English Research
English Research
A Quantitative Research
In Partial Fulfillment In
English 10
ABENDANIO, TRISH D.
FERMANIS, KAYE D.
APRIL 2025
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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
often not very easy; people do not always have access to a suitable environment and find others
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
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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
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
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
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Academy, Inc. students to enhance the student's skills in public speaking with the help of parental
support.
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?
a. Instrumental support
b. Esteem support
c. Emotional support
3. To determine the significant relationship between students' public speaking skills and
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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.
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
FUTUTRE RESEARCHERS: This study will help the future researchers to gather references
and ideas.
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CHAPTER II
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
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
According to Nayak, Roshan, et al. (2025) Extension has a role to play in workforce
4-H youth programs have contributed to public speaking development since their inception, there
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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
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
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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.
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.
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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
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
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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
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
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
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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
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
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
emphasizing the importance of collaborative efforts between parents and teachers in fostering
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
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and parental self-efficacy. As part of a parent education project, a total of 1,242 Chinese parents
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
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,
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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
THEORETICAL FRAMEWORK
IMPACT OF
PARENTAL SUPPORT
TO THE PUBLIC
SPEAKING SKILLS OF
STUDENTS
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Exploring fear of public
speaking through social
cognitive theory
Figure 1: Theoretical Framework
THEORETICAL PARADIGM
This study is anchored by the following theories:
(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
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.
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CONCEPTUAL FRAMEWORK
II. Perception of students II. Once the proposal has Speaking Skills Of
support respondents
to selected respondents
recommendation
FEEDBACK
CONCEPTUAL PARADIGM
Figure 2 presents the conceptual framework which depicts the Impact of Parental Support to the
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
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,
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
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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
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
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
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.
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
ASSUMPTION
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The following assumption of the study will rely on:
1. Parental Support: The encouragement of esteem supports does the parent gives to their
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
HYPOTHESIS
This study aims to investigate that there is no significant relationship between the level of public
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:
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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
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
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
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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
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
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
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