Paper Key : IRJ************325
Author: Dauba, Janeth G.,Roldan E. Jullanda,Myron Willie Iii B. Roque,Jay Mark B. Santos
Date Published: 03 Jan 2025
Abstract
ABSTRACTThis study investigates the factors influencing oral recitation anxiety among Senior High School students and proposes confidence-building strategies to address the issue. Employing a quantitative correlation design, data were gathered from 130 students using a researcher-made questionnaire and a four-point Likert scale. Data revealed diverse gender representation, including LGBTIQA+ individuals, a majority in STEM and GAS tracks, and most from lower-income brackets, highlighting financial challenges. Key anxiety-inducing factors include fear of negative evaluation, lack of preparation, peer pressure, teacher attitudes, and language proficiency struggles, with no significant relationships across demographic groups, indicating shared concerns. Recommendations include teacher training in positive reinforcement, student guidance on preparation techniques, peer collaboration activities, and targeted interventions such as language enhancement programs and confidence-building workshops. Additionally, inclusive practices, improved resources for underrepresented academic tracks, and financial aid for low-income students are crucial. These strategies aim to foster supportive learning environments, reduce anxiety, and empower students to excel academically.Keywords: fear of negative evaluation, lack of preparation, peer pressure, teachers attitude, and language proficiency challenges I. INTRODUCTIONOral recitation is essential in senior high school education, significantly contributing to studentsacademic and personal development. Students cultivate vital communication skills through regular oral presentations such as precise articulation, organized thinking, and efficient message delivery. These skills are essential for achieving academic success and future professional aspirations (Brown & Green, 2023). Additionally, oral recitation encourages active engagement and analytical thinking. Students are required to handle and analyze information, frequently synthesizing knowledge spontaneously to share their thoughts with the class. This interactive process improves understanding and retention (Clark & Martinez, 2024). Moreover, public speaking pushes students to overcome self-doubt and develop confidence, which enhances their overall well-being and self-esteem (Miller et al., 2024).However, despite its many advantages, oral recitation can also trigger anxiety for numerous senior high school students. Factors like Fear of negative evaluation, Lack of preparation, peer pressure, teachers attitude, and Language proficiency challenges can result in a tense educational atmosphere that obstructs engagement and talent enhancement (Lee & Choi, 2021). The shift to digital learning platforms has intensified these difficulties. Digital learning settings, which frequently include camera-focused presentations or online discussions, add extra anxiety-provoking factors. Students might encounter technical issues and pressure to perform, increasing the stress linked to conventional oral recitations (Terry, 2024). This study is highly significant to the Seminar in English Grammar and Literature as it addresses the critical issue of oral recitation anxiety, a key factor affecting studentsability to articulate ideas and demonstrate comprehension in academic settings. By examining the underlying causes of this anxiety, the research provides essential insights into fostering studentsconfidence and enhancing their communication skillsskills that are integral for engaging with literary texts and mastering grammatical concepts. Furthermore, the findings can guide seminar discussions on effective pedagogical strategies and interventions, promoting a supportive learning environment that encourages student participation and expression. This study also aims to identify the factors influencing oral recitation anxiety among senior high school students to serve as a foundation for developing targeted confidence-building strategies. Ultimately, this endeavor contributes to improved academic performance and a deeper appreciation of English grammar and literature.
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