fundamental aspect of academic and professional life, often essential for

effective communication and leadership development. However, for many individuals, the

prospect of speaking in front of an audience can evoke feelings of fear and anxiety. Social

anxiety disorder (SAD), characterized by an intense fear of judgment or scrutiny in social

situations, is a common psychological condition that can significantly impact one's ability to

engage in public speaking confidently (American Psychiatric Association, 2013).

The prevalence of social anxiety in public speaking among adolescents and young adults is a

growing concern, particularly in educational settings where oral presentations and group

discussions are common requirements (Iverach & Rapee, 2014). Grade 12 students, in particular,

face increased academic demands and expectations as they prepare for college or university

entrance exams and future careers. Consequently, the pressure to excel academically coupled

with the fear of public speaking can exacerbate social anxiety symptoms and hinder students'

overall performance and well-being (Beidel & Turner, 2007).

The impact of social anxiety in public speaking on academic performance has been

extensively studied in various contexts. Research suggests that individuals with high levels of

social anxiety tend to underperform in academic tasks that require verbal communication and

interpersonal interaction (Ledley, Huppert, & Foa, 2005). Moreover, social anxiety can lead to

avoidance behaviors, such as skipping classes or avoiding participation in group activities,

further compromising academic achievement (Blöte, Kint, Miers, & Westenberg, 2009).
 In the Philippines, the K-12 curriculum has integrated public speaking activities into the

senior high school curriculum, including the General Academic Strand (GAS), to develop

students' communication and presentation skills. However, limited research has examined the

prevalence of social anxiety in public speaking among Grade 12 GAS students and its impact on

their academic performance, particularly in the context of specific educational institutions such

as AMA Computer Learning Center.

Understanding the prevalence of social anxiety in public speaking and its implications for

academic performance among Grade 12 GAS students at AMA Computer Learning Center is

essential for educators, counselors, and policymakers to develop targeted interventions and

support strategies that promote students' well-being and academic success. By addressing social

anxiety and enhancing students' public speaking skills, educational institutions can better prepare

students for future academic and professional endeavors.

Statement of the Problem

Public speaking is an essential skill for academic and professional success, yet many

individuals experience social anxiety when faced with speaking in front of an audience. This

study aims to investigate the phenomenon of social anxiety in public speaking and its impact on

the academic performance of Grade 12 GAS students at AMA Computer Learning Center.

Specifically, the study seeks to determine the prevalence and severity of social anxiety among

these students, explore the relationship between social anxiety in public speaking and academic

performance, and identify the coping strategies utilized by students to manage social anxiety in

public speaking contexts. By addressing these questions, the research aims to provide insights

that can inform interventions and support strategies to help Grade 12 GAS students overcome

barriers to effective public speaking and improve their academic outcomes.

Purpose of the Study

The primary objective of this research is to investigate the relationship between social anxiety

in public speaking and academic performance among Grade 12 GAS students at AMA Computer

Learning Center. By identifying the prevalence of social anxiety and its impact on academic

outcomes, this study aims to provide insights that can inform interventions and support strategies

to help students overcome barriers to effective public speaking.

This study seeks to build upon existing research in the field of educational psychology and

mental health, particularly regarding the intersection of social anxiety, public speaking, and

academic achievement. By examining the experiences of Grade 12 GAS students, this research

contributes to a deeper understanding of the challenges they face in developing public speaking

skills and navigating academic environments.

Through the implementation of quantitative surveys and qualitative interviews, this study

aims to gather comprehensive data on the prevalence of social anxiety among Grade 12 GAS

students at AMA Computer Learning Center, as well as its impact on their academic

performance. By triangulating multiple sources of data, the study seeks to provide a nuanced

understanding of the complex factors influencing students' experiences with public speaking and

academic success.

The findings of this research have practical implications for educators, counselors, and

policymakers involved in designing interventions to support students' socio-emotional well-being

and academic growth. By identifying effective strategies for managing social anxiety in public
speaking, educational institutions can create supportive environments that empower students to

develop confidence and proficiency in this essential skill.

Research Questions

Despite the importance of public speaking skills in academic and professional settings,

research suggests that a significant portion of individuals experience social anxiety when faced

with the task of speaking in front of an audience. This study aims to explore the prevalence of

social anxiety in public speaking among Grade 12 GAS students at AMA Computer Learning

Center and examine its impact on their academic performance. Specifically, the following

research questions will be addressed:

1. What is the level of social anxiety experienced by Grade 12 GAS students at AMA Computer

Learning Center when engaging in public speaking activities?

2. How does social anxiety in public speaking correlate with the academic performance of Grade

12 GAS students?

3. What coping mechanisms, if any, do Grade 12 GAS students employ to manage social anxiety

in public speaking?
Significance of the Study

Understanding the complexity of social anxiety in public speaking and how it affects the

academic performance of Grade 12 GAS students at AMA Computer Learning Center is critical

to creating a supportive learning environment that promotes student achievement. This research

entitled “SOCIAL ANXIETY IN PUBLIC SPEAKING AND ITS IMPACT ON THE

ACADEMIC PERFORMANCE OF GRADE 12 GAS STUDENTS AT AMA COMPUTER

LEARNING CENTER” aims to benefit the following:

Educational Institutions. This study helps in understanding the prevalence and effects of social

anxiety among Grade 12 GAS students can inform educational institutions like AMA Computer

Learning Center about the challenges students face in public speaking. This knowledge can guide

the development of targeted interventions and support services to help students overcome

barriers and improve academic outcomes.

Educators and Counselors. This study equips them with insights into the specific challenges

Grade 12 GAS students encounter in public speaking. Armed with this understanding, educators

and counselors can implement interventions such as confidence-building exercises and peer

support programs to assist students in managing social anxiety and enhancing academic

performance.
Employers and Future Institutions. This research highlights the importance of addressing

social anxiety during the formative years of education. Employers and future institutions can

recognize Grade 12 GAS students who have overcome social anxiety and developed strong

public speaking skills, thereby enhancing their employability and academic opportunities.

Future Researchers. This study serves as a foundation for future research endeavors. Future

researchers can build upon the findings of this study to further explore the relationship between

social anxiety in public speaking and academic performance. They can investigate additional

factors influencing social anxiety, evaluate intervention strategies, and conduct comparative

studies across different demographic groups or educational settings.

Students. This study offers the potential for personal growth and academic success. By raising

awareness of social anxiety in public speaking and its impact on academic performance, students

can better understand their own challenges and seek appropriate support services such as

counseling and workshops. By developing effective coping mechanisms and building confidence

in public speaking skills, students can enhance their academic performance and future prospects.

In summary, this study on social anxiety in public speaking and its impact on Grade 12 GAS

students at AMA Computer Learning Center has significant implications for educational

institutions, educators, counselors, students, employers, future institutions, and future

researchers. By addressing social anxiety and promoting effective public speaking skills,

stakeholders can contribute to the holistic development and success of Grade 12 GAS students in

both academic and professional contexts.

Definition of Terms

Academic Performance. Academic performance pertains to the achievement or success of

students in academic endeavors, encompassing various indicators such as grades, test scores,

class participation, and overall academic achievement.

AMA Computer Learning Center. AMA Computer Learning Center denotes an educational

institution offering courses and programs in information technology, business administration, and

other related fields.

Grade 12 GAS Students. Grade 12 GAS students refer to students enrolled in the General

Academic Strand (GAS) at the senior high school level.

Public Speaking. Public speaking denotes the act of delivering a speech or presentation to an

audience, typically in a formal setting.

Social Anxiety. Social anxiety refers to a psychological condition characterized by intense fear

or discomfort in social situations, particularly when individuals perceive themselves being

observed or scrutinized by others.

Assumptions

It is assumed that participants in this study accurately self-report their level of social anxiety

in public speaking and their academic performance. Additionally, the assumption is made that the

sample of Grade 12 General Academic Strand (GAS) students from AMA Computer Learning

Center represents a broader population of students in similar educational settings. Furthermore, it

is assumed that the assessment tools utilized to measure social anxiety and academic

performance provide valid and reliable indicators of the constructs being measured. It is also

assumed that factors beyond the study's scope, such as individual differences in personality and

prior experiences with public speaking, do not significantly confound the results. Lastly, it is

assumed that participants provide honest and sincere responses during interviews or surveys,

without withholding information or providing socially desirable responses.

Limitations

The study's cross-sectional design poses limitations, as it restricts the ability to establish

causality between social anxiety in public speaking and academic performance. Moreover, the

reliance on self-report measures for assessing social anxiety and academic performance may

introduce response bias and inaccuracies. Additionally, the study's focus on Grade 12 GAS

students at AMA Computer Learning Center may restrict the generalizability of findings to other

student populations or educational contexts. External factors such as cultural differences,

socioeconomic status, and school environment may influence social anxiety and academic
performance but are not explicitly addressed in this study. Furthermore, there is a potential for

social desirability bias, which may impact participants' responses, particularly when reporting

sensitive information about their social anxiety or academic performance.

Delimitations

This study specifically concentrates on Grade 12 GAS students at AMA Computer Learning

Center, excluding students from other grade levels or academic strands. The research primarily

examines the relationship between social anxiety in public speaking and academic performance,

without exploring other factors that may influence student outcomes. Only quantitative and

qualitative methods are employed in data collection, excluding experimental or longitudinal

approaches. Additionally, the study does not incorporate interventions or treatments for social

anxiety; rather, it focuses on understanding the phenomenon and its impact on academic

performance. Lastly, the research is conducted within a specific timeframe and does not account

for potential changes in social anxiety or academic performance over time.

Conclusion

In conclusion, this chapter provides an overview of the research topic, emphasizing the

significance of understanding social anxiety in public speaking and its impact on the academic

performance of Grade 12 GAS students at AMA Computer Learning Center. It outlines the

research questions, the purpose of the study, the background of the problem, the problem of the

study and other important parts including the assumptions, limitation, and delimitation of the

study. Overall, the conclusion sets the stage for the subsequent investigation and underscores the

importance of addressing social anxiety to support students' academic success and well-being.

In summary, this chapter has laid a solid foundation for the ensuing investigation, setting the

stage for a deeper exploration of social anxiety in public speaking and its implications for the

academic performance of Grade 12 GAS students at AMA Computer Learning Center.