Oral Presentation Anxiety Among Grade 11 Senior High School Students Of Notre Dame Of Jolo College

Qaswa Awali; Alnakier Sarabi

doi:10.62596/963jdq47

Authors

Qaswa J. Awali School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Alnakier A. Sarabi School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/963jdq47

Keywords:

Oral Presentation Anxiety, Senior High School Students, Cognitive Anxiety, Physiological Symptoms, Behavioral Symptoms, Public Speaking Anxiety

Abstract

This study investigated oral presentation anxiety among Grade 11 Senior High School students of Notre Dame of Jolo College. A quantitative descriptive–correlational research design was employed, involving 100 Grade 11 students selected through stratified random sampling during the Academic Year 2025–2026. The study examined oral presentation anxiety in terms of physiological, cognitive, and behavioral symptoms, as well as the respondents’ demographic profile in terms of age, gender, academic strand, and parents’ educational attainment. Findings revealed that the majority of the respondents were 16 years old and below, predominantly female, mostly enrolled in the STEM strand, and came from families whose parents were largely college graduates. Results further showed that students generally experienced oral presentation anxiety, with cognitive symptoms emerging as the most prominent, while physiological and behavioral symptoms were experienced at moderate levels. Statistical analyses revealed no significant differences in oral presentation anxiety when respondents were grouped according to age, gender, academic strand, and parents’ educational attainment. However, correlation analysis indicated significant high positive relationships among the physiological, cognitive, and behavioral dimensions of oral presentation anxiety. Based on the findings, it is recommended that Notre Dame of Jolo College may implement school-based oral communication support initiatives, teachers may adopt anxiety-reducing instructional strategies, and future researchers may further explore intervention-based approaches to address oral presentation anxiety.

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