Mitigating public speaking anxiety ; A speech workshop for grade 10 students of ADI-SMCS / by Samantha Nicolette E. Facto, Dave Leo Zachary P. Gelito, Audrey Janeah S. Jorda, Krys Benedict M. Ledesma, Mikaela Helna Q. Palermo, & Kaeil Benedict C. Sia.
Contributor(s): Facto, Samantha Nicolette E | Gelito, Dave Leo Zachary P | Jorda, Audrey Janeah S | Ledesma, Krys Benedict M | Palermo, Mikaela Helna Q | Sia, Kaeil Benedict C.
Publisher: [Iloilo City] : [Ateneo de Iloilo], c2025Description: 51 p.Subject(s): Speech anxiety | Speech--Research | Speech therapy for children--Study and teaching--ResearchDDC classification: Ref 373.07 M6971 2025 Summary: Public speaking anxiety is a common challenge among students, often hindering effective communication and academic performance. This study aimed to determine the impact of a structured speech workshop on reducing public speaking anxiety among Grade 10 students at ADI-SMCS. Using a one-group pre-test and post-test design, the study assessed participants' anxiety levels before and after the intervention using the Personal Report of Public Speaking Anxiety (PRPSA). The pre-test results indicated high levels of public speaking anxiety among participants. After undergoing the speech workshop, a statistically significant reduction in anxiety was observed. The Wilcoxon Signed-Rank Test yielded a Z-value of -3.206 and a p- value of 0.001, confirming that the decrease in anxiety was not due to random variation but rather the direct effect of the intervention. The findings of this study align with previous research demonstrating the effectiveness of structured interventions in mitigating public speaking apprehension. The results showed that most participants experienced a reduction in anxiety, while a small number showed minimal change or an increase. The variation in post- test scores suggests that while the workshop was effective for most students, individual responses differed. These results contribute to the growing body of research on speech anxiety reduction, reinforcing the importance of structured training in addressing communication apprehension. This study provides empirical evidence supporting the implementation of structured public speaking interventions in academic settings. By demonstrating the effectiveness of speech workshops in reducing anxiety, the findings offer valuable insights into strategies for improving students' confidence and communication skills. Future research may explore the long-term effects of public speaking interventions and alternative training methods to further optimize anxiety reduction strategies.| Item type | Current location | Home library | Collection | Call number | Copy number | Status | Date due | Barcode | Item holds |
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High School Library | High School Library | Reference | Ref 373.07 M6971 2025 (Browse shelf) | 1 | Available | HSD-128 |
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Public speaking anxiety is a common challenge among students, often hindering effective communication and academic performance. This study aimed to determine the impact of a structured speech workshop on reducing public speaking anxiety among Grade 10 students at ADI-SMCS. Using a one-group pre-test and post-test design, the study assessed participants' anxiety levels before and after the intervention using the Personal Report of Public Speaking Anxiety (PRPSA). The pre-test results indicated high levels of public speaking anxiety among participants. After undergoing the speech workshop, a statistically significant reduction in anxiety was observed. The Wilcoxon Signed-Rank Test yielded a Z-value of -3.206 and a p- value of 0.001, confirming that the decrease in anxiety was not due to random variation but rather the direct effect of the intervention. The findings of this study align with previous research demonstrating the effectiveness of structured interventions in mitigating public speaking apprehension. The results showed that most participants experienced a reduction in anxiety, while a small number showed minimal change or an increase. The variation in post- test scores suggests that while the workshop was effective for most students, individual responses differed. These results contribute to the growing body of research on speech anxiety reduction, reinforcing the importance of structured training in addressing communication apprehension. This study provides empirical evidence supporting the implementation of structured public speaking interventions in academic settings. By demonstrating the effectiveness of speech workshops in reducing anxiety, the findings offer valuable insights into strategies for improving students' confidence and communication skills. Future research may explore the long-term effects of public speaking interventions and alternative training methods to further optimize anxiety reduction strategies.
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