GROUP 5-Results-and-Discussion

RESULTS AND DISCUSSION
Interpretation of Results
TABLE 1: SUMMARY OF GATHERED DATA IN AGE CLASSIFICATION
Age Group Classification Sum Percentage
Minors (17) 143 50.4%
Young Adults (18) 132 46.5%
Young Adults (19) 9 3.2%
Total 284 100%
The researchers grouped the provided ages of the respondents by Age Group Classification (Minors
= 17 years old; Young Adults = 18 years old to 19 years old) and calculated
its sum. The given table shows the percentage equivalent of each Age Group Classification.
TABLE 2: SUMMARY OF GATHERED DATA IN QUESTION 1 (I AM AFRAID OF SPEAKING, SO I

RARELY ATTEND CLASSES THAT REQUIRE ME TO PARTICIPATE.)
Indicators Sum Percentage

Strongly Disagree 48 16.90%
Disagree 85 29.90%
Neutral 75 26.40%
Agree 42 14.80%
Strongly Agree 34 12%
Total 284 100%
The researchers calculated the sum of every indicator (Strongly Disagree, Disagree, Neutral, Agree,
Strongly Agree) in Question 1 from the prepared questionnaire. This table also shows the percentage
equivalent to the responses.
TABLE 3: SUMMARY OF GATHERED DATA IN QUESTION 2 (MY HANDS QUIVER WHEN I AM

GIVING A SPEECH.)

Strongly Disagree 20 7%
Disagree 42 15%
Neutral 58 20%
Agree 100 35%
Total 284 100%
TABLE 4: SUMMARY OF GATHERED DATA IN QUESTION 3 (WHEN I AM FRIGHTENED, MY LIPS

TREMBLE, MAKING IT DIFFICULT FOR ME TO EXPLAIN MYSELF.)

Disagree 53 19%
Neutral 70 25%
Agree 78 27%
Total 284 100%
TABLE 5: SUMMARY OF GATHERED DATA IN QUESTION 4 (I AM THINKING POSITIVELY AND

PREPARING MYSELF WHENEVER THERE IS A PARTICIPATION OPPORTUNITY SO THAT I MIGHT
OVERCOME MY PHOBIA OF PUBLIC SPEAKING.)

Disagree 38 18%
Neutral 54 20.80%
Agree 109 31.70%
Strongly Agree 64 21.50%
Total 284 100%
TABLE 6: SUMMARY OF GATHERED DATA IN QUESTION 5 (I AM UNABLE TO PRESENT MY IDEAS

EFFECTIVELY AND FLUENTLY WHEN MY PULSE RATE IS HIGHER THAN NORMAL OWING TO
ANXIETY.)

Disagree 51 20.80%
Neutral 59 23.60%
Agree 90 31.30%
Total 284 100%
TABLE 7: SUMMARY OF GATHERED DATA IN QUESTION 6 (I FAIL TO DELIVER MY SPEECH VERY

WELL BECAUSE WHEN IT IS MY TURN TO SPEAK, I KEEP STUTTERING.)

Disagree 59 21%
Neutral 67 21%
Agree 89 31%
Total 284 100%
TABLE 8: SUMMARY OF GATHERED DATA IN QUESTION 7 (BEFORE DELIVERING A SPEECH, I
PRACTICE DEEP BREATHING TO REDUCE BEING ANXIOUS.)

Disagree 31 10.90%
Neutral 46 16.20%
Agree 104 36.60%
Total 284 100%
TABLE 9: SUMMARY OF GATHERED DATA IN QUESTION 8 (I MANAGE TO BE RELAXED AND

CONTROL MY FEELINGS OF TENSION AND STRESS WHILE GIVING A SPEECH.)

Disagree 48 16.90%
Neutral 86 30.28%
Agree 91 32.04%
Total 284 100%
TABLE 10: SUMMARY OF GATHERED DATA IN QUESTION 9 (I DIDN’T FINISH MY ORAL

PERFORMANCE EVERY TIME I FELT ANXIOUS WHILE PERFORMING.)

Disagree 97 34.20%
Neutral 63 22.20%
Agree 47 16.50%
Total 284 100%
TABLE 11: SUMMARY OF GATHERED DATA IN QUESTION 10 (I DIDN’T PARTICIPATE IN ANY

EXTRACURRICULAR ACTIVITIES THAT CAN IMPROVE MY EXPERIENCE BECAUSE I’M AFRAID TO
COMMIT MISTAKES.)

Disagree 64 23%
Neutral 64 23%
Agree 55 19%
Total 284 100%
Age Group Classification
Figure 1. Age Group Classification. The chart represents the percentage of gathered data from Table 1.
This chart shows 50.4% of students who are 17 years old, 46.5% of students who are 18 years old, and
50.4% of students who are 19 years old answered the provided questionnaire to obtain the desired data.
Figure 2. Percentage of respondents under Question 1, I am afraid of speaking, so I rarely attend classes
that require me to participate. The graph represents the percentage of gathered data from Table 2. The
x-axis represents the five (5) indicators while the y-axis represents the percentage of respondents
whereas, 12% answered Strongly Agree, 15% answered Agree, 26% answered Neutral, 30% answered
Disagree, 17% answered Strongly Disagree. Most of the participants are indistinctive about whether
public speaking has affected their attendance in a class that requires them to participate.
Figure 3. Percentage of respondents under Question 2, My hands quiver whenever I am giving a speech.
The graph represents the percentage of gathered data from Table 3. The x-axis represents the five (5)
indicators while the y-axis represents the percentage of respondents whereas, 23% answered Strongly
Agree, 35% answered Agree, 20% answered Neutral, 15% answered Disagree, 17% answered Strongly
Disagree. The majority agrees on the question.
Figure 4. Percentage of respondents under Question 3, When I'm frightened, my lips tremble, making it
difficult for me to explain myself. The graph represents the percentage of gathered data from Table 4. The
Disagree, 11% answered Strongly Disagree. The majority agree that it is difficult for them to explain due
to their lips trembling.
Figure 5. Percentage of respondents under Question 4, I am thinking positively and preparing myself
whenever there is a participation opportunity so that I might overcome my phobia of public speaking. The
graph represents the percentage of gathered data from Table 5. The x-axis represents the five (5)
indicators while the y-axis represents the percentage of respondents whereas, 21% answered Strongly
Agree, 32% answered Agree, 21% answered Neutral, 18% answered Disagree, 8% answered Strongly
Disagree. Only 8% of the participants are not thinking positively and preparing themselves. To overcome
their phobia of public speaking.
Figure 6. Percentage of respondents under Question 5, I am unable to present my ideas effectively and
fluently when my pulse rate is higher than normal owing to anxiety. The graph represents the percentage
of gathered data from Table 6. The x-axis represents the five (5) indicators while the y-axis represents the
percentage of respondents whereas, 15% answered Strongly Agree, 31% answered Agree, 24%
answered Neutral, 21% answered Disagree, 9% answered Strongly Disagree. Only 9% of the participants
can effectively present their ideas while under pressure.
Figure 7. Percentage of respondents under Question 6, I fail to deliver my speech very well because
when it is my turn to speak, I keep stuttering. The graph represents the percentage of gathered data from
Table 7. The x-axis represents the five (5) indicators while the y-axis represents the percentage of
respondents whereas, 16% answered Strongly Agree, 31% answered Agree, 21% answered Neutral,
21% answered Disagree, 11% answered Strongly Disagree. Due to stuttering, the majority of participants
are unable to deliver their speeches.
Figure 8. Percentage of respondents under Question 7, Before delivering a speech, I practice deep
breathing to reduce being anxious. The graph represents the percentage of gathered data from Table 8.
The x-axis represents the five (5) indicators while the y-axis represents the percentage of respondents
Disagree, 8% answered Strongly Disagree. 37% agree that they are practicing deep breathing to reduce
anxiety, while 19% do not.
Figure 9. Percentage of respondents under Question 8, I manage to be relaxed and control my feelings of
tension and stress while giving a speech. The graph represents the percentage of gathered data from
Table 9. The x-axis represents the five (5) indicators while the y-axis represents the percentage of
respondents whereas, 15% answered Strongly Agree, 32% answered Agree, 30% answered Neutral,
17% answered Disagree, 6% answered Strongly Disagree. A majority of the participants agree that they
managed to calm down while giving a speech.
Figure 10. Percentage of respondents under Question 9, I didn't finish my oral performance every time I
felt anxious while performing. The graph represents the percentage of gathered data from Table10. The
Disagree, 18% answered Strongly Disagree. Some of the participants did not finish their oral
performances because they felt anxious when performing.
Figure 11. Percentage of respondents under Question 10, I didn't participate in any extracurricular
activities that can improve my experience because I'm afraid to commit mistakes. The graph represents
the percentage of gathered data from Table 11. The x-axis represents the five (5) indicators while the
y-axis represents the percentage of respondents whereas, 19% answered Strongly Agree, 19% answered
Agree, 23% answered Neutral, 22% answered Disagree, 17% answered Strongly Disagree. 17% of the
participants engage in extracurricular activities.
Summary of Findings
1. What are the different effects of speech anxiety in the academic performance of STEM students in
EAC-Cavite?
A. I AM AFRAID OF SPEAKING, SO I RARELY ATTEND CLASSES THAT REQUIRE ME TO

PARTICIPATE
B. MY HANDS QUIVER WHEN I AM GIVING A SPEECH
C. WHEN I AM FRIGHTENED, MY LIPS TREMBLE, MAKING IT DIFFICULT FOR ME TO EXPLAIN

MYSELF
D. I AM UNABLE TO PRESENT MY IDEAS EFFECTIVELY AND FLUENTLY WHEN MY PULSE RATE

IS HIGHER THAN NORMAL OWING TO ANXIETY.
E. I DIDN’T FINISH MY ORAL PERFORMANCE EVERY TIME I FELT ANXIOUS WHILE PERFORMING.
As shown in the summary table 2 which states the question "I AM AFRAID OF SPEAKING, SO I RARELY
ATTEND CLASSES THAT REQUIRE ME TO PARTICIPATE" claims that 85 (29.90%) out of 284 STEM
students disagree that they rarely attend a class that requires participation because they are afraid of
speaking while 42 (14.80%) out of 284 students said that they are afraid of speaking so, they rarely attend
a class that requires participation.
Summary table 3 asks the question "MY HANDS QUIVER WHEN I AM GIVING A SPEECH" and
concludes that the majority of 284 respondents, sitting at 100 (35%) agrees that their hands quiver during
speeches and only a small sum of 20 students at the 7th percentile strongly disagrees that theirs do.
Summary table 4 shows the responses of STEM students on the question "WHEN I AM FRIGHTENED,
MY LIPS TREMBLE, MAKING IT DIFFICULT FOR ME TO EXPLAIN MYSELF". The table states that out
of 284 students, the majority of 78 students at 27% agrees and only 31(11%) which is the least percentile
strongly disagree.
As shown in the summary table 6 which states the question "I AM UNABLE TO PRESENT MY IDEAS
ANXIETY" claims that 90(31.30%) out of 284 STEM students agrees that they fail to present their ideas
properly and fluently because they experience a higher pulse rate, owing to anxiety.
Summary table 10 states the question "I DIDN’T FINISH MY ORAL PERFORMANCE EVERY TIME I
FELT ANXIOUS WHILE PERFORMING". The responses concludes that an overwhelming majority of
34.20%, with the sum of 97 out 284 respondents disagree and only a small percentage of 9.5% agrees
and doesn't finish their performance orally every time they experience anxiety.
2. How does anxiety affect the academic performances of STEM students in EAC-Cavite?
A. I AM UNABLE TO PRESENT MY IDEAS EFFECTIVELY AND FLUENTLY WHEN MY PULSE

RATE IS HIGHER THAN NORMAL OWING TO ANXIETY.
B. I FAIL TO DELIVER MY SPEECH VERY WELL BECAUSE WHEN IT IS MY TURN TO SPEAK, I

KEEP STUTTERING.
C. I DIDN’T PARTICIPATE IN ANY EXTRACURRICULAR ACTIVITIES THAT CAN IMPROVE MY

EXPERIENCE BECAUSE I’M AFRAID TO COMMIT MISTAKES.
As shown in the summary table 6 which states the question "I AM UNABLE TO PRESENT MY IDEAS
ANXIETY" claims that 90(31.30%) out of 284 STEM students agrees that their academic performance
was affected due to that they are unable to present their ideas properly and fluently because they
experience a higher pulse rate, owing to anxiety.
As shown in the summary table 7 which states the question “I FAIL TO DELIVER MY SPEECH VERY
WELL BECAUSE WHEN IT IS MY TURN TO SPEAK, I KEEP STUTTERING.” claims that 89(31%) of
284 STEM students agrees that their academic performance was affected due to the fact that they keep
on stuttering when they are going to deliver their speech.
As shown in the summary table 11 which states the question “I DIDN’T PARTICIPATE IN ANY
EXTRACURRICULAR ACTIVITIES THAT CAN IMPROVE MY EXPERIENCE BECAUSE I’M AFRAID TO
COMMIT MISTAKES.” It states that out of 284 STEM students, both neutral and disagree, 64(23%) said
that they weren't able to participate in any extracurricular activities because they are afraid to do so.
3. What are EAC-Cavite STEM students’ coping strategies towards speech anxiety, especially in this time
of pandemic?
A. I AM THINKING POSITIVELY AND PREPARING MYSELF WHENEVER THERE IS A PARTICIPATION

OPPORTUNITY SO THAT I MIGHT OVERCOME MY PHOBIA OF PUBLIC SPEAKING.
B. I MANAGE TO BE RELAXED AND CONTROL MY FEELINGS OF TENSION AND STRESS WHILE

GIVING A SPEECH.
C. BEFORE DELIVERING A SPEECH, I PRACTICE DEEP BREATHING TO REDUCE BEING ANXIOUS
As what has shown in our Data Gathering in Table 5, 64 (25.50%) respondents have strongly agreed,
which shows how desirous they are for attaining the opportunity that they must have and not letting their
phobia ruin the opportunity that has landed on their path. While on the other hand, 19 (9%) respondents
have strongly disagreed with the idea that this must've been the way for them to overcome their fear.
As what has shown in the data that we have gathered in Table 9, 41 (14.44%) of them came up with the
answer of agreeing. They tend to not be seen as pessimistic people towards the work that they've done
and must be done. In spite of that, 18 (16.34) of them have disagreed which shows that just because
some people's ways of coping that they've come up with have worked doesn't mean it would be the same
as the other.
As what has shown in the data we have gathered in Table 8, 104 (30.60%) respondents have agreed that
practicing deep breathing is their way of coping with being anxious. Meanwhile 24 (8.50%) respondents
have strongly disagreed with the idea of coping mechanisms amongst the STEM Students of EAC that
were agreeing with it, simply because some of them might have a worse effect once they get to do it. It
shows that it doesn't normally do well with everyone.
Conclusions
1. In the statement of the problem number one, the different effects of speech anxiety vary a lot among
Grade 12 STEM Students in Emilio Aguinaldo College Cavite. It is affecting their grades significantly
because oral recitation contributes a huge part of Grade 12 STEM Students’ grades. It makes them
awkward and less participative in synchronous discussions, therefore making them less active.
2. In the statement of the problem number two, mostly of STEM students in EAC-Cavite the anxiety really
affects the academic performances . Because of their anxiousness, they are unable to express or explain
themselves, and they are unable to speak clearly. That anxiety has triumphed over all.
3. In the statement of the problem number three, as they've stated, they are preparing and managing to
be ready most of the time, especially when it's required for them to speak in public. They've stated as well
that in order for them to get through and overcome their fear of speaking in public, they're intentionally
trying to participate in their class. Most of them are mistrustful to everybody, they must have thought that
everyone would drag their confidence down by just humiliating them in front of the crowds. Nonetheless
they're trying their best to be able to socialize by relaxing, keeping positive thoughts in their mind and
preventing hallucinations which could lead to trembling and stuttering. Confrontation may be the hardest
choice that they would face but it's predominantly a way to overcome and conquer their fear of being
surrounded by and needing to speak in public.
Recommendations
In particular, the following recommendations were proffered.
● Senior High School Students- Utilizing this study to have information and knowledge about the
speech anxiety they are experiencing. This study also assists students to be prepared and to be
well informed on how they are going to cope up with the fear of public speaking.
● Faculty Teachers- This study wants to enlighten the faculty teachers about the said issue for
them to be informed and to set a program regarding the speech anxiety among students.
● Parents- This study recommends having an awareness specifically for parents for them to figure
out whether their child is experiencing speech anxiety. This study recommends giving them a
more adequate amount of information for them to raise more parental guidance.
● Future Researchers- There is a clear need to conduct further research about assessing the
speech anxiety during online class of grade 12 STEM students for it to add more information and
to add clarity to it.

GROUP 5-Results-and-Discussion

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RESULTS AND DISCUSSION

TABLE 2: SUMMARY OF GATHERED DATA IN QUESTION 1 (I AM AFRAID OF SPEAKING, SO I

Indicators Sum Percentage

TABLE 3: SUMMARY OF GATHERED DATA IN QUESTION 2 (MY HANDS QUIVER WHEN I AM

Indicators Sum Percentage

TABLE 4: SUMMARY OF GATHERED DATA IN QUESTION 3 (WHEN I AM FRIGHTENED, MY LIPS

Indicators Sum Percentage

TABLE 5: SUMMARY OF GATHERED DATA IN QUESTION 4 (I AM THINKING POSITIVELY AND

Indicators Sum Percentage

TABLE 6: SUMMARY OF GATHERED DATA IN QUESTION 5 (I AM UNABLE TO PRESENT MY IDEAS

Indicators Sum Percentage

TABLE 7: SUMMARY OF GATHERED DATA IN QUESTION 6 (I FAIL TO DELIVER MY SPEECH VERY

Indicators Sum Percentage

Indicators Sum Percentage

TABLE 9: SUMMARY OF GATHERED DATA IN QUESTION 8 (I MANAGE TO BE RELAXED AND

Indicators Sum Percentage

TABLE 10: SUMMARY OF GATHERED DATA IN QUESTION 9 (I DIDN’T FINISH MY ORAL

Indicators Sum Percentage

TABLE 11: SUMMARY OF GATHERED DATA IN QUESTION 10 (I DIDN’T PARTICIPATE IN ANY

Indicators Sum Percentage

Age Group Classification

A. I AM AFRAID OF SPEAKING, SO I RARELY ATTEND CLASSES THAT REQUIRE ME TO

B. MY HANDS QUIVER WHEN I AM GIVING A SPEECH

C. WHEN I AM FRIGHTENED, MY LIPS TREMBLE, MAKING IT DIFFICULT FOR ME TO EXPLAIN

D. I AM UNABLE TO PRESENT MY IDEAS EFFECTIVELY AND FLUENTLY WHEN MY PULSE RATE

A. I AM UNABLE TO PRESENT MY IDEAS EFFECTIVELY AND FLUENTLY WHEN MY PULSE

B. I FAIL TO DELIVER MY SPEECH VERY WELL BECAUSE WHEN IT IS MY TURN TO SPEAK, I

C. I DIDN’T PARTICIPATE IN ANY EXTRACURRICULAR ACTIVITIES THAT CAN IMPROVE MY

A. I AM THINKING POSITIVELY AND PREPARING MYSELF WHENEVER THERE IS A PARTICIPATION

B. I MANAGE TO BE RELAXED AND CONTROL MY FEELINGS OF TENSION AND STRESS WHILE

C. BEFORE DELIVERING A SPEECH, I PRACTICE DEEP BREATHING TO REDUCE BEING ANXIOUS

In particular, the following recommendations were proffered.

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