THE IMPACT OF IMPROMPTU SPEAKING IN SELF-CONFIDENCE OF GRADE 12 HUMANITIES AND SOCIAL SCIENCE STUDENTS AT IMMACULADA CONCEPCION COLLEGE

Abstract

Impromptu speaking, as defined by Harappa (2021), involves delivering speeches without prior preparation, requiring quick thinking, clear communication, and immediate organization of thoughts. This skill enhances self-confidence and the ability to engage audiences effectively. Success in impromptu speaking relies on leveraging existing knowledge, assessing the audience, and adapting tone and style accordingly. Effective impromptu speakers blend confidence, creativity, and audience awareness, making them feel self-assured and capable. This study aims to provide insights into improving student confidence through the practice of impromptu speaking.

To further develop impromptu speaking skills, regular practice is essential. Engaging in exercises that involve speaking spontaneously on unfamiliar topics can enhance quick thinking and adaptability. Additionally, focusing on clear communication and structuring thoughts coherently contributes to more effective impromptu speeches. By honing these skills, individuals can become more confident and proficient in delivering unprepared speeches. In this study, the researchers employed a quantitative research design, which involves the systematic collection and analysis of numerical data to understand patterns, relationships, or to test hypotheses. 

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 This approach allows for objective measurement and statistical analysis of variables.

Within this framework, a descriptive research design was utilized. Descriptive research focuses on observing and describing the characteristics of a subject without influencing it in any way. 

 This method provides detailed insights into patterns, relationships, and trends within the data, contributing to a comprehensive understanding of the research topic.

By adopting this approach, the study aims to offer valuable insights and an in-depth understanding of the subject matter, thereby contributing to future research in the field. The data collected from the survey provides insights into students' comfort and confidence levels in various contexts:

Comfort in Spontaneous Expression: The statement, "I feel comfortable expressing my thoughts or opinions spontaneously during class activities," received a weighted mean of 2.93. This suggests that students are moderately comfortable with spontaneous participation in class discussions.

Self-Confidence in Abilities: For the statement, "I feel confident in my abilities," the weighted mean was 3.22, indicating a relatively high level of self-assuredness among students regarding their skills.

Engagement in Impromptu Speaking Activities: The statement, "I enjoy participating in impromptu speaking exercises or activities organized by the instructor," garnered a weighted mean of 3.08. This reflects a generally positive attitude towards engaging in impromptu speaking tasks.

Confidence in Social Situations: The statement, "I feel confident in social situations," also had a weighted mean of 3.22, suggesting that students feel relatively comfortable in social interactions.

These weighted means, derived from Likert scale responses, offer a quantitative measure of students' attitudes and perceptions. Interpreting these values involves understanding the context of the scale used. For instance, on a 5-point Likert scale, a weighted mean closer to 5 indicates strong agreement, while a value around 3 suggests neutrality or moderate agreement. Therefore, the reported means suggest that students generally have a positive self-perception and are moderately comfortable with spontaneous and social interactions. study provides valuable insights into the relationship between impromptu speaking and self-confidence among Grade 12 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College. While the initial hypothesis posited a significant correlation between impromptu speaking and self-confidence, the findings suggest a more nuanced connection.

The data indicates that students who engage in impromptu speaking exercises develop enhanced abilities to think quickly and articulate their thoughts spontaneously. This practice appears to bolster their confidence in unprepared speaking situations. However, the overall impact on general self-confidence may be influenced by additional factors not solely addressed through impromptu speaking activities.

These findings align with existing literature emphasizing the role of public speaking in confidence building. For instance, research indicates that acquiring effective public speaking skills positively affects students' self-esteem and willingness to communicate 

. Moreover, regular practice and rehearsal in public speaking contexts have been shown to reduce anxiety and enhance performance 

.