Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 3 (2025)

Assessing The Effectiveness Of Public Speaking Skills Among Grade 11 Senior High School Humanities And Social Sciences Students Of Ronda National High School, Cebu

Edna Etable

 

Abstract:

This study assesses the effectiveness of a structured public speaking guidance plan in enhancing Grade 11 HUMSS students’ communication skills at Ronda National High School, Cebu. The research aimed to: (1) evaluate students’ entry and exit proficiency in content organization, delivery techniques, audience engagement, and confidence and anxiety management; (2) determine significant differences between pre- and post-intervention performance; and (3) develop evidence-based teaching materials. Employing a mixed-methods sequential explanatory design, the study analyzed 45 students through pre-test/post-test assessments using validated rubrics and semi-structured interviews. Quantitative data were evaluated via paired t-tests and effect size calculations, while qualitative insights were thematically analyzed. Grounded in Bandura’s Social Cognitive Theory, the 5-day intervention integrated peer feedback, anxiety-reduction exercises, and audience-centered strategies. Results demonstrated statistically significant improvements (p<0.001) across all competencies, with content organization showing the largest effect size (Cohen’s d = 3.03), advancing students from “proficient” to “excellent.” Delivery techniques and audience engagement exhibited substantial gains in vocal expression (mean difference = 0.793) and audience adaptation (mean difference = 0.845). Qualitative findings revealed reduced anxiety through structured practice and increased self-efficacy via observational learning. The study recommends: (1) institutionalizing peer-assessment frameworks and anxietymanagement modules in public speaking curricula; (2) developing AI-powered tools for self-assessment of nonverbal cues; (3) integrating community-based projects for real-world application; and (4) training teachers in differentiated coaching strategies. Aligned with RA 10533’s mandate for holistic education, these strategies emphasize technical proficiency and emotional resilience.



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