August 4, 2025Open Access

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

Key Points

The intervention led to statistically significant improvements in public speaking skills, with a p-value of less than 0.001.
Content organization showed the largest effect size (Cohen’s d = 3.03), advancing student proficiency levels.
The study utilized a mixed-methods design, incorporating both quantitative assessments and qualitative interviews for comprehensive analysis.
Findings emphasize the importance of structured practice for reducing anxiety and enhancing self-efficacy in public speaking.

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 anxiety-management 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.

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

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