ABSTRACT
This study aimed to assess the prevalence and indicators of public speaking anxiety among Social Studies students. It was based on the theory of Communication Apprehension Theory (McCroskey, 1977), underlining the multi-dimensional aspect of communication anxiety; Self-Efficacy Theory (Bandura, 1977), focusing on confidence; and Cognitive Behavioral Therapy (Beck, 1976), highlighting the influence of negative thoughts on anxiety. While existing studies has indicated that public speaking anxiety is a common social phobia and have presented mixed findings on the influence of demographic variables, there is still a lack of knowledge on its specific manifestations among Social Studies students in a Philippine local college setting.
Findings revealed that public speaking anxiety among the students was elevated, as evidenced by a significant overall mean score. A statistically significant difference in anxiety levels was observed across year levels, with third-year students reporting lower anxiety compared to first-year students. However, no significant difference was identified based on sex. It is recommended that the college implement an intervention program targeting the psychological dimensions of anxiety and provide foundational communication skills training, particularly for first-year students, to effectively manage their anxiety and improve their public speaking competencies.
Keywords: public speaking anxiety, communication, speaking skills, social phobia, anxiety level
INTRODUCTION
Public speaking is a formal, purposeful act of oral communication delivered by one person to an audience. Rooted in ancient rhetoric, its primary goals are to inform, persuade, or entertain the listeners. It is widely recognized as a valuable competency for college students and professionals alike (Lucas, 2015). Despite its importance, many individuals experience significant anxiety when required to speak publicly. Research indicates that approximately 60 to 75 percent of people report fear or nervousness related to public speaking, making glossophobia one of the most An Examination of Public Speaking Anxiety Levels Among Social Studies Students: Implications for Academic Performance and Communication Competence impact academic performance and future career opportunities. Public speaking anxiety (PSA) manifests through various physical, psychological, emotional, intellectual, and behavioral symptoms. Physically, individuals may experience increased heart rate, sweating, and trembling. Psychologically, they may have persistent worries about their performance and fear of negative evaluation. Emotionally, feelings of embarrassment and dread are common. Intellectually, anxiety can impair concentration and logical thought organization. Behaviorally, some students may avoid speaking altogether or exhibit nervous behaviors during presentations (Beatty & Behnke, 1991; Bodie, 2010).
Students in the Region XI, and in Davao City tend to be conscious of the big problem of the anxiety of speaking publicly and tend to be highly conscious of its effects (Ong and Zambas, 2021). In the same manner, Andoyo and Nebria (2022) confirmed the presence of anxiety manifestations among Filipino students, particularly when they must address classrooms around the Philippines.
The updated curriculum of the Bachelor of Secondary Education major in Social Studies, according to Commission on Higher Education [CHED] Memorandum Order No. 75, series of 2017, is that communication skills, especially in public speaking, are highly valued. At Abuyog Community College, students are required to facilitate learning, lead discussions, and deliver presentations, making public speaking a vital skill for academic success. Nevertheless, anecdotal observations from the Guidance Office during college entrance interviews indicate that many students struggle with public speaking due to anxiety and lack of confidence.
Based on these trends in research results, which show that the experience of public speaking anxiety is widespread among students and may affect their academic and future professional lives, the researchers were encouraged to carry out this study. This research sought to establish the extent of the public speaking anxiety among students, considering the fear and discomfort of speaking publicly, in case they have it. Therefore, the proposed study aims at evaluating the prevalence and certain indicators of public speaking anxiety and the result will be to give recommendations on how students can be assisted to enhance their public speaking abilities.
Statement of the Problem
This study focused on identifying the level and common indicators of public speaking anxiety among Social Studies students. Specifically, it aimed to address the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 sex
1.2-year level
2. What are the levels of public speaking anxiety commonly experienced by the students in terms of these indicators:
2.1 Physical indicators
2.2 Psychological indicators
2.3 Emotional indicators
2.4 Intellectual indicators
2.5 Behavioral indicators?
3. Is there a significant difference in the levels of public speaking anxiety when grouped according to their demographic profile (sex, and year level)?
4. Based on the results of the study, what interventions programs can be proposed to help students manage or reduce public speaking anxiety?
METHODOLOGY
Research Design
This study employed a descriptive research design quantitative in method that enable the researcher to access information on the students public speaking anxiety through description and investigate descriptively on the different indicator and alternative solution on reducing public speaking anxiety of the students.
Respondents of the Study
The study utilized stratified sampling to select 64 social studies students from a population of 176. The sample included 22 first year, 20 second year, and 22 third year students. Most of the respondents were female (50), while only 14 were male, a distribution that reflects the higher female enrollment in the program The Social Studies department was specifically chosen because its curriculum, which includes public speaking activities like debates and presentations, provided an appropriate and valid sample for studying public speaking performance.
Locale of the Study
This study was conducted at Abuyog Community College in Abuyog, Leyte, Philippines. The institution was chosen due to its Social Studies curriculum, which includes various public speaking activities that provided a relevant sample for this research. The locale's proximity and accessibility to the researchers also allowed for a more efficient and practical data collection process.
Research Instruments
The current study utilized a questionnaire adapted from the Public Speaking Anxiety Scale (PSAS) developed by Demir and Kan (2025) for adolescents. The scale in this study was modified as per the Social Studies students. Furthermore, the scale was expanded to incorporate the five indicators, physical, psychological, emotional, intellectual, and behavior. The questionnaire consisted of two main sections. Section 1 gathered the demographic profile of the respondents, while Section 2 used a 4-point Likert scale to measure their degree of agreement with statements on various indicators of public speaking anxiety. The adapted tool relates to the academic and social context of students of Social Studies and does not violate the psychometric properties of the original scale. It refers to manifestations that are physical, psychological, emotional, intellectual, and behavioral.
Data Gathering Procedure
Formal permission was obtained from the college president before data collection started. This study used a quantitative research method, employing a structured survey questionnaire as its primary instrument. The questionnaire underwent expert validation to ensure its content validity and suitability for the study's objectives. Following validation, it was administered to all qualified respondents who met the established inclusion criteria. The collected data were then systematically coded, tabulated, and statistically analyzed. The confidentiality and anonymity of all participants were strictly maintained throughout the entire process.
Ethical Consideration
To ensure ethical compliance, the researchers obtained verbal consent from each participant after explaining the study's purpose and the voluntary nature of their involvement. The confidentiality and anonymity of all responses were vigilantly protected. All personal information was handled with care, consistent with the Data Privacy Act of 2012, and used solely for the purposes of this academic research.
Method of Scoring and Interpretation
The data from the survey questionnaire were scored using a Likert scale. According to Likert Scales in Marketing Research (Malhotra, 2004), agreement-based Likert scales are ideal for measuring attitudes, making them appropriate for assessing levels of anxiety in this study. The mean score was calculated for each indicator of public speaking anxiety as well as the mean score overall. The respondents’ perceived level of anxiety was determined using the mean scores as a higher mean score represented a higher level of anxiety and lower mean score represented a lower level. The results were interpreted using the following scale:
Scale
Range
Descriptive Level
Level of Public Speaking Anxiety
4
3.25 - 4.00
Strongly Agree
Highly Anxious
3
2.51 - 3.24
Agree
Moderately Anxious
2
1.76 - 2.50
Disagree
Slightly Anxious
1
1.00 - 1.75
Strongly Disagree
Not Anxious
Statistical Analysis
This research employed both descriptive and inferential statistics. The respondents’ demographic profile by sex and year level was summarized using descriptive statistics using frequency counts and percentages. To find out the level of public speaking anxiety and its indicators (physical, psychological, emotional, intellectual, behavioral), mean and standard deviation were calculated. To determine if there is a significant difference in public speaking anxiety when grouped by demographic profile, the analysis of variance (ANOVA) was used for inferential statistics. Every test was performed at an alpha level of .05 (0.05).
RESULTS AND DISCUSSION
This chapter presents the results and discussion of a study on the levels of public speaking anxiety among Social Studies students. Everything is given in the tables and discussed as per the order of the research questions. The demographic profile of the respondents and mean scores on the indicators of public speaking anxiety were obtained. The data were analyzed using descriptive statistics and Analysis of Variance (ANOVA) to determine if there were significant differences based on demographic factors.
PROFILE
FREQUENCY
PERCENTAGE
Sex
Male
Female
14
50
________
Total: 64
21.88
78.12
______
Total: 100.00
Year Level of the Respondents
First Year College
Second Year College
Third Year College
22
20
22
_______
Total: 64
34.38
31.25
34.38
_________
Total: 100.00
Table 1
Table shows that out of the 64 respondents, majority were female (50 or 78.12%), and 14 or 21.88% were male. In terms of year level, the distribution was nearly equal, with 22 students from the first year (34.38%), 20 from the second year (31.25%), and 22 from third year (34.38%). The results implies that the sample was balanced across the year levels, but predominantly composed of female students.
Descriptive Statistics by Year Level
YEAR LEVEL
MEAN
LEVEL OF PUBLIC SPEAKING ANXIETY
QUALITATIVE DESCRIPTION
FIRST YEAR
3.23
Moderately Anxious
Agree
SECOND YEAR
3.19
Moderately Anxious
Agree
THIRD YEAR
2.86
Moderately Anxious
Agree
Table 2
As shown in Table 2, indicate a clear trend of decreasing public speaking anxiety as students’ progress through their academic years. First-year students reported the highest mean anxiety score of 3.23, which places them in the "Agree" category, followed by second-year students 3.19. In contrast, third-year students reported the lowest mean anxiety score at 2.86. This finding is consistent with research on the effectiveness of communication skills training, which shows that repeated practice and structured public speaking opportunities can lead to a significant reduction in anxiety over time. The gradual decrease in mean anxiety levels from the first to third year suggests that increased opportunities for public speaking within the Social Studies curriculum helps students habituate to the experience, thereby building their confidence and reducing their fear.
Levels of Public Speaking Anxiety Experienced in Terms of these Indicators
INDICATORS
FREQUENCY
PERCENTAGE
1. PHYSICAL
Total
09 Highly Anxious
41 Moderately Anxious
13 Slightly Anxious
01 Not Anxious
64 respondents
14.0625
64.0625
20.3125
1.5625
Total:100.00
2. PSYCHOLOGICAL
32 Highly Anxious
24 Moderately Anxious
07 Slightly Anxious
01 Not Anxious
50
37.5
10.9375
1.5625
3. EMOTIONAL
26 Highly Anxious
34 Moderately Anxious
4 Slightly Anxious
0 Not Anxious
40.625
53.125
6.25
0
4. INTELLECTUAL
17 – Highly Anxious
43 – Moderately Anxious
4 – Slightly Anxious
0 – Not Anxious
26.5625
67.1875
6.25
0
5. BEHAVIORAL
Total
18 – Highly Anxious
41 – Moderately Anxious
5 – Slightly Anxious
0 – Not Anxious
____
64
28.125
64.0625
7.8125
0
_________
Total:100.00
Table 3
Table 3 reveals that the majority of BSED Social Studies students experience moderate levels of public speaking anxiety in terms of physical (64.06%), emotional (53.13%), intellectual (67.19%), and behavioral (64.06%) indicators. This suggests that while students may not be severely debilitated, they commonly struggle with managing their bodily responses, emotional vulnerability, organizing thoughts, and controlling delivery during public speaking. Notably, psychological anxiety stands out, with 50% of respondents classified as highly anxious, indicating that internal fears and cognitive stressors are the most intense contributors to their anxiety.
Indicators
Mean
Level of Public Speaking Anxiety
1. Physical
2.84
Moderately Anxious
2. Psychological
3.33
Highly Anxious
3. Emotional
3.18
Moderately Anxious
4. Intellectual
3.08
Moderately Anxious
5. Behavioral
3.02
Moderately Anxious
Overall Weighted Mean
3.09
Moderately Anxious
Table 4
The results in Table 4 reveal that the psychological indicator of public speaking anxiety is the most prominent, with a mean score of 3.33, placing it in the "Highly Anxious" category. All other indicators, emotional (Mean = 3.18), intellectual (Mean = 3.08), behavioral (Mean = 3.02), and physical (Mean = 2.84), fall within the "Moderately Anxious" range. The overall weighted mean of 3.09 confirms that BSED Social Studies students generally experience a moderate level of anxiety when engaging in public speaking. These findings emphasize the need for focused interventions to help students manage their anxiety, particularly in addressing the psychological factors that appear to be the most intense.
Significant Difference in Public Speaking Anxiety When Grouped by Demographic Profile
PROFILE
F VALUE
P-VALUE
QUALITATIVE DESCRIPTION
Sex
.847
.361
Not Significant
Year
4.388
.017
Significant
Table 5
As presented in Table 5, the statistical analysis shows that there is no significant difference in public speaking anxiety between male and female students (F = 0.847, p = 0.361), indicating that sex does not play a determining role in students’ anxiety levels. In contrast, a significant difference was found based on year level (F = 4.388, p = 0.017), suggesting that students’ academic standing influences their experience of public speaking anxiety. This result implies that as students advance through their academic journey, their anxiety levels may shift. Further analysis revealed that the significant difference is specifically between first year and third-year students, highlighting a potential developmental or experiential factor that affects confidence and anxiety in public speaking over time.
CONCLUSION AND RECOMMENDATION
The study confirms that public speaking anxiety is a significant concern among Social Studies Students at Abuyog Community College. This feeling is primarily driven by psychological factors such as a fear of making mistakes and being judged by others. Additionally, the results also suggest that the sex of the students does not significantly affect the students’ level of anxiety while delivering speeches. Still, the findings show a significant difference between anxiety scores on the basis of the academic year of the student, with first year students showing significantly higher anxiety than third year students. This indicates that anxiety declines as students’ experience increases.
Given these findings and conclusions, the researchers respectfully recommend to the college to initiate healthy proactive measures that would best protect the mental health of the students and enhance their communication readily. In order to limit public speaking anxiety, a more holistic view of the issue is needed that focuses on the classroom and helps build confidence through frequent, low-stakes in-class speaking and supportive feedback. The college should also include programs that target students, including workshops that address the psychological symptoms of anxiety and provide access to counseling. First-year students are the most anxious, so the curriculum should be dedicated to first-year students. A foundation public speaking course should be prescribed to new students. Moreover, a mentorship programme for guidance from seniors should be established. The researchers should manage genders in future anxiety studies. Manly women too suffered from public speaking anxiety. A balanced distribution of genders helps assure the findings are fair and generalizable.
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DOI 10.5281/zenodo.17479733
