Causes of Anxiety in Research Presentation among the Selected Grade 12 Students of Lumampong National High School, Indang, Cavite (AY2019): Basis for ASK-ROPE Project

Abstract

INTRODUCTION

Research oral presentations commonly create anxiety more than excitement in most student-researchers in spite of the mock defense and disseminated possible questions. This study delved on the feelings and experiences of the student-researchers before and during the research oral evaluation; determined the causes or reasons for their anxieties; and identified how they intend to overcome them.

METHODS

This is a quantitative descriptive study. It randomly surveyed 50 grade 12 students in Practical Research 2 under the researcher's classes after their research oral presentation in December 2018. A questionnaire was used as an instrument in data gathering. The collected data were analyzed and interpreted using frequency count, percentage, and ranking.

RESULTS

Results showed that prior to the research oral evaluation, student-researchers experienced panic, fast pulsating heartbeat, strong nervousness on the thought of speaking in a group, sleepless nights, communication apprehension and dry mouth, increase in blood pressure and perspiration, stiffness of the muscles and feeling sick or ill. Further, in the actual research presented, they experienced nervousness in front of the panel of evaluators, wet shivering cold hands, trembling knees and legs, difficulty in breathing, sweatiness and the feeling of collapsing.

These anxieties were caused by fear of committing mistakes, mental block, lack of self-confidence, fears of the audience, getting low grades and hearing negative feedback. Further, results indicated that lack of English language facility and preparation, authoritative panel and low self-esteem intensified the apprehensions. Finally, deficiencies such as lack of knowledge in an oral presentation, lack of mastery of the output and motivation were also minimal contributing factors.

Student-researchers affirmed overcoming these inhibitions by learning to be focused and relaxed, knowing the best research presentations strategies, devoting time for practice, mastering the output content, brainstorming and consulting competent public speakers.

DISCUSSIONS

Results call for students to have a more proactive attitude towards Research. They must have consistent simple practical communication skills and nurturing knowledge should be reframed or redirected to them. Group or individual exposures to oral presentations would serve as gradual training. Exploration of the degree of their anxiety, orientation on Research’s perks and privileges to stimulate motivation, appreciation, and value for research oral presentations should be taught and be made aware.