0% found this document useful (0 votes)
14 views22 pages

English Research

This quantitative research examines the impact of parental support on the public speaking skills of Grade 10 students at King Thomas Learning Academy, Inc. It aims to evaluate students' public speaking abilities and their perceptions of various forms of parental support, including instrumental, esteem, and emotional support. The study highlights the importance of parental involvement in enhancing students' confidence and performance in public speaking, while also acknowledging limitations in generalizing findings beyond this specific group.

Uploaded by

jphilipmagno
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
14 views22 pages

English Research

This quantitative research examines the impact of parental support on the public speaking skills of Grade 10 students at King Thomas Learning Academy, Inc. It aims to evaluate students' public speaking abilities and their perceptions of various forms of parental support, including instrumental, esteem, and emotional support. The study highlights the importance of parental involvement in enhancing students' confidence and performance in public speaking, while also acknowledging limitations in generalizing findings beyond this specific group.

Uploaded by

jphilipmagno
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 22

IMPACT OF PARENTAL SUPPORT TO THE PUBLIC SPEAKING SKILLS OF GRADE

10 STUDENTS OF KING THOMAS LEARNING ACADEMY, INC.

A Quantitative Research

Presented to the Faculty of the

King Thomas Learning Academy, Inc.

Malubago, Sipocot, Camarines Sur

In Partial Fulfillment In

English 10

Grade 10 - St. Paul

ABENDANIO, TRISH D.

BUAYABAN, EMMANUEL JOHN B.

DELAS LLAGAS, KRISTINE ROSE E.

FERMANIS, KAYE D.

MAGNO, JAMES PHILIP B.

PEREZ, JEAN DOROTHY C.

VALENCIA, JAN RHAINZ F.

APRIL 2025

1
CHAPTER I

INTRODUCTION

Parental support will play a significant role in shaping a student's confidence and

communication abilities, especially in the area of public speaking. This research will explore how

the involvement and encouragement of parents will influence the development of public speaking

skills among Grade 10 students at King Thomas Learning Academy, Inc. A student's confidence,

preparedness, and general presentation abilities can all be greatly impacted by parental

engagement, which can offer both practical advice and emotional support. Yet, the researchers

still encountered that some of the students don't even rely on their parents. In fact; they can

handle it on their own. The researchers also encountered that most of the students are afraid of

expressing their confidence and passion to speak publicly. According to Grieve, Rob et al. (2021)

Previous research evidence has indicated that many students experience fear in public speaking.

Also, according to earlier studies, having a virtual audience can help people who are afraid of

public speaking. Since communication is an essential skill in many areas of life, the impact of

parental support on public speaking and communication skills is an important area of interest on a

global scale.

In most cultures, connections with others, job satisfaction, and learning outcomes are all

related to effective communication. According to Monteiro, Diego et al. (2024), public speaking

is an essential skill in everyone’s professional or academic career. Nevertheless, practicing it is

often not very easy; people do not always have access to a suitable environment and find others

willing to listen during their rehearsals.

On a national level, the impact of parental support on children's public speaking skills can

be viewed through a study of the education system, social dynamics, and national priorities.

Students can develop into confident speakers by having parents or guardians assist them in

2
practicing their skills at home. According to Bartolome, Melissa T. et al. (2024), It is important

for schools to recognize the existence of cultural variations in parent involvement because there

are differences among parents with diverse background on when, why, and how they are involved

in their children's education. Parenting is important in the Philippines society because a family is

viewed as central to one's social world. Locally, the support a student receives at home can have a

major effect on their ability to develop speaking skills, especially in areas of decreased wealth. A

student's performance in local speaking discussions, such as school presentations or debates, can

be improved by parents who support reading, practice, and serious critique. Parents may have

better access to schools in some local communities, allowing them to actively support children's

communication skills. According to Nguyen, Thanh Tan et al. (2024), All the difficulties that the

students encountered when speaking in front of many people. A problem indicates that it may

depend on how their environment revolves around. According to Luo, Jie et al. (2024), parenting

stress has been related to adverse health outcomes in parents, children, and their families. This

systematic review aimed to provide an overview of parental, child, and situational factors related

to parenting stress in mothers and fathers.

This study will analyze the possible effects of the parental support on students'

development of public speaking skills in order to understand how different ways of providing

their encouragement, such as verbal support, to modify their ability to communicate effectively in

front of the audiences, and more. By looking at these relationships, the study will aim to show

how important it is for students to create motivating environments both at home and in the

classroom in order to grow into a skilled, confident public speakers. The findings of this study

will reveal that students with strong parental support will tend to exhibit higher confidence and

better performance in public speaking. In conclusion, parental involvement will prove to be a

crucial factor in enhancing the public speaking capabilities of Grade 10 students. The "Impact of

Parental Support on the Public Speaking Skills of Students" is created by King Thomas Learning

3
Academy, Inc. students to enhance the student's skills in public speaking with the help of parental

support.

STATEMENT OF THE PROBLEM

This study has the following problems:

1. What is the level of public speaking skills of students?

2. What is the perception of students in parental support in terms of:

a. Instrumental support

b. Esteem support

c. Emotional support

3. Is there a significant relationship between the level of public speaking skills and the

perception of students?

OBJECTIVES OF THE STUDY

This study has the following objectives:

1. To evaluate the level of public speaking among students.

2. To determine the perception of students in parental support in terms of:

a. Instrumental support

b. Esteem support

c. Emotional support

3. To determine the significant relationship between students' public speaking skills and

their perception of parental support.

SCOPE AND LIMITATION

4
This study specifically examines how parental support influences the confidence and

public speaking skills of the Junior High School students. The research will focus on evaluating

the level of public speaking among students and determining the perception of students when it

comes to parental support. The study aims to identify the extent to which these forms of support

contribute to students' ability to speak confidently in front of an audience. Data will be collected

through student interviews and parent interviews. However, this research is limited to Grade 10

students of King Thomas Learning Academy Inc., making it difficult to generalize findings to all

students in different educational settings. The study will not explore other factors that may

influence public speaking skills, such as teacher influence, peer support, or participation in public

speaking clubs.

SIGNIFICANCE OF THE STUDY

This study will be beneficial to the following:

STUDENT: This study will help the students to improve their speaking due to parental support.

PARENTS/GUARDIANS: This study will help parent or guardian to encourage the children to

speak in public places, by supporting them and giving them an advice that will boost their

confident in speaking.

KING THOMAS LEARNING ACADEMY, INC.: This study can help the school improve

students’ public speaking skills by promoting effective parental support.

FUTUTRE RESEARCHERS: This study will help the future researchers to gather references

and ideas.

5
CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researcher considered in

strengthening the importance of the present study. It includes the synthesis, theoretical and

conceptual framework, definition of terms, assumptions, and hypothesis.

REVIEW OF RELATED LITERATURE

Based on Martins, Helena, et al. (2024) Oral communication is crucial in the academic

journey of health professionals, especially during public academic assessments, and can have a

determinant impact on their professional careers. This chapter highlights the growing importance

of oral communication skills in higher education, focusing on their critical role in both academic

and professional success amid contemporary challenges like the rise of Artificial Intelligence

(AI). The widespread anxiety around public speaking, which hinders many students from

completing their degrees, emphasizes the need for effective interventions. The chapter presents

the PedPac program, an innovative initiative in the healthcare field, aimed at helping students

develop oral communication skills, reduce anxiety, and improve performance in public academic

evaluations, including dissertation defenses. This work underscores the need for higher education

institutions to prioritize oral communication as a vital skill for student well-being as well as their

academic and professional success.

According to Nayak, Roshan, et al. (2025) Extension has a role to play in workforce

development by preparing the next generation to be successful communicators. While Extension

4-H youth programs have contributed to public speaking development since their inception, there

6
has not been a validated instrument to assess young people’s public speaking self-efficacy. We

utilized an iterative-scale development process to develop, test, and refine such a tool. We hope

youth development professionals will consider using the Youth Public Speaking Self-Efficacy

(PSSE) survey tool to measure and report youth’s PSSE skills, along with the sources influencing

these skills, to help with program planning, implementation, and professional development

activities.

In an agreement with Nguyen, Tan Than, et al. (2024) The main aim of the study was to

identify the difficulties in public speaking skills among English-majored students at the

University of Phan Thiet. A total of 60 students were asked to participate in the research. The

findings revealed that students have clear perceptions about the significant roles and the high

difficulty level of public speaking skills. Furthermore, of all the difficulties students encountered

when speaking in front of many people, the two most common problems were fear of making

mistakes and being observed, which wore down their confidence. Based on the findings, several

suggestions were made to improve students' public speaking skills. The findings in this study

were also expected to be beneficial to teachers, educators, and schools in improving the

experience of students when taking public speaking courses.

According to Wang, Airong, et al. (2024) Public speaking is an essential skill in

everyone’s professional or academic career. Nevertheless, practicing it is often not very easy;

people do not always have access to a suitable environment and find others willing to listen

during their rehearsals. Previous research has shown the usefulness of having a virtual audience

in reducing the fear of public speaking. However, the effects of having an audience with whom

the presenter is familiar are still under-explored. To help university students practice their

presentations, we developed a virtual reality environment and used 3D scans of real people to

create a realistic and familiar audience. We conducted a study with 10 participants to analyze

whether they had different anxiety levels when presenting to familiar virtual faces compared to

7
unfamiliar faces. Moreover, we explored whether or not the exposure to the customized virtual

faces affected anxiety when the participants subsequently presented to a real-life audience. We

found that people with a medium fear of speaking in public benefited the most because they felt

more relaxed facing a virtual audience with familiar faces; in contrast, there were no noticeable

effects for others. In addition, we examined whether anxiety could be detected through some non-

traditional metrics we recorded. Results showed that we could not establish a linear correlation

between the anxiety scores and our metrics, but our study suggests some underlying patterns.

Finally, our findings indicate that users’ perceptions of virtual audience feedback were more

concerned with the facial expressions of the virtual audience than their body language.

According to Liang, Hongyu, et al. (2025) Learning engagement is considered a reliable

predictor for evaluating the effectiveness of online learning and has become a focal point in

online education in recent years. This study investigated the roles and mechanisms of social

presence and online learning self-efficacy in mediating the relationship between perceived

teacher emotional support and online learning engagement among high school students. A total of

614 high school students were recruited as participants. They completed various measures,

including the Perceived Teachers Emotional Support Questionnaire, the Social Presence Scale,

the E-Learning Self-Efficacy Scale, and the Student Engagement in Distance Education Scale.

The findings revealed that perceived teacher emotional support positively predicted high school

students’ engagement in online learning, with social presence playing a significant mediating role.

Furthermore, when online learning self-efficacy was considered, the study identified a unique role

of social presence in the chained mediation model. These results contribute to a deeper

understanding of the underlying mechanisms between perceived teacher emotional support and

online learning engagement, thereby offering insights for enhancing engagement in online

learning contexts.

REVIEW OF RELATED STUDIES

8
According to (Utami, Yulia Alma 2022) This study aimed to explore the impact of

parental involvement on student’s academic achievement, self-esteem, and social skills. Using a

qualitative approach, data were collected through interviews and observations of families actively

involved in their children's learning process. The findings revealed a strong positive correlation

between parental engagement and academic success, with parent’s involvement in homework

assistance, school event participation, teacher communication, and emotional support

contributing significantly to improved academic outcomes. Furthermore, the study highlighted

that parental involvement positively influenced students’ self-esteem and social skills, with 78%

of students reporting increased confidence and 65% noting enhanced social interactions. These

results emphasize the vital role that parents play in supporting their children's education and

overall development.

Based on (Bush, Deborah K 2020) Today, more than 75 percent of women ages 25--34

and 75 percent of women with a child under six years of age participate in the labor force. When

both parents work outside the home, they often want to send their child to preschool, but

preschool classes aren't always available, and often those that are available are the government

programs that are open only to those of lower socio-economic status.; In addition, parents often

want to support the emergent literacy of their children and help prepare them for kindergarten but

aren't sure of how to provide the type of assistance that might maximize their efforts. In order to

meet this need, a ten-week parent involvement program was implemented with two preschool

classes. Students attended the evening sessions with their parents and participated in dialogic

reading, journaling, and literacy activities. Take-home packets were provided with activities

focused on skill development in the areas of concepts of print and words, letter identification, and

sound classification. Parents were asked to spend ten minutes daily for five days working with

their children on these packet activities and also to keep records of progress.; Data was gathered

using pre and post-tests, interviews, observations, journal analysis, and parental records from the

9
weekly packets. Results were examined qualitatively with these four research questions in mind:

(1) How will participating preschoolers' concepts of print and words change during the course of

the family support literacy program?(2) How will the participating preschoolers' ability to

identify sound-letter relationships change during the course of the family support literacy

program?(3) How will participating preschoolers' acquisition of letter names change during the

course of the family support literacy program?(4) In what ways do family literacy training

sessions impact the ability of parents to support their preschooler's emergent literacy skills?;

Findings showed that the preschoolers' skills did improve in the areas of concepts of print and

words, letter identification, and sound classification; the parents felt more confident in their

ability to work with their children on literacy skills and were eager to continue using the packets

after the program ended.

As stated by Usman, Reza Dwiki, et al. (2022) This research investigates how parents

support their children's English language development. Interviews with the parents of a nine-year-

old Indonesian girl named Acha (pseudonym) were conducted to learn more about how they

perceived their involvement in their daughter's development of English-speaking abilities. When

the research was conducted, Acha was a third grader at an elementary school with 364 subscribers

on her YouTube channel. Her competence in speaking English is exhibited in her YouTube

videos. This research indicates that Acha’s English language acquisition process has involved her

parents’ interventions directly and indirectly. This research reveals several helpful practices

performed by Acha's parents, including early exposure to simple vocabulary, a positive home

literacy environment (HLE) situation, encouragement of Acha to use English, and facilitation of

Acha's access to English-language YouTube content. According to the results of this research,

Acha's parents' practices are mediated by their educational experiences, socioeconomic status,

and digital literacy skills. This research demonstrates the beneficial effects of parental

participation on children's language development.

10
In a line with Rowiyah, Siti, et al. (2024) Parental involvement can be seen in parental

practices to help children’s academic and intellectual activities. There is a correlation between

parental engagement and motivation enhancement, favorable views toward language acquisition,

and improved self-confidence in children. Therefore, the present study investigates the impact of

parental involvement on young learners' speaking performance and classroom instruction in

English as a foreign language. Using a qualitative, grounded theory approach, the study involves

English teachers of young learners and parents of children aged seven to ten years old who learn

English as a foreign language. Findings reveal that students with parental supervision

demonstrated increased engagement and superior English pronunciation skills. Parents primarily

employ a parenting style supported by Mobile Assisted Language Learning (MALL), using verbal

communication, drilling exercises, and digital materials. Interestingly, parents often rely on

teachers' autonomy in selecting appropriate instruction due to psychological considerations,

fearing inconvenience if they intervene in teaching strategies. In response, teachers incorporate

novel strategies to meet parents' expectations and address their concerns. The study suggests that

engaging parental involvement in young learners' language learning brings beneficial effects for

optimum child language acquisition. These findings highlight the complex interplay between

parental involvement, teaching strategies, and young learners' language development,

emphasizing the importance of collaborative efforts between parents and teachers in fostering

effective English language learning environments.

According to Dong, Lei, et al. (2025) Parenting today is characterized by numerous

challenges and stressors. As a well-researched contextual factor for parenting, social support may

help parents reduce parenting stress and adopt more positive parenting practices. However, the

direct and indirect pathways linking social support to parenting outcomes remain largely

unexplored. This study aimed to investigate whether and how the association between social

support and parent-child relationships was mediated by the presence of meaning in parenthood

11
and parental self-efficacy. As part of a parent education project, a total of 1,242 Chinese parents

(87.2% female) participated in questionnaire surveys conducted by this cross-sectional study in

Hong Kong. Data were analyzed using SPSS Statistics 26.0 and PROCESS Macro v4.1 for

correlation analysis and serial mediation analysis. The results indicated that the presence of

meaning in parenthood and parental self-efficacy mediated the association between social support

and parent-child relationships, both individually and serially. Furthermore, the mediating effect of

the presence of meaning in parenthood was significantly greater than that of parental self-

efficacy, as well as the serial mediating effect of the presence of meaning in parenthood and

parental self-efficacy.

SYNTHESIS

The reviewed literature and studies highlight the critical role of parental support in

student development, particularly in enhancing confidence and academic skills. Martins et al.

(2024), Nayak et al. (2025), and Nguyen et al. (2024) emphasize the psychological and emotional

benefits of parental encouragement, aligning with the premise that a supportive home

environment fosters public speaking skills. Likewise, studies by Utami (2022) and Usman et al.

(2022) suggest that parental involvement positively influences students' communication abilities

and overall self-confidence in public speaking settings.

While all sources acknowledge the importance of parental support, they vary in their

specific focus. For instance, Wang et al. (2024) and Liang et al. (2025) explore the influence of

different parenting styles on skill development, whereas Bush (2020) examines socio-economic

factors affecting parental involvement. Furthermore, Rowiyah et al. (2024) and Don et al. (2025)

investigate the role of school and community support alongside parental encouragement,

providing a broader perspective on confidence-building in public speaking.

12
What sets this research apart is its explicit focus on public speaking skills as a

confidence-building tool and how parental support directly impacts this particular area. While

previous studies discuss general communication skills or parental involvement in education, this

study aims to establish a direct correlation between parental encouragement and the enhancement

of a student’s ability to speak effectively in front of an audience. The research also intends to

provide practical strategies for parents to foster these skills, bridging the gap between theoretical

frameworks and real-world application.

THEORETICAL FRAMEWORK

Parenting style and


parental support on
Giving the good and
learner's academic
the needy: Parental
achievement theory
support of the children
(Ugwuanyi et al. (Miller et al. 2009)
2020)

IMPACT OF

PARENTAL SUPPORT

TO THE PUBLIC

SPEAKING SKILLS OF

STUDENTS

13
Exploring fear of public
speaking through social
cognitive theory
Figure 1: Theoretical Framework
THEORETICAL PARADIGM
This study is anchored by the following theories:

Parenting style and parental support on learner's academic achievement theory by

(Ugwuanyi et al., 2020) according to Ugwuanyi et al. (2020) as per this theory, this research

sought to determine the role of parenting style and parental support in learners’ academic

achievement. One of the implications of the findings is that poor parenting style and parental

support will result in poor learner performance in Physics. It is recommended that adequate

parental support should be provided to learners.

Parenting style and parental support on learner's academic achievement theory by (Miller

et al., 2009) states that Parents may provide many types of support to their grown children.

Parents give more material and financial support to children in need. Motivation to enhance the

self or to assure support later in life may explain support to high achieving offspring.

Exploring fear of public speaking through social cognitive theory according to (Ibrahim

et al., 2022) Public speaking as a form of communication skill has pervaded today’s learning

environment. These findings add to a growing body of literature on the anxiety of public speaking

as well as aid as a reference for students and teachers, especially in English classrooms.

14
CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT


I. Level of public I. Listing the numbers of Impact of Parental

speaking skill. all Grade 10 students Support Of The Public

II. Perception of students II. Once the proposal has Speaking Skills Of

in parental support in been approved, this will Students

terms of: be the time that the

researchers will prepare a


a. Instrumental
survey questionnaire such
support
as the 'Likert Chart'
b. Esteem support

c. Emotional III. Selection of

support respondents

IV. Distribution of survey

to selected respondents

V. Tallying the results

VI. Analyzing and

interpreting gathered data


15

VII. Conclusion and

recommendation
FEEDBACK

Figure 2: Conceptual Framework

CONCEPTUAL PARADIGM
Figure 2 presents the conceptual framework which depicts the Impact of Parental Support to the

Public Speaking Skills of Students.

Input demonstrates that two (2) variables have been discovered. The dependent variable, on

the other hand, illustrates the students' confidence in public speaking abilities through evaluating

their delivery techniques, including body language and gestures, their interactions with their

audiences, and the content of the students' organization here at King Thomas Learning Academy

Inc. The independent variable, parental support, explains how they give emotional support, such

as motivation and encouragement.

Process explains the system of the study. This involves the listing of the number of

students, preparation and validation of the survey questionnaire, accompany the selection of

respondents, distribution, tallying of results, analysis and interpretation, and conclusion. The

process to be done with credibility and reliability, researchers will maintain ethical standards,

such as obtaining informed consent from participants, ensuring confidentiality.

Output will serve as the culmination of the research process, offering a comprehensive

analysis of the study's findings and their broader implications. It represents the culmination of the

16
research, providing valuable insights that contribute to the advancement of knowledge in the

field.

DEFINITION OF TERMS

For more precise and better understanding of this study, various terms are defined conceptually

and operationally. These terms are the following:

Parental Support. According to the Science Direct (Feinberg, 2003), Parental support is a unique

form of support that relates to childcare. In this study, it is a role of the parents that can build their

child’s confidence by encouraging them to be more self-assured.

Public Speaking. According to the Merriam Webster Dictionary, public speaking is the act or

process of making speeches in public. In this study, students need to improve and share their

knowledge or ideas about certain topics.

Students. According to the Dictionary, Students is a person formally engaged in learning. In this

study, it refers to individuals who are in the process of learning public speaking skills.

Instrumental Support. According to the Study.Com/Definitions, benefits and examples, it is a

type of social support that is practical and direct. In this study, this will refer to the assistance

given by the parents in order to solve a problem or to accomplish a task given to them.

Esteem Support. According to Science Direct, this refers to the individuals who are experiencing

a stressful situation that may negatively affect their self-esteem. Into this study, this refers to its

factor that helps the students to boost their confidence and promotes their skills and abilities.

Emotional Support. According to Science Direct, this refers to the provision and receipt of care,

love, trust, empathy, respect, and admiration from trusted individuals. This study focuses on

anything that shows care, affection, and expressions to one another.

ASSUMPTION

17
The following assumption of the study will rely on:

1. Parental Support: The encouragement of esteem supports does the parent gives to their

child (the students) to gain confidence in terms of speaking publicly.

2. Perception of the Students: This assesses how students handle their public speaking skills

on their own.

3. Public Speaking Skills: How well do the students speak publicly, this includes their

confidence, techniques in presenting in public, and their overall performances.

HYPOTHESIS

This study aims to investigate that there is no significant relationship between the level of public

speaking skills and the perception of students.

CHAPTER III

RESEARCH METHOD

In this research the researchers will use quantitative descriptive type of research wherein

the researchers try to find the relationship between the perception of students and parental support

in terms of public speaking. The researchers will use quantitative method in order to address the

problems on how parental support can help students boost their confidence on public speaking

skills.

RESEARCH SETTING

The setting of our study will be in King Thomas Learning Academy Inc., located in

Barangay Malubago, Sipocot, Camarines Sur. It is approximately 1.2 km away from the Sipocot

Public Market. King Thomas Learning Academy Inc. was divided into four departments:

18
Elementary, Junior High, Senior High, and College. They would also provide necessary facilities

and resources that will help the students a lot along the way.

RESPONDENTS

The respondents will be from the Grade 10 St. Paul and Grade 10 St. Joseph. And will be

chosen through random sampling technique; the study's goal is to have thirty (30) of respondent

from the grade 10 level acquire one's perspective if the parental support is more beneficial than

the solo perception of the students in terms of public speaking.

Respondents Male Female Total

Grade 10 St. Paul 5 10 15

Grade 10 St. Joseph 5 10 15

Total 10 20 30

RESEARCH INSTRUMENT

This study will use questionnaires to gather data. The questionnaires are Likert scale and

created by the researchers to get and produce precise responses from respondents. The

respondents of this study are all Grade 10 students from St. Paul and St. Joseph. The

questionnaires consist of three parts. The first part consists of five (5) questions and aims to know

about the level of public speaking skills of the respondents. And the second part consists of six

(6) questions that aim to identify their perception of parental support.

VALIDITY AND RELIABILITY

To ensure the validity and reliability of our study, The Impact of Parental Support on

Students' Public Speaking Skills, the researchers will use a Likert-type questionnaire that is

19
thoroughly verified by experts to check its accuracy and relevance. A pilot study will be

conducted to examine reliability. These processes will ensure that our data is valid, reliable, and

relevant to our study.

STATISTICAL TREATMENT

For this study, to analyze the relationship between parental support and the public

speaking skills of students, the study employs Pearson Product-Moment Correlation Coefficient

as the primary statistical tool.

Pearson Product-Moment Correlation Coefficient measures the strength and direction

of the linear relationship between two continuous variables.

DATA GATHERING PROCEDURE

In conducting this research, the researchers will use a Likert scale questionnaire that

focuses on how parental support can help the students to boost their confidence when it comes to

public speaking. The researchers will prepare a formal letter addressed to the dean of the Grade

10 students to allow the researcher to conduct a study at King Thomas Learning Academy Inc.

After validating the instrument, the researcher will link the Likert scale questionnaire to the

students of Grade 10 through a printed questionnaire.

20
REFERENCE LIST

BIBLIOGRAPHY (n.d.). Retrieved from Meriam Webster Dictionary.

Academic Voices. (2022). ScienceDirect.


https://www.sciencedirect.com/topics/socialsciences/emotionalsupport#:~:text=Emot
ional%20support%20refers%20to%20the,based%20on%3A%20Academic
%20Voices%2C%202022
Bush, D. K. (2020). What is the Impact of Parental Support on Early Literacy. Graduate Theses,
Dissertations, and Problem Reports. https://scholar.google.com/scholar?
start=0&hl=en&as_sdt=0,5&scilib=1#d=gs_qabs&t=1743241449927&u=%23p
%3DXzZV9A_xzugJ
Ugwuanyi, C.S, C. (2020). Parenting Style and Parental Support on Learners’. Journal of
Sociology and Social Anthropology, 198-205. https://scholar.google.com/scholar?
scilib=1&scioq=theory+about+public+speaking&hl=en&as_sdt=0,5#d=gs_qabs&t=
1743252773009&u=%23p%3DbUgIAuVDh2sJ
Diego Monteiro, A. W.-N. (2024). Effects of audience familiarity on anxiety in a virtual reality
public speaking training tool. Universal Access in the Information Society , 23-34.
https://scholar.google.com/scholar?
start=10&hl=en&as_sdt=0,5&scilib=1#d=gs_qabs&t=1743241332278&u=%23p
%3Dvs4uPsL3A4YJ
Feinberg. (2003). Support from grandparents in infant care and postpartum care.
https://www.sciencedirect.com/topics/social-sciences/parental-support
Holmstrom, A. J. (2023). Responsiveness and Esteem Support.
https://www.sciencedirect.com/science/article/abs/pii/S2352250X23000362#:~:text=E
steem%20support%20is%20typically%20provided,self%2Desteem%20%5B4%5D
Hongyu Liang, X. K. (2025). The association between perceived teacher emotional support and
online learning engagement in high school students: the chain mediating effect of social
presence and online learning self-efficacy. European Journal of Psychology of Education,

21
33. https://scholar.google.com/scholar?
start=10&hl=en&as_sdt=0,5&scilib=1#d=gs_qabs&t=1743241296003&u=%23p
%3DgOs0XEUD4-YJ
Ibrahim, N. A. (2021). Exploring Fear of Public Speaking Through Social Cognitive.
International Journal of Academic, 135-154. https://scholar.google.com/scholar?
scilib=1&hl=en&as_sdt=0,5#d=gs_qabs&t=1743252888348&u=%23p
%3D5FqRIKv0tc8J
Fingerman, K., L. M. (2009). Giving to the Good and the Needy: Parental Support of Grown
Children. Journal of Marriage ad Family, 1220-1233.
https://scholar.google.com/scholar?
scilib=1&hl=en&as_sdt=0,5#d=gs_qabs&t=1743252882463&u=%23p
%3D9jB8b1ZCpJYJ
Lei Dong, L. Y.-m.-w. (2025). The Presence of Meaning in Parenthood and Parental Self-efficacy:
A serial mediation model from social support to parent-child relationships. BMC
Psychology, 108. https://scholar.google.com/scholar?
start=0&hl=en&as_sdt=0,5&scilib=1#d=gs_qabs&t=1743241419525&u=%23p
%3DAvyw0A_xXfwJ
Nascimento, H. M. (2024). Helping Healthcare Students Overcome Fear of Public Speaking and
Excel in Academic Evaluations: Form Panic to Poise. Instructional Approaches for
Health Professions Education, 30. https://scholar.google.com/scholar?
start=10&hl=en&as_sdt=0,5&scilib=1#d=gs_qabs&t=1743241392898&u=%23p
%3D2lsSdaPaTMIJ
Padma Mohapatra, Y. W. (2023). Instrument Support - Definition, Benefits & Examples.
https://study.com/academy/lesson/instrumental-support-definition-examples-
quiz.html
Roshan Nayak, S. M.-W. (2025). Youth Public Speaking Self-Efficacy Survey Tool. The Journal
Extension, 2-15. https://scholar.google.com/scholar?
start=10&hl=en&as_sdt=0,5&scilib=1#d=gs_qabs&t=1743241389916&u=%23p
%3Do8pPkFyPQuUJ
Thanh Tan Nguyen, T. T. (2024). Investigation into Difficulties in Public Speaking among
English-majored Students at University of Phan Thiet. Internstional Journal of Language
Instruction, 17-30. https://scholar.google.com/scholar?
start=10&hl=en&as_sdt=0,5&scilib=1#d=gs_qabs&t=1743241381719&u=%23p
%3D9Stt0qfR0B8J
Utami, A. Y. (2022). The Role of Parental Involvement in Student Academic Outcomes. Journal
of Education Review Provision, 37-43. https://scholar.google.com/scholar?
start=0&hl=en&as_sdt=0,5&scilib=1#d=gs_qabs&t=1743241446045&u=%23p
%3DvdbLeEHq1LEJ

22

You might also like