Community-based Workshop in Public Speaking: An Intervention to Students’ Weaknesses in Public Oral Communication
Canto, Stepanie B. *
Commissioner Luis R. Asis National High School, Panay, Capiz, Philippines.
Dublon, Charlie V.
University-Pontevedra, Capiz State, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Background: Public speaking is an essential component of oral communication, requiring learners to demonstrate both vocal and non-verbal delivery skills. During School Year 2020–2021, Modular Distance Learning and weak internet connectivity limited opportunities for some Grade 11 learners to participate in video-based oral communication activities.
Aims: To determine the performance level of Grade 11 learners in public oral communication before and after a community-based workshop in public speaking and to determine the effectiveness of the intervention in addressing their identified weaknesses in speech delivery.
Study design: Descriptive quantitative action research using a pre-evaluation and post-evaluation design.
Place and Duration of Study: San Antonio, Pilar, Capiz, during the school year 2020–2021.
Methodology: The study involved 15 Grade 11 General Academic Strand-C students of Casanayan National High School selected through purposive sampling based on their limited submission of video-based oral communication performance tasks. A researcher-made 15-item evaluation checklist was used to assess the participants' public speaking performance before and after the intervention. The three-session community-based workshop included sample speech viewing, discussion of speech delivery principles, group activities, speech imitation, facial exercises, tongue-twister practice, paralanguage drills, and speech delivery rehearsal. Frequency count, mean, mean of the means, and rating scale were used to analyse the data.
Results: Before the intervention, participants obtained an overall mean of 1.84, interpreted as Fair Performance. Their weakest areas were movement (M = 1.00), gestures (M = 1.07), and eye contact (M = 1.27). After the intervention, the overall mean increased to 3.48, interpreted as Very Good Performance, indicating a 1.64-point improvement. The highest post-intervention scores were observed in modulation (M = 4.13), volume (M = 3.87), rapport with the audience (M = 3.67), pause (M = 3.67), and intonation (M = 3.67).
Conclusion: The community-based workshop substantially improved the participants' public speaking performance, particularly in speech delivery and audience engagement. The findings indicate that structured, practice-oriented workshop sessions can be a viable intervention for addressing weaknesses in public oral communication among struggling learners. The study recommends the adoption of similar intervention activities to provide learners with sustained opportunities to practise and improve their public speaking skills.
Keywords: Public Speaking, Public Oral Communication, Community-Based Workshop, Speech Delivery, Oral Communication Skills, Grade 11 Learners, Speech Performance