Understanding The Oral Communication Apprehension of Alternative Learning System (ALS) Students With Their Demographic Profile As Differentiating Factors A Convergent Parallel Design PDF

Volume 6, Issue 11, November – 2021 International Journal of Innovative Science and Research Technology
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Understanding the Oral Communication

Apprehension of Alternative Learning System
(ALS) Students with their Demographic Profile as
Differentiating Factors: A Convergent Parallel Design
ONORIO P. CAGOCO JR., MAED

College instructor
Kapalong College of Agricultre, Sciences and Technology
IJISRT21NOV547 www.ijisrt.com 1060

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ABSTRACT
This study aimed to explore the lived experiences of Alternative Learning System (ALS) students
in their oral communication apprehension using English language. In this mixed-methods design the
study used interviews for the qualitative phase, the researcher interviewed seven ALS students for
Focused Group Discussion and 10 ALS students for In-Depth Interview. The study had also employed
the adopted survey questionnaire of the PRCA-24 of Mc Croskey (1978). Different statistical tools
were used such as Mean, Standard Deviation, Frequency Count, Percentage Distribution, Analysis of
Variance (ANOVA) and T-test. The results revealed that the demographic profile of the participants
has no significant difference to their oral communication apprehension. In the result of qualitative
data, there were four themes that emerged based on the responses of the participants: lack of
grammatical and communicative competence, fear of committing mistakes and mastery through
language engagement. Also, there were five (5) themes extracted for the insights of ALS with regards
to demographic profile and these are: continuing learning despite the age, Lesser emphasis on the
English language in curriculum, constant practice using the language, integration and exposure to
English resources, and provision of facilities to enhance learning.
Keywords:- Education, English, Oral Communication Apprehension, mixed-methods convergent parallel

design, Philippines.

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CHAPTER 1
INTRODUCTION
A. Background of the Study
The English language is the most extensively used medium for communication amongst people of
different cultural and geographical backgrounds. As a result, professional and academic institutions around
the world support English language teaching and learning (Amogne & Yigzaw, 2013). However, every
English language student struggle to discover the suitable phrase and grammatical construction while
talking, which are linked to a learner's competence and oral communication apprehension, due to the
inadequacy of the linguistic repertoire. This struggle for oral communication is even more evident among
students in the Alternative Learning System (ALS), a Department of Education special program for out-of-
school youth who have not completed elementary school or have dropped out of high school but wish to
continue their studies at an advanced age (Teng, 2011).
Alternative Learning System (ALS) is described under the Basic Education Governance Act of 1991 as
"a parallel learning system to provide a viable alternative to present formal education instruction." It
incorporates both formal and informal knowledge and skill sources." The Bureau of Non-Formal Education
(BNFE) was renamed the Bureau of Alternative Learning System (BALS) by Executive Order 356, and its
main goal is to provide quality education to all Filipinos who are out of school, both youth and adults,
allowing them to access and complete their basic education in a way that suits their unique circumstances
and needs (DepEd, 2016).
Postgraduate students at Universiti Utara Malaysia (UUM) in Jordan have difficulty speaking in
English. They said that they were unable to communicate effectively in English during regular conversations
and tasks, particularly in courses and in everyday life. Essentially, assumptions could be; first, it is related to
Jordan's English teaching methods, which focused on grammar while ignoring the communicative
components of language teaching and learning. Second, it has to do with the cultural disparities that exist
between Jordanian students and students from other countries, such as Malaysians, Chinese, and Nigerians,
who attend UUM. Third, most Arab countries' bachelor's degree programs are taught mostly in Arabic,
which is why Arab English learners have difficulty speaking and writing in the English language (Huwari &
Aziz 2010).
Speaking is one of the abilities that high school students in the Philippines should develop. Despite the
fact that practically all classroom learning is based on oral language, oral communication in the classroom is
still undervalued (Senobio, 2015). Furthermore, the aforementioned circumstance has hampered efficient
communication and interaction in the classroom, affecting the overall success of the teaching-learning
process. Secondary school students are believed to struggle with English as a language of teaching. They
struggle to communicate clearly in a language they don't understand. Poor primary school preparation,
teacher preparation, a lack of relevant teaching learning resources, inefficient techniques, and a lack of
reading habits among pupils have all contributed to this (Cristobal and Lasaten, 2018).
In particular, mobile English teachers in the Alternative Learning System in the province of Davao del
Norte expressed their students' attitudes toward using English in class participation, stating that whenever
the teacher asks someone to speak in the language, some students exchange meaningful looks or make faces
at their classmate who is speaking. Others are simply deafeningly deafened. The majority of teachers also
stated that students are unaware that their facial expressions discourage their classmates from using the
language. Such statements based on observations clearly demonstrate students' hesitation to speak and
converse in English during class participation.

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Regrettably, in today's world, the social importance of Alternative Learning System Program is
occasionally overlooked. Furthermore, the curriculum ignores the oral communication abilities of the
students enrolled in this program. People in their environment sometimes misjudged the learners, and they
were bullied because of their age or because they had previously dropped out (Bantulo, 2016). The expected
social value of ALS students' oral communication apprehension can be clearly justified in this study, which
will provide direct advantages to the research participants as well as societal benefits.
There had already been a few published studies that focused on the impact of Alternative Learning
Systems on learners' lives and offered recommendations for a more differentiated approach, but none that
gathered in-depth information and perceptions on ALS students' experiences with oral communication
apprehension. One of the objectives of the ALS program is to assist learners in acquiring the skills essential
to become internationally competitive, even if they are enrolled in a non-formal education program. One of
the abilities required by ALS is effective oral communication, although the majority of students in this
program are nervous. The scenario, on the other hand, is the starting point for this investigation. In light of
this occurrence, the researcher set out to investigate and discover the challenges faced by Alternative
Learning System students in Davao del Norte, with the goal of developing an action plan to address the
problem and provide an explanation for why the students grew concerned.
B. Worldview and Theoretical Lens

As a researcher, I am the type of person who feels that solving a problem entails using a solution or
method that is appropriate for the circumstances, and that is how I approach problem solving. As a result, I
consider myself to be a pragmatist. With this ability for thought, I decided to perform a mixed method study
involving pragmatism. Pragmatism is a philosophical approach that believes that an ideology or concept is
valid if it works correctly, that the meaning of a concept may be discovered in the implications of adopting
it, and that implausible ideas should be rejected (Mc Dermid, 2006).
The primary goal of this study is to address the Alternative Learning System (ALS) students'
troublesome experiences and their level of Oral Communication Apprehension. As a result, the pragmatic
technique is best appropriate for this study since the researcher will use "what works" to find answers to the
research question. Pragmatism prioritizes the research challenge, valuing both the subjective and objective
in order to discover the answers (Creswell & Plano Clark, 2011).
On the quantitative side of the study, Mc Croskey's (1977) Communication Apprehension Theory and
Vygotsky's (1978) Social Learning Theory are used. Oral communication apprehension is defined by an
individual's level of fear or worry when communicating with another person or persons, according to
Communication Apprehension Theory. This also emphasizes the avoidance or nonparticipation in
communication, as well as the following withdrawal from communication, as a result of poor
communication skills. Communication apprehension can be defined as a general aversion to communicating,
based on dread and anxiety, or as a refusal to engage in communication contexts or scenarios. Furthermore,
according to this theory, there are many levels of oral communication apprehension that an individual can
experience. A person's level of oral communication apprehension might be high, medium, or low. In order to
avoid experiencing the fear or anxiety, the individual with a high level of oral communication apprehension
avoids communication for the most of the time. The importance of oral communication anxiety in molding
educational results has emerged as a serious worry affecting secondary school students' academic
performance. As a result, it is crucial to focus on oral communication apprehension in the classroom because
it is critical to academic performance.
Another theory is Vygotsky's Social Learning Theory (1978). This theory explains how people learn in
social situations (from one another) and how teachers build active learning communities. Social interaction,
according to this view, is a source of learning and development that is not simply contained within an
individual's intellect. As a result, students learn by interacting with people and communicating with them.

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Vygotsky also looked into how social surroundings affect the learning process. He proposed that learning
occurs as a result of students' interactions with their classmates, teachers, and experts. As a result, students
must actively participate in classroom interactions and speaking activities in order to get strong academic
results. Students, on the other hand, may develop dread or apprehensions about spoken communication,
which may limit their full participation in classroom activities. This could lead to poor performance and, as a
result, low academic attainment.
In the qualitative phase, Adult Learning Theory of Malcolm Shephard Knowles (1968) is anchored to
this study. Adult education demands, according to Knowles, are vastly different from those of children. He
coined the term andragogy, or "the art and science of assisting adults in learning," to distinguish adult
learning from pedagogy, or child education. Furthermore, he claimed that because children have not yet
assumed responsible, independent positions in society, teachers and parents tend to decide what and how
they should learn. Adult education, on the other hand, must take into account slightly different concepts
because adults have more life experience and have already assumed responsible positions.
Adults must also be involved in the planning and evaluation of their own learning. The learning
activities are built on experience (including mistakes). Adults are most interested in learning subjects that
are directly related to their work or personal lives. Adult education is problem-based rather than content-
based (Kearsley, 2010).
Although it is obvious that adult and young learners cannot be treated equally in terms of their
responses to language learning and oral communication apprehension, age is a disregarded variable in Oral
Communication Apprehension. Dewaele (2002) discovered that mature learners found it more difficult to
accommodate the laws of the English language, resulting in higher levels of apprehension than younger
groups.
In addition, previous study reveals that age and sex may combine to influence readiness to talk. Adult
men talk more in meetings, in the classroom, and in mixed-group discussions than adult women, according
to Maclntyre et al. (2002), despite preconceptions of women as talkative. However, the tendency appears to
be reversed at younger ages. Adolescent girls converse more frequently than adolescent boys, implying that
the girls are more inclined to chat and have less communication anxiety than the boys.
Furthermore, OCA levels have been linked to the highest level of formal educational achievement. The
educational environment, as well as the amount of perceived educational and behavioral error correction
throughout grade school, can influence the amount of oral communication anxiety in later life (Daly &
Friedrich 1981). Furthermore, another study found that elementary pupils' OCA levels differed significantly
from those in kindergarten, possibly as a result of teacher behavior or peer contact, among other things
(McCroskey, Andersen, Richmond, & Wheeless 1981).
C. Conceptual Framework
This study conceptualizes the probable mediating influence of oral communication apprehension on
Alternative Learning System (ALS) students in light of the ideas outlined above. This is a single variable
study, with the variable oral communication apprehension, which is according to McCroskey (1977), it is
shown by small group discussion, meetings, interpersonal conversation, and public speaking. Small group
discussion is about how an individual interacts with peers and communicates actively; meeting anxiety is
anxiety that occurs in the context of a formal conversation with a person; interpersonal conversation anxiety
is anxiety that occurs in an actual conversation with a person; public speaking refers to people who are
fearful or anxious about communicating in one type of context, while having no fear or anxiety in other
contexts.

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D. Audience
This study provided a significant contribution to a multiplicity of the audience. This includes the ALS
students, Mobile English teachers, ALS Coordinators, Department 0f Education (DepEd), Panel, Ethics
Committee, Future Researchers, Readers, Curricular Theorist, and publishers.
To the ALS students, because they were given chance to acquire the knowledge and skills especially in
good oral communication, even if they did not attend formal schooling and find a job for a short period of
time. To the mobile teachers who continued reaching the out of school youth in providing quality education
and bring them back to school through this distance learning program. To the coordinators, who guided and
supported the ALS teachers in giving more programs and project for the out of school youth especially
focusing on how the learners could attain good communication skills. To the Department of Education
(DepEd), for the continued support and assistance to ALS teachers in crafting more programs and project
intended for the ALS students.
Oral communication Apprehension
Small Group Discussion

Meeting
Interpersonal Conversation
Public Speaking Action Plan
Demographic Profile
Age
Sex
Highest Formal Education
Attainment
Fig. 1: Conceptual Framework of the Study
To the Panel of Experts, who find the relevance of the conduct of this study and who also serve as a
gateway to a wide understanding and full embrace of possible postgraduate students who are products of
ALS program. To the Ethics Committee, who ensured the ethical standards and scientific merit
of research involving human subjects and who are obligated to the society which provides the resources for
research and was ultimately affected by the results. To the future researchers that will give as helpful data
that will be useful in the future research information related to Alternative Learning System students’ oral
communication apprehension. To the readers, who will be offered for this great contribution of research
about Alternative Learning System for them to gain awareness of the experiences of ALS students. To the
curricular theorist, in order for them to give emphasis and importance to the different distance learning
program for the out of school youth in realizing the EFA goal 2018 and for the implementation of multiple
strategies on how mobile English teachers of ALS would address the problems of their students. To the
publisher, the study offers a different perspective of some research study with regards to oral communication
apprehension ranging from the setting to the concept it is studied and will attract readers because of its
unique presentation of the study.

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E. Purpose Statement
This mixed methods study addressed the problems experienced by the Alternative Learning System
Students in the Province of Davao del Norte. A convergent parallel approach of mixed methods design was
used, that collected matching data on the topic. In this study, interviews of the respondents were used to
know the experiences and problems of ALS Students, comparable to the interview. This study also
employed the adopted questionnaire to measure the level of Oral Communication Apprehension of the
respondents. The reason for collecting both qualitative and quantitative data was to bring together the
strengths of both forms of research and to validate results.
F. Research Questions
In this study, convergent parallel mixed method research (MMR) was used in order to broadly analyze
the level of Oral Communication Apprehension of ALS Students. Specifically, it answered the following
research questions.
1. What is the status of oral communication apprehension of Alternative Learning System students in terms
of the following indicators namely; small group discussion, meeting, interpersonal conversation and
public speaking?
2. Is there a significant difference in the oral communication apprehension of ALS students when grouped
according to age, sex and highest formal educational attainment?
3. What are the lived experiences of ALS students as regards their oral communication apprehension?
4. What insights can ALS students share as regards the contribution of their demographic profile to their
oral communication apprehension?
5. To what extent do qualitative data corroborate with the quantitative data?
6. On the basis of findings of this study what action plan may be developed?
G. Literature Review
In this part, various readings and research from different sources of different authors are presented to this
section and the researcher further explores the literature related to the study. The literature review is divided
into nine (9) sections: Alternative Learning System, Issues Perceived on Alternative Learning System
Students, Communication Apprehension, Small Group, Meeting, Interpersonal Conversation, Public
Speaking, Issues Perceived on Oral Communication Apprehension and Perspective on the Impact of
Demographic Profile on the Oral Communication Apprehension.
H. Alternative Learning System (ALS)

Alternative Learning System is a free education program run by the Department of Education's Bureau of
Alternative Systems that serves individuals who cannot afford formal schooling and follows whatever
schedule they have available. The curriculum offers a feasible alternative to current formal education
instruction by including both non-formal and informal knowledge and abilities (Sumang, 2014).
This program aims to address issues such as illiteracy and high dropout rates, as well as a lack of
support for indigenous peoples, Muslim migrants, physically deformed children, and other underprivileged
children's education. They are students that drop out of school for a variety of external and internal reasons,
and some towns do not even have schools (Garbin, 2012).
The scope and aim of the Alternative Learning System (ALS) in the Philippines, according to Guererro
(2007) and Pauso (2010), is continually evolving. She went on to say that capturing the nature of ALS in the
country currently yields a variety of results. Individual communities or social organizations have established
pockets of practices over time. The Philippine government and the Department of Education (DepEd) are
now faced with the task of facilitating the growth of ALS in the country by providing and increasing
institutional support to the Bureau of Alternative Learning System (BALS).

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Alternative Learning Systems (ALS) is a type of learning that has no limits. On the other hand, the
"learners," as they are known in the system, congregate in a run-down Bahay-Kubo, gather beneath a tree,
or, if luck is on their side, set up shop in a borrowed barangay hall, a basketball court, a jailhouse, or a sports
complex as if it were a classroom, all for the love of learning (Lala, 2013).
Furthermore, the Alternative Learning System enables students to set their own schedules based on their
preferences and availability. Furthermore, ALS offers two main types of instruction: school-based and
community-based. In a school-based program, classes are held on campus, but in a community-based
program, official education is held in community halls or private locations. The ALS program uses
standardized lesson modules for all academic areas, including science, mathematics, English, Filipino, social
studies, and current events (Mercado, 2015).
The fact that they are teaching a very diverse group – from young children (at least 10 years old) to the
elderly – is a typical complaint among ALS teachers. The majority are school dropouts who were forced to
quit school for a variety of reasons, including early pregnancy, the need to work to support themselves and
their families or to care for a younger sibling, or being ejected from school due to unpleasant behavior.
Children and youth in conflict with the law (CICL), members of indigenous people communities, victims of
various types of abuse, children and youth in high-conflict areas, including those whose homes and schools
were destroyed by a typhoon or earthquake, and children and youth in high-conflict areas, including those
whose homes and schools were destroyed by a typhoon or earthquake Employers are required by law to send
domestic help and juvenile laborers to ALS lessons (Caoili, 2007).
I. Issues on Alternative Learning System Students

Adult illiterates, people who never attended to school or had to quit school early in life, are the most
challenging group of learners to educate, according to ALS teachers. The itinerant street children, who are
classified as "particularly challenged" among the younger population, are the most challenging. Members of
an indigenous group from the south known as "Bajaus" are included in this category (Doronila, 2001).
Pilar (2015) did a study to understand more about the lived experiences of alternative learning students
(ALS) in Bacolod, Philippines. It was proposed that education be adaptable in accordance with the demands
of the earners, allowing education to extend beyond national borders. The themes of the informants'
responses were generated using a qualitative-phenomenological approach. ALS teachers were looking for
new teaching tactics to help them enhance their skills in teaching Basic English Grammar to ALS pupils,
especially those who were in jail and under the care of the Department of Social Welfare (for minor age, 16-
17-year-old). The performance and progress of ALS students should be monitored so that they are prepared
to take the ALS accreditation and equivalency test. As a result, these ALS students require great education
outside of the classroom.
Tindowen et al. (2017) found in their study "Twenty-First Century Skills of Alternative Learning
System Learners" that individuals who do not attend formal schooling have difficulty understanding and
learning 21st century skills that enable them to cope with and compete in a globalized world, with
communication skills, ICT integration, critical thinking, and self-direction being among the skills revealed to
be lacking.
In a research conducted by Mercado (2005), the challenges faced in Tanauan City's Alternative
Learning System were examined. The researcher attempted to identify potential issues that students may
face or encounter at school. Respondents were asked to evaluate the scope of the problem in terms of
content and instruction, assessment and evaluation, and finally, resources and solutions for addressing or
solving the issues they face. The findings were then utilized to explore the consequences of the Alternative
Learning System's deployment throughout the city.

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J. Communication Apprehension.
Communication apprehension refers to an individual's level of fear or anxiety associated with real or
anticipated communication with another person or persons, which may affect an individual's self-identity, as
individuals with high levels of communication apprehension report higher levels of social phobia, a
psychological construct explored in the study of Richmond, Mc Croskey, & Amsbary (2009).
As a result, communication apprehension occurs in a variety of circumstances, with negative

consequences for both utterers and addressed. Furthermore, language instructors, particularly those teaching
second or foreign languages, must lecture on communication apprehension. This is due to the fact that
students who already have some amount of communication anxiety in their native language will have greater
anxiety when learning new languages (Amogne & Yigsaw, 2013).
Similarly, this communication apprehension problem is characterized by a lack of communication skills,

fear and anxiety associated with oral communication, and a hereditary trait. The main focus of the revision is
on fear of spoken communication. Phenomenon anxiety is a type of anxiety that occurs during the oral
communication process and is caused by a lack of exposure to the second language, a lack of necessary
information, and self-doubt (Shanahan, 2013).
Communication apprehension, on the other hand, is far more than the common stage fear seen in speech
classes, school assemblies, and theatre performances. It's an anxiety pattern that starts in elementary school
and can have a significant impact on a student's spoken communication, social skills, and self-esteem
(Holbrook & Taylor, 1987).
Furthermore, while some people desire to connect with others and see the need of doing so, their fear or
anxiety may prevent them from doing so. Communication apprehension can emerge in those who lack
appropriate communication skills or whose communication is ethnically or culturally diverse. Most persons
who are anxious about communicating are neither skilled nor different from others in their community.
People who are afraid of communicating are less likely to do so (Thomas, 2013).
Communication apprehension is also caused by a lack of self-confidence, which can occur in childhood
or adulthood. While this is never seductive, building confidence in someone who has harbored anxieties for
a long time might be difficult. They are concerned that something may go wrong during their speech, and if
it does, they lack confidence in their ability to correct it. As a result, they mentally catastrophize the
scenario, making it so terrifying that they are constantly expecting the worst to happen (Tian, 2012).
Furthermore, the most obvious symptom of communication apprehension is distracted thinking. A

person must experience anxious thoughts or sensations in order to be diagnosed with anxiety. They may find
themselves thinking worrisome thoughts, or get overly focused on how they feel, or become caught on a
notion they're trying to get rid of. Whatever the problem is, preoccupied thinking makes it difficult to
maintain a conversation, and their ability to communicate suffers as a result (Aldridge, 2014)
Nonetheless, this unease highlights a proclivity to avoid communicating if at all possible, or to

experience a range of anxiety-like experiences when forced to communicate. Small group discussion,
meeting, interpersonal conversation, and public speaking are the four signs for this set of beliefs
(McCroskey, 1986).
Small Group Discussion. This variable refers to how a person reacts to peers or actively participates
and communicates with them. As a result, this is an individual's or person's communication comprehension
that occurs in the context of a group of people (McCroskey, 1984).

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Similarly, studies have consistently found that those with high communication apprehension speak far
less in a group conversation than those with low communication dread. Individuals were unable to avoid
participating in a group conversation; as a result, those with high communication apprehension were found
to participate infrequently, whereas those with low communication dread were found to engage frequently
(Bholat, 2013). Working in groups can also help students improve their communication, problem-solving,
conflict-resolution, and time management abilities, which are all qualities that future employers will demand
(Adler, Elmhorst, & Lucas, 2013).
As a result, participation in a class or group debate would not be as straightforward as some might
believe, when one or a few people simply go ahead and say whatever comes to mind. Instead, it calls for
communication, interpersonal, analytical, and problem-solving skills, which students may excel in,
particularly if these talents are socio-academically contextualized (Junyu, 2017).
Furthermore, in a follow-up study involving a live interface in a small cluster environment, researchers
discovered a link between greater verbal engagement and social attraction. It was also discovered that when
there was tension in the interaction, there was a decrease in social attraction (Beatty, 2010).
Finally, the original conceptualization of communication apprehension as a trait has recently been
challenged on the grounds that those identified as having high communication apprehension when
confronted with oral communication situations have been identified as having low communication
apprehension. As a result, individuals who are fearful of communicating with another set of people create
inefficiencies (Kyles & Moore, 2010).
Meeting. The anxiety that arises during a formal interaction with a person or group of people is referred
to as the communication apprehension meeting. As a result, it will make a person uneasy and nervous,
preventing them from properly interacting with another individual or group of people (McCroskey, 1984).
Similarly, meeting anxiety refers to a brief period of anxiety that happens during a specific interaction,
such as a job interview. Furthermore, if the speaker is of lower status than others, speaking settings that
define the speaker by status or rank may trigger communication anxiety (Malone & Russell, 2014).
Furthermore, nervousness in business meetings can be a concern for people with social anxiety disorder
(SAD). For example, they may have missed out on promotions because they didn't speak out in meetings
like your coworkers. Perhaps they have shied away from promotions entirely since they would need them to
attend additional meetings (Acey, 2012).
Furthermore, a specific social or meeting phobia is defined as a dread of speaking in front of groups, but
generalized social anxiety is defined as a person's anxiety, nervousness, and discomfort in practically all
social situations (Richards, 2013).
Furthermore, meeting apprehension affects the majority of people (about 60% of the population), with
people being hesitant to communicate in only certain settings or with specific people. As a result, when a
person is concerned about a communication issue, he or she will engage in the same avoidance behavior
toward apprehension-producing situations, or when unable to appropriately deliver their message in such a
setting (Bholat, 2013).
Interpersonal Conversation. The apprehension of communication Anxiety in a genuine conversation

with a person or group of people is referred to as interpersonal conversation. It involves talking to a
supervisor or someone you've just met who makes you nervous and makes it difficult to communicate
effectively (Mc Croskey, 1984).

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As a result, communication anxiety is present regardless of the context. Anxiety exists regardless of
who we are speaking with, where we are speaking, or when we are speaking (Gully & Spikes, 2014).
Furthermore, those with a high level of communication apprehension will find it difficult to escape the
uneasiness that they are experiencing. As a result, communicating with anyone, whether public or private,
serious or mundane, is difficult for the cautious individual. Even communicating with a parent or spouse can
be tough for them (Diaz & Brown, 2011).
Interpersonal communication also includes negative reactions to a task of engaging with another person,
as well as people who have strong avoidance tendencies. As a result, if a highly (communication) nervous
individual is given the opportunity to avoid communication, he or she will do so (Beatty, 2010).
Interpersonal communication skills, on the other hand, may be developed and expanded or improved
with more knowledge and practice. There is message sending and message receiving during interpersonal
contact. This can be done in a number of ways, both direct and indirect (Crosby & Anderson, 2012).
Public Speaking. Apprehension about communicating people who are afraid of or worried about
communicating in one type of situation but not in another are said to be afraid of or anxious about public
speaking. Fear of public speaking, sometimes known as stage fright, is the most common manifestation.
Communication apprehension is thought to be a long-lasting, personality-type disposition toward
communication in a specific situation (Mc Croskey, 1984).
Furthermore, speaking in front of an audience of strangers, people with opposing viewpoints, or people
from a different culture than the speaker causes communication anxiety. As a result, the speaker is affected
and disrupted, resulting in an unsatisfactory oral presentation (Kyles & Moore, 2010).
As a result, when confronted with the task of speaking in front of an audience, an individual who is
afraid of public speaking will experience fear, anxiety, or discomfort. Although public speaking nervousness
is natural and reasonable, it can obstruct verbal and nonverbal delivery, making a wordless presentation
more effective (Donohue & Motley, 2013).
Similarly, Finn et al. (2009) endorsed the use of exposure as a useful approach for improving oral
communication skills and reducing communication anxiety. Despite the fact that students will be afraid, the
authors suggest that they be compelled to give presentations in order to receive positive feedback. The
audience, on the other hand, must be enthusiastic about the speaker. Students will begin to replace negative
feelings about public speaking with a more optimistic outlook after enough exposure. Their apprehension
about communicating will eventually fade.
In addition, when humans are confronted with a genuine or imagined presentation, they experience
physiological, cognitive, and behavioral responses. Increased heart rate, flushing of the cheeks or face, and
sweaty hands are just a few of the physiological responses to public speaking fear. Natural chemical
mechanisms in the human body are responsible for these reactions (Graham, 2010).
As a result, situational factors like the teacher or the classroom culture might have an impact on
motivation. These motivations are linked to the learners' academic progress and effective communication
talents. As a result, if adequately motivated, the person who is afraid of public speaking will be able to
overcome his or her fear and complete the assignment (Kim, 2015).
K. Perspective on the Impact of Demographic Profile on the Oral Communication Apprehension

In the United States, research has discovered minor differences in Oral Communication Apprehension
between men and women (Canary & Hause 1993). Women are more anxious than males, according to
research (Donovan & Mac Intyre 2004; Mc Croskey, Simpson, & Richmond 1982), with the exception of

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Lin and Rancer's (2003) study, which found men to be more apprehensive. However, there is less
information available in other cultures about this possible difference. Men and women have different levels
of apprehension, which is generally attributed to cultural biases originating from social roles and
psychological preconceptions (Greenblatt, Hasenauer, & Freimuth 2006).
Frantz, Marlow, and Wathen (2005) investigated differences in oral communication apprehension
(OCA) based on the gender of the learners. The students were asked to fill out a self-report measure of oral
communication apprehension called the Personal Report of Communication Apprehension (PRCA). Females
had a statistically significant higher level of OCA than males.
In addition, Na (2007) surveyed and examined 115 students from a high school in Shandong Province,
China, in order to investigate high school students' English communication skills in Chinese EFL
classrooms, taking into consideration sex variations in oral communication apprehension. The findings
revealed that students had a high level of concern about their English communication skills. Male students
were more nervous in English classes than female students.
The outcomes of research into the relationship between age and communication apprehension have been
mixed. CA and age have been found to have a strong negative connection in some research. A favorable
connection between CA and age has been seen in several investigations. Other research has found no link
between CA and age (Donovan & MacIntyre, 2004). Previous studies on age in more collectivist cultures
have found that older people are revered for their wisdom, experience, and knowledge that comes with age
(McCann, Kellermann, Giles, Gallois, & Viladot 2004).
Furthermore, research on the impact of age on oral communication anxiety among English language
learners reveals that age is a significant predictor of oral communication anxiety. However, as Dewaele
(2007) points out, age is an overlooked component when it comes to OCA, despite the fact that it is clear
that adult and young learners cannot be treated identically when it comes to language learning and oral
communication apprehension. Dewaele (2002) discovered that mature learners found it more difficult to
accommodate the laws of the English language, resulting in higher levels of apprehension than younger
groups.
Previous study reveals that age and sex may combine to influence readiness to speak. Adult men talk
more in meetings, in the classroom, and in mixed-group discussions than adult women, according to
Maclntyre et al. (2002), despite preconceptions of women as talkative. However, the tendency appears to be
reversed at younger ages. Adolescent girls converse more frequently than adolescent boys, implying that the
girls are more inclined to chat and have less communication anxiety than the boys.
The highest level of formal educational achievement has also been linked to OCA levels. The
educational environment, as well as the amount of perceived educational and behavioral error correction
throughout grade school, can influence the amount of oral communication anxiety in later life (Daly &
Friedrich 1981). Furthermore, another study found that elementary pupils' OCA levels differed significantly
from those in kindergarten, possibly as a result of teacher behavior or peer contact, among other things (Mc
Croskey, Andersen, Richmond, & Wheeless 1981).
Kasemkosin and Rimkeeratikul (2012) found that people with a higher level of formal education have
lower OCA while people with a lower level of formal education have higher OCA. However, it is difficult to
distinguish the impacts of schooling on OCA because "biological and/or social maturational aspects
unrelated to the school" may cause teenage students to have higher OCA (McCroskey et al., 1981). It is
critical to investigate any potential link between education and CA, particularly among those with advanced
degrees.

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In conclusion, this has a direct bearing on the phenomenon under investigation, as elaborated on the
problems faced by Alternative Learning System students, as well as related literature on oral communication
apprehension, in which the demographic profile of the participants could be considered as factors of low or
high communication skills. The reviewed literature provides the researcher with a good idea and
enlightenment on what should be the basis for developing research instruments and developing an action
plan to address the phenomenon under study. Additionally, this study aims to address illiteracy and high
dropout rates, as well as to assist ALS students in overcoming their fear or anxiety in oral communications.
L. Issues on Oral Communication Apprehension

Students recognize the value of oral presenting abilities in strengthening their overall communication
skills, including group skills, according to Malik and Gulnaz (2011). Nonetheless, despite the benefits of
communication competence being recognized, many students remain hesitant to engage in self-development
because of their communication fears.
Teven et al. (2010) investigated the relationship between communication apprehension and five other
personality factors and self-perceived communication ability. "People with higher communication fear
perceive themselves as less skilled communicators," according to their findings.
Using Mc Croskey's PRCA-24, Aly and Islam (2005) investigated the association between
communication apprehension and grade point average, gender, work status, and years of experience. In all
communication scenarios examined by the PRCA-24, all variables had an effect on communication
apprehension (dyadic, group, meeting, and public speaking). The dyad, on the other hand, was the least
significant of these situations, implying that communicators are less cautious in one-on-one contacts than
they would be with several receivers. Starting with small groups and gradually increasing the size of the
audience, the nervous learner can get expertise talking with others. According to the authors, this gradual
exposure has been shown to be effective in the treatment of communication phobia in both academic and
professional settings.
Communication apprehension has been found to have a negative impact on student achievement and
retention in the field of education. Kim (2008) discovered a link between communication apprehension and
academic achievement: "Communication apprehension has a direct relation with cognitive performance and
various academic achievements such as overall grade point average, three standardized achievement scores,
and grades earned in small junior high and college classes.””
Blume et al. (2010) investigated the differences between students participating in leaderless group
discussion and presentation in their study on communication apprehension and exercise form. The authors
discovered that students with a high level of communication fear performed poorly in group discussions
when it came to critical thinking skills. However, an important finding from this study is that the 26 students
who were really nervous did not have similarly poor presentation scores.

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CHAPTER 2
METHODS
This chapter gives a step-by-step description of how the research is carried out. This chapter covers
everything you need to know about data collection and the procedures. The focus is on the research design,
study location, research participants, research instrument, data collecting, data analysis, sequence, emphasis,
and mixing processes, the number of procedures, the study's trustworthiness, validity issues, and ethical
considerations.
A. Research Design
This research used a mixed methods technique, specifically a convergent parallel mixed method
approach. Mixed methods research is commonly thought to entail the collecting and analysis of numerical
data, whereas qualitative research considers narrative or experiential data (Hayes et al., 2013). This study
employed a convergent parallel research design, which means that the researcher conducts both quantitative
and qualitative aspects at the same phase of the research process, weighs the approaches equally, analyzes
the two components independently, and interprets the results collectively (Creswell & Pablo-Clark, 2011).
This study's quantitative phase used a descriptive comparative strategy. The demographic profile of
respondents was compared to see if the profile had an impact on the results of their oral communication
apprehension. Survey questionnaires were given to target respondents who are Alternative Learning System
(ALS) students who may provide data on oral communication apprehension in order to collect primary data.
This strategy, according to Zikmund (2003), aids in the gathering of complete and precise data. It could also
be used to get feedback on techniques that have been implemented. A case study was used in the qualitative
phase of the research. Data for a case study must be gathered from a variety of sources, including
observations, interviews, documents, reports, and other relevant resources. It necessitated either a
comprehensive examination of the entire case or an in-depth examination of a specific aspect of the case
(Creswell, 2007).
A case study, rather than a broad statistical survey or a complete comparative investigation, is an in-
depth examination of a specific research subject. It's frequently utilized to condense a large field of study
into one or a few easily researched topics. The case study research design is also effective for determining
whether a certain theory or model is applicable to real-world occurrences. It's a good design to employ when
there's not a lot of information regarding a problem or a phenomenon (Greenhalgh, 2004). The researcher
wanted to triangulate the approaches for corroboration and validation by directly comparing quantitative
statistical results with qualitative findings. Two datasets were gathered, examined individually, and
compared during the research process. Figure 2 depicts the research procedure in this study.
QUAN Data &

QUAL Data & Results
Results
Adopted Survey
Questionnaire
Transcribe
Interpretation
Recordings
Interview
Fig. 2: Convergent Parallel Mixed Methods Design

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B. Place of Study
The study was conducted at selected schools in the Division of Davao del Norte that offer Alternative
Learning System program. Davao del Norte is strategically located at the south eastern part of Region XI,
bounded by Compostela Valley on the northeast, Bukidnon on the northwest, Davao City and Davao Gulf on
the south. It became a province on May 8, 1967, by virtue of R.A. 4867, together with the creation of Davao
Oriental and Davao del Sur. Davao del Norte division is currently composed of 10 districts, 34 public
secondary schools, 24 private elementary schools, 12 private secondary schools, 18 public pre-schools and
21 private pre-schools.
Moreover, Davao del Norte is the province of the Philippines located in the Davao Region in Mindanao.
Its Capital is Tagum City. Davao del Norte also includes Samal Island to the south in the Davao Gulf.
Before 1967, the provinces Davao del Norte, Davao Oriental, Davao del Sur, Davao Occidental and
Compostela Valley were administered as a single province named Davao. The Davao Region is coterminous
with this former province of Davao del Norte which isalso known as “the banana capital of the Philippines.”
The province is also rich in tourist destinations some of it wasMagdao River of municipality of Asuncion,
Pristive Paradise of Island Garden City of Samal, Panas Falls of municipality of New Corella, Tagtugonan
Falls of Gupitan, Municipality of Kapalong, the Kabyawan Cave of Municipality of San Isidro, Banana
Beach Resort of Tagum City and the different caves of Municipality of Kapalong known as the Caving
Capital of Mindanao.
Philippine Map
Davao Region Map
Fig. 3: Map of the Philippines and Davao Region

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C. Participants
The participants selected were those who can best inform, satisfy the research questions and enhance
understanding of the phenomenon under study (Kuper, Lingard & Levinson, 2008). In this study, the key
participants were the students coming from the different school division of Davao del Norte that offers
Alternative Learning System Program who are enrolled in the school year 2018-2019 regardless of their
level of informal education.
Quantitative Phase
For the quantitative research method, the researcher employed complete enumeration in selecting
participants. Firstly, the researcher identified the total population of students in the whole province of Davao
del Norte but the participants who are Alternative Learning System students were selected purposively. The
ALS students who were the participants of the study was chosen based on the criteria which are the ALS
student must be enrolled in the academic year of 2018-2019 with the age of 13 years old and above and most
importantly they must be willing to take part in the study and was given freedom to withdraw at any moment
if they feel discomfort from the conduct of interview. Complete enumeration is a type of purposive
sampling technique that involves examining the entire population (i.e., the total population) that have a
particular set of characteristics (e.g., specific attributes/traits, experience, knowledge, skills, exposure to an
event, etc.). Whilst complete enumeration is infrequently used, there are specific types of research where
total population sampling can be very useful (Lund Research, 2012).
Qualitative Phase
In the qualitative phase, random sampling was used in the study wherein informants were selected
based upon their profile. There were 17 ALS students who were selected based on the prescribed inclusion
criteria. These students were divided equally into informants and participants. Ten which served as research
informants for the In-depth interview while the remaining seven served as the research participants for the
Focus Group Discussion. The random sampling method was used in determining the respondents to ensure
the acquisition of authentic experiences relevant to the study. The participants of the study were selected
based on the following criteria: ALS students whose age is from 13 years old and beyond and currently
enrolled in the ALS Program.
The selected students served as the key witnesses to testify their experiences in the study conducted.
Also, these students were the source of information to reveal their experiences in dealing with the language
on behalf of their situation. The selected and identified number of respondents that were involved in this
research has also been supported by (Mason, 2010) who said that at least six participants for the in-depth
and at least another six for focus group discussion in a qualitative study is enough to reach the saturation
point where themes were extracted.
Moreover, the students were also selected from different schools in the province of Davao del Norte
for the study to reflect more realistic findings. All of these were done to ensure the quality of the conduct as
well as the findings of the study.
D. Research Instrument
Quantitative Phase
For the quantitative phase, the researcher utilized an adopted survey questionnaire. In conducting the
survey, initial survey served as Part-I which is about gathering the data on the profile of the participants.
Part-II was the survey of the level of oral communication apprehension of the ALS students. The checklist
was used for both Part-I and Part-II. Meanwhile, the level of oral communication apprehension of the
students was based on the PRCA-24 results of Mc Croskey (1978).
The adopted survey questionnaire which is the PRCA-24 has its own formula computation of its
scoring, since the survey questionnaire has a total of 24 questions, it was equally divided into four indicators
which means every indicator has six items. Questions vary because items were also divided to positive and
negative questions which became the basis of scoring. Every indicator has a raw score of 18 added by the

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scores of the positive questions and then deducted by the scores obtained by the negative questions. Each
indicator could possibly range between a score of six as the lowest up to 30 as the highest and any score
above 18 indicates some degree of apprehension.
On the other hand, the computation of the overall oral communication apprehension based on the PRCA
survey questionnaire all scores must be added the scores on the four contexts small group discussion,
meetings, interpersonal conversation and public speaking. This time score should range between 24 and 120.
if the score is below 24 and above 120 it simply means that there is something wrong with the computation
of the score.
The three orderable gradations for interpreting scores of each context of oral communication
apprehension (small group discussion, meetings, interpersonal conversations, and public speaking) with their
respective rating are as follows:
Range of Score Description Interpretation
Students have an extraordinary level of oral

communication apprehension
25 – 30 High
Students have a temperate level of oral

19 – 24 Moderate communication apprehension
Students have a little level of oral

6 - 18 Low
The three orderable gradations for interpreting the overall score of oral communication apprehension
of ALS students with their respective rating are as follows:
Range of Score Description Interpretation
Students have an extraordinary level of oral

84 – 120 High
Students have a temperate level of oral

56 – 83 Moderate
Students have a little level of oral

24 - 55 Low

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Qualitative Phase
In order to come up with the data and to achieve the goals of the study, all data gathering procedures
such as interview guide, note taking, focus group discussion, in-depth interview and tape recorder for
qualitative were used. From these collected data recordings, transcription and analysis on the common
themes were done. The interview was done following the guide questions which have five grand tour
questions. the interview was recorded with the permission of the participants, and the questionnaires were
subjected to validation by a pool of three experts. The final copy of the interview transcripts was shown to
the interviewee for the verification to assure that all the participants’ answers can be transcribed accurately.
E. Data Collection
The following procedures were followed during the conduct of the study:
Permission. Prior to the conduct of the study, a letter of approval to conduct the study from the Dean of
Graduate school of Immaculate Conception Graduate School, Master of Arts-Major in English Coordinator
was obtained and was noted by the adviser. Upon approval, I used the forms of data collection as
recommended in the convergent parallel mixed method design.
Orientation. Upon the approval, the participants of both qualitative and quantitative phases were
oriented about the significance of the study. Furthermore, the participants were asked to sign an Informed
Consent Form specifying their voluntary participation. Next, as the researcher, I took it as important to
inform the participants about the protection of their identity. Hence, the data gathered were used only for the
study.
Quantitative Phase
Survey Questionnaire. In conducting and getting the data for quantitative phase, adopted a survey
questionnaire from PRCA-24 of Mc Croskey (1977) was administered to a group of ALS students who are
experiencing oral communication apprehension. The survey questionnaire is composed of 24 questions
containing four indicators (small group discussion, meetings, interpersonal conversation and public
speaking) of oral communication apprehension in which each indicator has six questions.
Qualitative Phase
Interview. As to the process of collecting data for the qualitativephase, a one-on-one interview was
conducted with the key informants to gather information about their experiences as ALS and their problems
when it comes to oral communication. Interview notes were cross-validated using the video recorded
interview. A final transcript was verified by the interviewee for accuracy.
F. Data Analysis
In analyzing the qualitative data, I used thematic analysis and coding. For the quantitative data frequency
count, percentage distribution, mean, standard deviation and Analysis of Variance (ANOVA) were used in
analyzing the data.
Quantitative Phase
For the quantitative phase, data from the adopted survey questionnaire were analyzed right after the
retrieval of the questionnaire and it was tallied and treated. The data was analyzed with the help of an expert
statistician. The following statistical treatments were used to determine the level of ALS students’ oral
communication apprehension and the significant difference in status when grouped according to profile.
Frequency Count. This statistical tool was used to measure the number of times the participants
answered the items of the question.
Percentage Distribution. It was used to specify the percentage of observation that exist for each data
point or grouping of data points.

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Mean. This tool served as a single measure that tries to describe the set of data through a value that
represents the central position within that data set. In this study, this statistical tool was used to measure the
average value of the data set.
Standard Deviation. This tool was used to quantify the amount of variation or dispersion of a set of
data values.
T-test. This tool was used to analyze if male and female samples of this study are statistically different
from each other and was done by comparing the means of both samples.
Analysis of Variance (ANOVA). This analysis was used to test differences between two or more
means. Here in this study, ANOVA was utilized to determine the differences of means with regards to the
level of oral communication apprehension of Alternative Learning System students when grouped according
to profile (Age and highest formal educational attainment). The said tool was used by the researcher to come
up with an analysis guided by the help of an expert statistician.
Qualitative Phase
Coding. In the qualitative phase of this study, coding was used to protect and hide the identity of the
participants. Furthermore, coding was given to respective participants as a form of description that described
their characteristics during the conduct of the interview.
Thematic Analysis. This analysis was employed to generate themes from the respondents’ statements
and utterances during the conduct of a one-on-one interview. The themes that were generated shall be
framed on purpose of the experiences of participants about oral communication apprehension.
Sequence, Emphasis and Mixing Procedure

Sequence. The research design for this study was convergent parallel mixed method. The qualitative
data was collected through conducting interviews with the participants in the process of video and audio
recording and transcription was done right after. Meanwhile, the quantitative data was collected through the
use of a survey questionnaire. Both collected data were analyzed simultaneously for this follows the process
of the chosen approach for mix-methods research. The Thematic analysis was used for the qualitative phase
in order to analyze the experiences of the participants as to facing their problem for oral communication
apprehension and how they cope with the challenges they have perceived. On the other hand, the
quantitative data employed statistical analysis to get the results on the profiling status of the level of oral
communication apprehension of ALS students.
Emphasis. In this study, emphasis was given on the results of both qualitative and quantitative phases.
The framework convergent parallel design shows two (2) phases with the data collection and analysis from
the qualitative and quantitative phases were done simultaneously. As for the interpretation, the initial
quantitative results were corroborated to the results of the quantitative phase.
Mixing Procedure. In this study, the first linking of data happened at the design-level with the use of a
convergent parallel design, where the results from the qualitative and quantitative phases of the research
were brought up together. To fully address the research questions interpretation – level of integration
occurred, connecting the qualitative data from phase one of the study with the quantitative data from phase
two of the study using a joint display.
The connected data were interpreted within the scope of the study’s purpose: to address the oral
communication apprehension of Alternative Learning System students.

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G. Figure of Procedures
Figure 4 indicates the systematic procedure of the study. It demonstrates the use of convergent parallel
mixed method approach in specific where qualitative data and quantitative data were corroborated to obtain
a clear understanding of the oral communication apprehension among ALS students. The quantitative phase
and qualitative were conducted simultaneously.
In the quantitative phase, adopted survey questionnaire was administered to the selected participants
through random sampling technique. The consolidated answers of the participants were given a numeric data
about problems posted. Subsequently, the data for the qualitative phase was collected through in-depth
interview. This guide interview questions were utilized to get information on the phenomena under study
and as well it was submitted to the panel of experts for validation purposes. After the validation, approved
interview questions were used to gather data.
To analyze the quantitative data, appropriate statistical tools-frequency, percentage, weighted mean
and ANOVA were utilized. After the utilization of treatments, data were presented utilizing the descriptive
and inferential interpretation of the quantitative phase; how to properly merge these two types of data and
deal with the situation of two phases that contradicted to each other.
There are two limitations to this study. Firstly, the study design employed the use of complete
enumeration, but participants were selected purposively. Thus, there is a limit on the population to be
studied which are the ALS students in the province of Davao del Norte and there is no guarantee that the
large population of the ALS students in the country was represented. Secondly, due to time constraints, the
scope of the study was limited to only one semester or equivalent to four months.
H. Trustworthiness of the Study

In this study, the legitimacy of procedures was suggested as a means of building trustworthiness. The
research lens and its paradigm assumptions regulate the conversations, which can be followed as study
processes (Cresswell and Miller, 2000). As a result, every data set must be converged (Raagas, 2010).
According to Morrow (2005), research is reliable when it reflects the participants' reality and thoughts. The
goal of trustworthiness, it was stressed, is to back up the argument generated from the inquiry that must be
addressed in the qualitative study. This is especially important when the evidence is raw and not backed up
by theory (Kyngas, 2011).

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Process Products Process Products

QUAN
Oral QUAL
- Random Communication - Numeric - Purposive Interview - Recording
Sampling Apprehension data sampling -
- Survey - Guide Transcripts
Questionnair questions - Interview
e - Random questions
Sampling - Recording
- Interview - Interview
notes
QUAN QUAL
Data Analysis - discourse Data Analysis
- Frequency -descriptive - thematic
- percentage - inferential analysis - coded text
- weighted statistics - salient
- mean themes
- ANOVA
RESULTS
Corroborating Results
INTERPRETATION
Fig. 4: Flow of procedures
Credibility. The participants' taped recitations from the interview were used to establish credibility in
this research. In addition, the recitations were translated into transcripts so that the participants could
double-check that no changes had been made and that their responses were accurate. The conversation was
taped and transcribed. The written notes from the interview proved that the participants' answers did not
alter. Finally, the survey questionnaire was circulated, and the guide interview questions were subjected to
expert confirmation. According to Fenton & Mazulewicz (2008) (as referenced by Kamenye, 2008),
credibility is an assessment of whether the study findings are "credible" conceptual interpretations of the
data collected from respondents.

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Transferability. When the findings' interpretations can be generalized or transferred to other settings or
groups of people, the term "transferability" is used. To put it another way, this relates to the possibility of
extrapolation. (2012, Pilot). As the researcher, I was in charge of generalizing and improving the findings by
describing in detail how oral communication apprehension became a significant setting to be investigated.
Furthermore, given the researcher's job to convey judgment, I became aware of the researcher's context and
how it might apply to other situations. The descriptive data, which offers a comprehensive and extensive
collection of details that looked at the problems of technique and context, was one of the reasons for
included the reports here.
Dependability. The same process of performing the study, as well as the techniques utilized by the
researchers, is consistent across time, which is referred to as dependability. As far as feasible, the procedure
should be reproducible (Bitsch, 2005). The researcher utilized a code-recode strategy in this study, which
required the researcher to wait at least two weeks after coding a segment of data before returning to recode
the same data and evaluating the results to ensure that they were correct and consistent.
Confirmability. Confirmability is a measure of how well a researcher's results are supported by the
evidence he or she has obtained (Walkins, 2012). To address the issue of confirmability in this study, the
researcher noted the roles, personal biases, and reactions that would most likely influence the perceptions of
ALS students' shared experiences. The original recordings, transcribed notes from the interviews, and
original questionnaires were all maintained by the researcher. In addition, the researcher looked at how the
outcomes of the investigation were supported by the data gathered.
I. Validity Issues
Experts were consulted to solve the methodologies and design's validity issues. An expert in the subject
was consulted about the use and execution of the convergent parallel approach. A panel of specialists also
reviewed and validated the interview guide questions and survey questionnaire were utilized in this study.
The panel of experts recommended the sampling procedure that was used in selecting the respondents, as
well as the interview and survey that were done. An expert statistician was consulted for the quantitative
data, particularly the statistical element. On the qualitative data, ALS students, the study's participants, were
given a copy of the transcriptions to confirm that nothing had been modified or altered in the transcriptions.
All comments and recommendations from the panel of experts were examined with the adviser's consent to
ensure veracity.
J. Ethical Consideration
To guarantee systematic practices in research, the ethical codes need to be emphasized and applied
towards the informants. Also, the context concerning the agreement of both the researchers and the
participants. This qualitative paper revolves around the key principles of ethical research which includes
consent, confidentiality, anonymity, harm and reciprocity, and reflecting the issue of power, empowerment
and ownership (Halai, 2006).
The study also followed the standard that is being set internationally which is to protect the key
informants. The privacy of the participants was considered. The data being collected shall remain
confidential which is the appropriate thing to do with the group of people. Moreover, to convince the
informants to express their experiences as ALS students is not easy to achieve. Thus, to gain trust from
them, the researcher needs a great deal of cooperation and coordination such as trust, respect, fairness and
responsibility (Resnik, 2001).
The study follows the elements of ethics which are clearly stated in the National Ethical Guidelines for
Health and Health-Related Research 2017. It considers the following: social value; informed consent;
vulnerability of research participants; risks, benefits, and safety; privacy and confidentiality of information;
justice; transparency; qualifications of the researcher; adequacy of facilities; and community involvement.

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Social Values. This study aims to address the social problems pertaining to the oral communication
apprehension of the Alternative Learning System (ALS) students. This study revealed the stories of ALS
students as regards their oral communication apprehension. It is also the aim of this study to see the needs of
the ALS student to fully help them in some aspects related to how they could learn more. Through this
study, the drop out students who did not pursue their studies to continue and enroll in this program may be
enlightened. This study has not sought to find loopholes in the program but rather to give an appreciation for
it and to look for things that could make the program more beautiful. More importantly, the researcher did
adhere to social value in research by being truly committed to the rigor of convergent parallel mixed-
methods design utilized in this study.
Informed Consent. An informed consent form was obtained because this investigation required the
assistance of ALS students. The following information was disclosed in the consent: the researcher's name
and affiliation; must understand as an invitation to participate; reasons for considering potential participants;
voluntariness; purpose of the research, procedures to be carried out by the researcher; expected duration of
the individual's participation; any foreseeable risks, pain or discomfort, or inconvenience to the individual,
including risks to the individual's health or well-being However, for those under the age of 18, the researcher
required parental consent to allow their children to participate in the study. Expected benefits of the research
to the community or society at large, or contribution to scientific knowledge; respect for the privacy of
research participants and the confidentiality of records in which they are identified; participants were free to
withdraw from the study at any time. In addition, the research participants were given Informed Consent
Forms to sign, which acted as their guidelines throughout the study.
Vulnerability of the Research Participants. Vulnerability of the participants was taken into
consideration in this study in a way that interviews were only done during the availability of the participants.
Moreover, in the administration of the survey questionnaires, the participants were asked to answer the
instruments on their available time. In the study, the participants were less vulnerable as they were capable
of making a decision to become part of the study.
The Risks, Benefits and Safety. Risks was minimized in such a way that a comfortable place is
secured as I conducted the survey. Moreover, as a researcher, it was my responsibility to protect the rights of
the respondents through ensuring that any concerns and demands of the participants were catered and
addressed. The results in both qualitative and quantitative data were advantageous to the learners as it served
as an eye-opener for them on how oral communication apprehension affects communication skills and how
to cope with this problem. The learner learned to value the importance of communication. As a whole, this
study provided deeper knowledge and understanding of experiences and oral communication apprehension
of Alternative Learning System students.
Privacy and Confidentiality of Information. Participants were not forced to disclose information out
of their willingness this was under the compliance with the requirements of the Data Privacy Act of 2012 for
the assurance that the data cannot be traced back to participants. In answering the survey questionnaire, their
names did not appear in the survey and their answers were held confidential. Codes was used to keep the
identity of the participants in the study. Recorded oral recitations and interviews were transcribed by the
researcher himself. As the researcher, it was my responsibility to secure the data gathered in the study and
make sure they were only used for the purpose stated in the study.
Justice. In this study, the researcher ensured that the targeted participants were suitable for the
investigation, and that the respondents were aware of their duties and were prepared to be open, honest, and
truthful during the interview. Benefits were given to them in exchange for their involvement. As a result, the
researcher acknowledged the contributions of ALS students as research volunteers who, in general,
contributed to the study's overall success. In all of their endeavors, they were accorded proper credit. The
said participants were given a token as a token of appreciation for taking on the burden of participating in

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the research, and as part of providing them with access to the study's results, it is only fair that they be
invited to the researcher's future conference presentation, as they are the primary beneficiaries of the
research. Justice was also attained by ensuring that only the participant's statements pertinent to the research
aims were included in the study and that they were properly and appropriately transcribed.
Transparency. The study did adhere to the principles of transparency by fully informing the
participants that the research did just focus on the stories and oral communication apprehension of
Alternative Learning System students. Additionally, the researcher asked help from ALS coordinators
coming from different schools in Davao del Norte in order to identify the respondents and fully conduct the
study. Moreover, the researcher did make sure that Conflict of Interest (COI) was eliminated for he looked
for the fairness in treating the respondents. Also, transcribed recitations and interviews was presented and
shared to the participants and they were being informed that the ongoing study is not funded or sponsored by
any organization.
Qualifications of the Researcher. The researcher is credible to undertake the study on Alternative
Learning System students, their stories and oral communication apprehension for he is a student in the
University of Immaculate Conception taking up Master of Arts in Education major in English. Further, the
interpretation of statistical data was credible as the researcher consulted the statistician for the interpretation
of data. The choice of Schools Division of Davao del Norte as research locale and ALS students as
participants was justified as the researcher is currently teaching in Higher Education.
Adequacy of Facilities. Adequacy of facilities were addressed as the main tool of the researcher in
gathering data. In this study, an audio or video recorder was the primary facility used during the conduct of
interview with the use of guide questions to gather data for the qualitative phase while, a survey
questionnaire was used for the quantitative phase of this study and all these facilities were consulted through
a panel of experts. With these facilities, the researcher had seen it as sufficient to gather the necessary data
needed for the study thus, completed it successfully.
Community Involvement. There will be a community of teachers and learners who will attend
during the Public Forum where this study will be initially presented. Particularly teachers from the
Department of Education under the program of Alternative Learning System and the ALS students
themselves will witness how oral communication apprehension serves as a challenge to ALS students. Also,
the beneficiaries of this study are part of the community where the study was conducted.

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CHAPTER 3
RESULTS
This chapter presents the results of data in both the quantitative and qualitative phases. The first phase is
the quantitative part which displays the status of oral communication apprehension of ALS Students in
Region XI when doing small group discussions, meetings, interpersonal conversation and public speaking.
The second phase is the qualitative part which is presented in tables. The tables show the responses of the
participants on their lived experiences regarding oral communication apprehension in doing small group
discussions, meetings, interpersonal conversation and public speaking.
Quantitative Phase
Status of the Oral Communication Apprehension in
Small Group Discussion, Meetings, Interpersonal
Conversation and Public Speaking of the ALS Students
Table 1 shows the summary of the results of the oral communication apprehension of the ALS Students
in Davao del Norte. Among the four identified indicators namely small group discussions, meetings,
interpersonal conversation and public speaking, the highest mean of 18.49 was obtained by the indicator
public speaking described as moderate which can be interpreted that ALS students have temperate level of
oral communication apprehension in doing public speaking. On the other hand, the lowest mean of 16.99
was obtained by the indicator small group discussion described as low which means that ALS students have
a little level of oral communication apprehension when doing public speaking.
Small Group Interpersonal Public

Meetings
Range Score Discussion Conversation Speaking
F P F P F P F P
25 - 30 3 1.79% 3 1.79% 1 0.60% 5 2.98%
19 - 24 47 27.98% 57 33.93% 64 38.10% 66 39.29%
6 - 18 118 70.24% 108 64.29% 103 61.31% 97 57.74%
TOTAL 168 100% 168 100% 168 100% 168 100%
Mean 16.99 17.52 17.92 18.49
Standard Deviation 3.52 3.24 2.89 2.66
Table 1: Status of the Oral Communication Apprehension in Small Group Discussion,

Meetings, Interpersonal Conversation and Public Speaking of the ALS Students
As depicted in the table above the 6-18 range score got the most number of frequency and percentage in
all four indicators (small group discussion, meetings, interpersonal conversation and public speaking)
respectively small group got the highest frequency of 118 respondents or equivalent to 70.24%, second to
the highest is meetings which got 108 respondents or equal to 64.29%, next to it is the interpersonal
conversation which got a 103 respondents or having an equivalent of 61.31% while the public speaking got
the lowest frequency of 97 respondents out of 168 respondents which gained the percentage of 57.74%.
Summary of Results of the Oral Communication

Apprehension of the ALS students

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Table 2 shows the overall result of the oral communication apprehension of the ALS students in Davao
del Norte which shows an overall mean of 70.92 described as moderate which means that the level of oral
communication apprehension of the ALS students in Region XI is modest.
Range Score Overall Oral Communication Apprehension

F P
84 - 120 13 7.74%
56 - 83 142 84.52%
24 - 55 13 7.74%
TOTAL 168 100%
Mean 70.92
Standard Deviation 9.58
Table 2: Summary of Results of the Oral Communication Apprehension of the ALS students
Reflected in the table is, 142 of the respondents have moderate level of oral communication
apprehension, 13 of which have a high level of oral communication apprehension and another 13 students
have a low level of oral communication apprehension; similarly, it can be gleaned from the table that
84.52% of the ALS students have moderate level of oral communication apprehension and 7.74% has low
and 7.74% has high level of oral communication apprehension. The mean score of 70.92 indicates that ALS
students in Davao del Norte are having a moderate level of oral communication apprehension.
Significance of the Difference in Overall Oral Communication
Apprehension When ALS Students are group according to Profile
Shown in Table 3 is the significance of the difference between the overall oral communication
apprehensions of the ALS students when grouped according to their profile. Indicated also in this table is the
means of each indicator of the Oral Communication Apprehension which shows Non Significant results.
Indicators Over Over
Over all
Variable Groups n SGD M IC PS all all p- Remarks
Mean
Mean Mean Mean Mean t/f value
Male 83 17.25 17.67 17.87 18.55 71.36 .594 0.347
Sex NS
Female 85 16.74 17.36 17.95 18.42 70.48 .595 0.348
13-17yrs old 15 17.73 18.60 17.33 18.06 71.73 2.23
18-23 yrs old 73 16.49 17.36 17.87 18.52 70.26 0
Age 24-29 yrs old 56 17.57 17.76 18.48 18.80 72.62 .090 NS
30-35 yrs old 18 17.55 17.38 17.55 18.38 70.88
36 yrs old + 6 14.16 14.66 15.66 16.50 61.00
Grade 1 18.22 74.33 .459
9 19.11 18.44 18.55
Grade 4
Grade 5 17.28 69.50
14 16.92 17.00 18.28
Highest Grade 6
Formal 1st year High 18.47 71.68
38 17.42 17.50 18.28 .236 NS
Educational School
Attainment 2nd-year 17.79 70.50
63 16.41 17.38 18.98
high school
3rd-year high 17.75 70.91
44 17.04 17.70 18.00
school
Table 3: Significance of the Difference in Overall Oral Communication Apprehension When ALS Students
Are Group According to Profile
* SGD – Small Group Discussion

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* M – Meetings
* IC – Interpersonal Conversation
* PS – Public Speaking
We can also infer from the data that the overall profile of the ALS students in terms of their sex (p-
value=.554 and .553), age (p-value=.068) and highest formal educational attainment (.766) difference is not
significant since the combined computed p-value is greater than .05 level of significance (p-value > .05).
Thus, we can conclude that no matter what is the gender, age and highest formal educational attainment of
the student, it doesn’t affect his apprehension towards oral communication.
Profile of the Participants

Shown in Table 4 is the profile of the participants. It can be gleaned in the Table that the codes being
used in the focus group discussion and in-depth interview are being provided. Also, the sex, age and highest
formal educational attainment are presented in this table.
The profile of the participants is shown in this Table. Participants were chosen based on the following
inclusion criteria: must be an ALS student enrolled in the school year 2018-2019, must be in the age of 13
years old and above either male or female. The participants of this study were the students of Alternative
Learning System Program in the province of Davao del Norte, thus coding were used to protect and hide the
identity of the respondents.
In the focus group discussion, majority of the participants are male and the oldest among them is
FGD101 who’s age is 33. Among the participants, there were three who are first year high school, three
third year and one second year high school. In the in-depth interview there were 7 females and 3 of them
were males and among the participants 19 is the youngest age and one participant was said to finish grade
six and that was IDI003. The highest number of the formal educational attainment of the respondents was
2nd year high school. All respondents in the focused group discussion and in-depth interview were selected
based on their qualification which suited to the criteria that best answered the research questions of this
study.
FGD CODE Sex Age Highest Formal Educational Attainment
FGD101 F 33 2nd year HS
FGD102 F 22 1st year HS
FGD103 M 21 1st year HS
FGD104 M 20 3rd year HS
FGD107 M 21 1st year HS
IDI CODE
IDI001 F 25 2nd year HS
IDI002 F 26 1st year HS
IDI003 M 30 Grade 6
IDI004 M 19 1st year HS
IDI006 M 24 3rd year HS
IDI010 F 22 1st year HS
Table 4: Profile of the Participants

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Qualitative Phase
The Lived Experiences of ALS Students as regard

to their Oral Communication Apprehension
There were three essential themes drawn from the responses of the participants of the in-depth
interview and focus group discussion. They are lack of grammatical and communicative competence, fear of
committing mistakes and mastery through language engagement. It also talks about the lived experiences of
the ALS students in Davao del Norte about their oral communication apprehension when they engaged in
small group discussions, meetings, interpersonal conversation and public speaking.
ISSUES CORE IDEAS CODE/ ESSENTIAL THEORETICA

PROBED CATEGORIES THEME L SUPPORT
Experiences Having difficulty in Difficulty in Lack of Communicative
in communicating using the speaking and Grammatical Competence
communicati English language. expressing ideas and Theory
ng using the Stuttering when speaking Communicati
English using the language. ve
language Being unable to express ideas Competence
in their minds. Grammatical
Struggling with formulating Competence
ideas because of a lack of
grammatical skills.
Having difficulty to decode
ideas from fluent language
speakers.
Problems Lacking understanding of Lacking
encountered unfathomable words because understanding of
in of insufficient vocabularies vocabularies
communicati Having difficulty in
on using the constructing sentences
English because of an insufficient
language word to be used.
Having difficulty in the
semantic analysis due to lack
of vocabulary knowledge.
Speaking without fluency.
Emotions felt Being afraid to communicate Fear and being Fear of Foreign
for having an because of fear of humiliation. nervous Committing Language
idea but Being nervous to mistakes Anxiety
cannot communicate in front of many
communicate people.
the English failing to express ideas
language. because of fear to be mistaken.
Being unable to express ideas
because of the fear of
committing mistakes in
grammar.

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Feeling of Feeling of fear to commit Uncertainties and
Apprehensio mistakes in speaking using the feeling anxious
n in language.
communicati Feeling anxious to respond
ng using the using the English language.
English Being unable to communicate
language because of uncertainties in
using the language.
Feeling apprehended in using
the English language in front
of intelligent people.
Failing to express ideas during
a class recitation
Experiences Applying the learning in the Being engaged in Mastery Mastery
find as best English language in a job using the English through Learning Theory
in application. language language
communicati Presenting reports in the class engagement
ng using the using the English language.
English Participating in class
language. discussion using the English
language.
Presenting ideas which are
memorized.
Introducing oneself using the
language.
Instances Talking to family and close Being exposed to
where ALS friends using the English English language
felt confident language. use.
in Responding to teachers’
communicati question during the class
ng using the discussion.
English Giving reasons or speech in
language front of the teacher.
Table 5: Lived experiences of ALS students as regards to their Oral Communication Apprehension
Lack of Grammatical and Communicative Competence. This is one of the emerging themes from
the responses of the participants during the in-depth interview and focus group discussion with the following
codes difficulty in speaking and expressing ideas as well as lacking understanding of vocabularies.
Similarly, participants mentioned that because of their minimal vocabulary and low level of grammatical
and communicative competence, they are apprehensive to engage themselves in communication using the
English language.
Consequently, Student 1 affirmed that:
Primero kay ma kulbaan then maulaw pud ko sa mga tao nga maminaw kay
basig ma correctionan akong English… tapos kung daghan pud ug tao kay
mahadlok pud ko mo gamit ug English… (IDI 001)
At first I feel nervous and a little bit ashamed to those individuals who listened because, they might
correct the way I talk using English… and then if there are many people, I tend to be afraid in using
English…

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Similarly, Student 2 confirmed that:
kulba tas hadlok kay basi unyag kataw-an ka. Niya mag English-English,
mo ingon silag “ay tuga-tugag English niya dili man di kabalo, ma wrong
grammar pajud” (IDI 002)
I really felt nervous and afraid because the tendency is that, others will laugh at you. When you will use
English, somebody will say “Trying to use English but do not know how to use it correctly”.
Lastly, Student 103 mentioned that;
Para sa akoa sir kay makulbaan syempre dili jud malikayan baya nga naa
gyuy mga tao nga judgemental kayo ba.Mahadlok ko mamali ug storya
kanang ma incorrect ang pag gamit sa grammar, mao rajud na akong fear
sa English sir. (FGD103)
For me sir, I really felt nervous since it is undeniable that there are some people who are judgmental. I
am really afraid to commit mistakes when talking particularly on the use of incorrect grammar that is really
my fear in English sir.
Fear of Committing Mistakes. Another essential theme drawn from the responses of the participants is
fear of committing mistakes with subcategories namely fear and being nervous as well as uncertainties and
feeling anxious. Participants confirmed that they fear, nervous and anxious when they have an idea but they
cannot communicate well using the English language.
Consequently, Student 1 stated that:
Katong naka try ko ug report then nahadlok ko ug naka bati ko ug ka

kulbakay syempre wala mi naanad pag gamit ug English tapos akong mga
classmates pud kusog kaayo sila mag judge sa imo through eyes lang. (IDI
001)
The time that I tried reporting in class, I felt fear and nervous because I am not used to talk using
English and aside from it my classmates are making judgement through their eyes.
Additionally, Student 6 mentioned that:
Katong nag oral me gipa explain man jud meg English mao to na time na na
hadlok ko kay ge kataw’an ko, mahadlok ko sa pag gamit ug English
kaybasin ma kataw’an ko sa ako mga classmate dile man jud na ma likayan
labi nag naa silay mga kaalam. (IDI 006)
During the time that we were asked to do oral recitation with the use of English language, I feared using
English because I was afraid that my classmates will laugh at me and I know that situation cannot be
avoided especially if they are knowledgeable in English.
Likewise, participant 104 stated that:

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Ang akoa sir kay kana bitaw’ng mag extemporaneous mi sir tapos ang mga
questions kay English tapos kailangan nimo eh explain pag ayo nga wala
kay ma estorya na bisaya kay ma minus sa points. (FGD104)
On my part sir is that, when we are having extemporaneous speaking then the questions are in English
form which you need to explain thoroughly without using Visayan language otherwise there will be a
deduction in your points.
Mastery through Language Engagement. This is the last essential theme that emerged from the
responses of the response in-depth interview and focus group discussion. It has a subcategory namely being
engaged in using the English language and being exposed to English language use. Participants mentioned
that their best experience with the language is being able to use it in communication for exposure so that
they would learn the language.
Accordingly, student 2 illustrated that:
Para sa akoa sir kay kanang mag video call mi sa akoang mama sir kay
mag English-english man siya niya ako kay ganahan rapud ko kay sayon
raman iyang English dali ra kaayo ko maka tubag ug English pud. (IDI
002)
For me sir, every time my mother and I are having some video call, she is always using the English
language upon talking to me and every time she does it, I find it good since I can also respond using the
English language because the words that she is using are the simple ones.
Moreover, Student 6 added that:
sa akoa sir is katong time na gipa speech ko sa atubangan sa amo maestra

nga ge pa experience meg speech about sa among mga experience in
lifegamit ang English.(IDI 006)
For me sir, is the time when I was obliged to deliver a speech in front of my teachers. They let us
experience delivering a speech about our experiences in life using the English language.
Lastly, Student 7 affirmed that:
Naka bati ko ug kumpyansa sa pag gamit og English sa panahon nga naka

sulod kog trabaho sa usa ka kompanya katong sa pag interview sa akoa
through English, salig ko na mag gamit ug English kay ge tun’an man me sa
ALS so nagamit pud nako. (IDI 007)
I felt that I had boost my confidence in using English during the time when I already had a work in a
certain company. During my interview, I really believed that I will be able to use the English language
correctly since it was being taught to us in ALS and luckily, I had used it.
Insights Shared by ALS Students as regards to the Contribution

of their Demographic Profile in Oral Communication Apprehension
There were five essential themes which were drawn from the responses of the participants from their in-
depth interview and focus group discussion. It also talks about the insights that can be shared by the ALS
students in Davao del Norte about their oral communication apprehension when they engaged in small group

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discussions, meetings, interpersonal conversation and public speaking. The essential themes that emerged
from the interview and discussion were continuing learning despite the age, lesser emphasis on English
language in curriculum, constant practice in using the language, integration and exposure to English
resources and provision of facilities to enhance learning.
ISSUES CORE IDEAS CODE/ ESSENTIAL THEORETICAL

PROBED CATEGORIES THEME SUPPORT
Effects of - Thinking that sex and Finding age as Continuing Adult learning
Demographic age didn’t affect not a barrier learning theory
Profile to communication using despite the age
Communicati the English language.
on - Finding age as not the
Apprehension basis of communication
of ALS apprehension
students - Being knowledgeable
through hard work to
learn and not by age,
sex, or status.
- Having the willingness
to learn depends on the
learning of ALS
students and not by
their ages.
Reasons for - Lacking language Focusing not on Lesser Curriculum theory
Apprehension enhancement. English subject Emphasis on
in - Finding previous in ALS the English
communicatin learning as not substantial curriculum language in
g using the - Finding subjects in ALS Curriculum
English not focusing on English
language subjects
- Having limited time in
studying the language.
Learnings - Having some Practicing and Constant English Language
from improvement in using the engaging oneself Practice in Development -
Experiences English language when to speak English using the Behavioral theory
in trying to exposed to it. language language
Communicate - Practicing oneself in
using the communicating using the
English English language.
language - Relying not on only to
what is taught by the
teacher.
- Reading a lot to
practice more.
- Trying to speak
straightly using the
language without the fear
of committing mistakes.
- Seeking an opportunity
to learn more despite

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criticisms
- Observing other people
communicate to learn
from them.
- Studying is the
opportunity one must not
miss.
- Considering learning as
a tool for a successful
future
- Having the confidence
to express the feelings
and ideas without
apprehension
-Studying more and Enriching Integration and
surfing the internet for vocabularies Exposure to
more learnings through books, English
- Reading dictionaries for dictionaries and Resources
vocabulary enrichment. movies
-Reading English books
and noting important
details
- Watching English
movies and study how
native speakers deliver
their language.
Viewpoints to - Helping students who Assisting ALS Provision of School Facility (a
address ALS wish to stop studying. program facilities to proposition of
program - Having more authorities for enhance Schneider, 2002)
accomplishment in the support to have learning
near future if ever more
supported by concerned accomplishments
agencies in the future
-Asking help from
agencies to address the
issue like lacking
facilities.
- Needing additional
teachers to give quality
education.
-Having conducive
classrooms for more
effective learning
Table 6: Insights Shared by ALS Students as regards to the Contribution of their Demographic Profile in
Oral Communication Apprehension
Continuing Learning despite the Age. This is one of the emerging themes from the responses of the
participants from their in-depth interview and focus group discussion with the subcategory finding age as
not a barrier. The participants mentioned that their demographic profile most especially their age has no
effect to their oral communication apprehension it’s just a matter of difference among individualsin terms of
having the intelligence and skill in using English language.

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Consequently, Student 4 confirmed the idea stating:
Ang akong edad sa pag sulod dire sa ALSis wala jud naka epekto sa
akoang communication skills kay dile man basihan sa edad gud naga
dependi lang na sa pag paningkamot og sa knowledge sa tao..(IDI 004)
When I joined ALS my age did not affect my oral communication skills because age
is not a basis, it will depend on the hard work and knowledge of a person.
However, student 8 contradicted the statement, saying:
Naka apekto akong edad sa akong communication skills gamit ang English
kay lack ko ug self-confidence sa akong kaugalingon kay ma unhan ko sa
kaulaw ug kahadlok lahi atong mas bata pa nako taas silag confidence.
(IDI 010)
My age affected my communication skills using English because I lack

self-confidence in myself due to the reason that I always get ashamed and
fear as well compared to those students who are younger than me.
Lastly, FGD participant affirmed the idea as well stating:
Sa edad nako nag sulod ug ALS kay 24, para sa akoa walay taas ug edad or
gamay ug edad basta kay willing ka makabalo sa gusto nimo ma tun-an.
Para sa akoa equal lang sa tanan ma 17 man ka or ma 19 pantay lang jud
siya sir. (FGD103)
I am 24 years old the time I entered ALS then for me, there is no
classification of age whether you are old or young as long as you are
willing to learn the things you wanted. For me, it is equal 17 or 19 all ages
are just equal.
Lesser Emphasis on the English Language in Curriculum. This is another theme that emerged
from the responses of the participants from their in-depth interview and focus group discussion with the
subcategory finding age as not a barrier. The participants mentioned that the reasons of their apprehension in
communicating the English language is because the ALS curriculum has little emphasis on the English
subject.As a result, they are not learning the basics of it and they have mentioned also that those students in
a formal school are advantageous than them who are in ALS Program.
Correspondingly, Student 1 confirmed that:
Para sa akoa sir nahimong mahadlokon susama nako nga ALS student sa
English kay wala man gud kaayo na gi tudlo sa amoa, niya isa pa naga
focus lang jud mi sa essay writing… (IDI001)
For me sir, I became fearful as an ALS student since using the English
language was not being taught to us thoroughly. Also, our only focus is on
essay writing…
Additionally, Student 3 said that:

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Kasagaran man sa ALS gud ano essay ang gina hatag sa amoa then pag
dating sa pag train makig estorya gamit ang English gamay rapud kaayo
dili pud kayo mi maka tuon sa pag construct sa English na ma fluent jud.
(IDI003)
Usually teachers of ALS give a task mostly about essay, so when it comes
to speaking using the English language we only have a limited knowledge
about it which somewhat hinders us to be fluent in using the English
language.
Also, Participant 105 said that:
Para sa ako sir na train man mig English sir pero dili sa pag estorya or sa
pakig communicate na train mi ug English sap ag sulat sir more on writing
man gud amoa. Siguro sir mahadlok sila magka mali niya mahadlok eh
judge sa mga tao. (FGD105)
For me sir, we are trained how to use the English language but the main
focus is not on using it through communicating orally rather we are just
being taught in writing using the language. Maybe sir they are afraid to
commit mistakes and be judged by the people.
Constant Practice Using the Language. Another overarching theme that was drawn from the
responses of the participants from their in-depth interview and focus group discussion is constant practice in
using the language with a subcategory namely practicing and engaging oneself to language. Consequently,
the participants made mentioned that most of their experiences when talking about English language
communication is most of the time, they must practice and engage themselves in language.
Consequently, Student 2 mentioned that:
dile ka mag tan’aw sa mo kanchaw og mag porsige ka og basa-basa para

mo hanas ka sa pag estorya og English unya at the same time imoha pud
sabton labi na og kanang mga laglom na gyud bitaw nga mga English.
(IDI005)
You should not mind the people that will mock you instead you should be
determined to read and read for you to be able to be fluent in using the
English language and of course you should understand particularly those
words that are unfamiliar.
Moreover, FGD participants confirmed and affirmed the idea as well stating:
Kanang sa pag panarbaho diha gyud nako na experience ang kaagi, though
dili gyud ko fluent. Kinahanglan lang gyud eh improve gyud ang pag gamit
sa English kay ma communicate man gud nimo ug tarong ang mga tao nga
mayo sa English, using English dali lang ang conversation. (IDI001)
I had experienced a lot when I was working since I am not fluent in speaking
using the language. All we need to do is to improve in using the English
language because you can communicate well to those people who are good
at it.

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Student 5 said the same idea as well stating:
Dapatmag more on study about English, kay para ma enhance pag ayo ang
vocabulary para madungagan pa ang kahibalo ug mag practice sa speaking
aron mawala imong kabulba sa pakig estorya sa ubang tao, eh improve ang
imong self-confidence ug self-esteem. (FGD105)
There is really a need to study more about English to enhance your

vocabulary and for an additional knowledge and practice in speaking to
vanish the nervousness every time you are going to talk in front of other
people. There is also a need to improve your self-confidence and self-
esteem.
Integration and Exposure to English Resources. Another theme that was drawn from the
responses of the participants from their in-depth interview and focus group discussion is integration and
exposure to English resources with a subcategory namely enriching vocabularies through books, dictionaries
and movies. Consequently, the participants made mentioned that in order for them to improve their English
especially in oral communication is, they use resources like dictionary, books written in English and others.
Most especially they mentioned that they find it necessary to understand and rehearse first what they want to
say.
Reluctantly, Student 9 mentioned that:
Sa akoa pud sir, kinahanglan jud nga daghan kag buhaton para masabtan
jud nimo kung unsay imong masulti, pahiras anang makig estorya sa ubang
tao gamit ang English. (IDI009)
For me sir, there is a need for you to look for a lot of ways for you to be able
to understand what are you going to say just like communicating to others
using the English language.
In addition, Participant 10 said that:
Isip ALS student sir sa pag gamit sa English dapat naa kay learning.
kasagaran pud ang pag gamit sa Englishmurag lisod jud siya gamiton
maongdapatmag practice gyud unsaon pag gamit sa English sa pakig estorya
sa ubang tao. (IDI010)
As an ALS student sir, in using the English there is a need to have enough
learning. Usually, using the English language is difficult that is why it is
really of necessity to practice on how to use the language in communicating
to others.
Consequently, Participant 102 affirmed that:

Kinahanglan jud sir nga mag study pajud niya kinahanglan, kumbaga
ibutang nimo sa imong sarili nga kung unsa ra imong nahibal-an dili jud
pwede na mao rana, kinahanglan dungagan pajud nimo na. (FGD102)
There is a need to study more sir, and you should always bear in mind that
you should not limit yourself in terms of learning, you should add more on
the learnings that you have.

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Provision of Facilities to Enhance Learning. The last theme that was drawn from the responses of
the participants from their in-depth interview and focus group discussion is the provision of facilities to
enhance learning with a subcategory namely aiding ALS program for more accomplishments. Additionally,
the participants made mentioned about their viewpoints to address the difficulties of students through ALS
program provision of advanced facilities that will aid the ALS program to more accomplishments.
Reluctantly, participant 107 made mentioned that:
Dapat each barangay of different municipalities butangan gyud nila ug ALS

samot natong sa mga bukid-bukid nagud na lugar… Dungagan unta nila ang
maestro sa ALS kay para sa ingon mahatagan gyud nila ug pagtagad ang
mga dropout students. (FGD 107)
Each barangay of different municipalities must have an ALS program

especially in the mountainous areas… Authorities must help the program by
hiring more teachers in order to give importance for those dropout students.
Additionally, participant 102 said that:
Dapat musuporta ang mga ahensya sa mga plano sa ALS kay sa ALS man gud
sir kay daghag mga estudyante pero kulang ug teacher, facilities ug mga
kagamitan para mas maka tabang sa pag tuon sa mga ALS students. (FGD
102)
Authorities and Government Organizations (GO)must support the plans of the

ALS program because in ALSthere are so many students but they lack
teachers, facilities and learning equipment to really aid the learning process of
the ALS students.
lastly, Student 3 said that:
Mangayo ko ug tabang sa government nga tagaan ug pagtagad ang ALS kay

kulang ug ano kagamitan labin na sa estudyante sa ALS nasalabas lang ng
classroom at kulang ang facilities gyud. (IDI 003)
I would like to ask help from the government agencies to help and give
attention to the ALS program because it lacks facilities like classroom wherein
students are having their class outside.
Data Integration of the Salient Qualitative and Quantitative Findings
Table 5. Joint Display of Salient qualitative and quantitative findings revealed the
corroboration of the results of the two data. In this table the integration of both qualitative and
quantitative findings is depicted that leads to the identification if the results were converging or
diverging. Also, provided below is the axiological implication of the corroboration of the findings
respectively; The feeling of being afraid affects the delivery of the speech, ALS students are not
used and exposed to public speaking, with this reason they are afraid and nervous to deliver
communication in front of many people, There is a level of confidence in using English language
when ALS students know that there are only few people listens to them and if they are willing to
engage with the conversation, and ALS students were not that confident in using English language
in communication because of some difficulties experienced by them.

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Aspects or Quantitative Nature of data Axiological
Qualitative Findings
Focal Points Findings Integration Implications
Oral Table 1.1 on Summary Table 3 on lived Merging - The feeling of
Communication of Results of the Oral experiences of ALS Converging being afraid
Apprehension Communication students as regards to affects the
Apprehension in small their oral delivery of the
group discussion, communication speech.
meetings, apprehension highlight
interpersonal the code uncertainties
conversation and and feeling anxious
public speaking. Under with core ideas being
the column 5 which is unable to communicate
the public speaking because of
indicator (items 19-24) uncertainties in using
got the highest mean the language, and
of 18.49 with the Failing to express
standard deviation of ideas during class
2.66 - items 22 and 24 recitation
respectively I have
jumbled and confused
thoughts when I am
giving a speech and I
get so nervous I forget
facts I really know
while giving a speech.
Table 1.1 on Summary Table 3 on lived Merging - ALS students
of Results of the Oral experiences of ALS Diverging are not used and
Communication students as regards to exposed to
Apprehension in small their oral public speaking,
group discussion, communication with this reason
meetings, apprehension highlight they are afraid
interpersonal the code fear and being and nervous to
conversation and nervous with core deliver
public speaking. Under ideas being nervous to communication
the column 5 which is communicate in front in front of many
the public speaking of many people people.
indicator (items 19-24)
got the highest mean
of 18.49 with the
standard deviation of
2.66 – item 19
respectively I have no
fear of giving a speech
in public.
Table 1.1 on Summary Table 3 on lived Merging - There is a level
of Results of the Oral experiences of ALS Converging of confidence in
Communication students as regards to using English
Apprehension in small their oral language when
group discussion, communication ALS students
meetings, apprehension highlight know that there
interpersonal the code Being are only few

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conversation and engaged in using people listens to
public speaking. Under English language with them and if they
the column 2 which is the core ideas are willing to
the small group presenting reports in engage with the
discussion indicator the class using English conversation.
(items 1-6) got the language and
mean of 16.99 with the participating in class
standard deviation of discussion using
3.52 - items 2, 4 and 6 English language
respectively I am
comfortable while
participating in group
discussion, I like to get
involved in group
discussions and I am
calm and relaxed
while participating in
group discussions.
Table 1.1 on Summary Table 3 on lived Merging - The use of
of Results of the Oral experiences of ALS Converging English
Communication students as regards to language can
Apprehension in small their oral easily be done if
group discussion, communication students can
meetings, apprehension highlight assure that the
interpersonal the code being exposed people they are
conversation and to English language talking to can
public speaking. Under use with core ideas understand their
the column 3 which is talking to family and situation on the
the meetings indicator close friends using level of their
(items 7-12) got the English language in a mastery in oral
lowest mean of 17.52 meeting and communication
with the standard responding to skills.
deviation of 3.24 – teachers’ questions
items 8,9 and 12 during class
respectively I am discussion.
comfortable when I
have to participate in
a meeting, I am very
calm and relaxed when
I am called upon to
express an opinion at
a meeting and I am
very relaxed when
answering questions at
a meeting.
Table 1.1 on Summary Table 3 on lived Merging - ALS students
of Results of the Oral experiences of ALS Diverging were not that
Communication students as regards to confident in
Apprehension in small their oral using English
group discussion, communication language in
meetings, apprehension highlight communication

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interpersonal the code difficulty in because of
conversation and communicating and some
public speaking. Under expressing ideas with difficulties
the column 4 which is the core ideas having experienced by
the interpersonal difficulty in them.
conversation indicator communicating using
(items 13-18) got the English language,
second highest mean stuttering when
of 17.92 with the speaking using the
standard deviation of language and being
2.89 – items 14, 16 nervous and unable to
and 17 respectively I express ideas in their
have no fear of minds
speaking up in
conversations,
ordinarily I am very
calm and relaxed in
conversations and I
feel very relaxed while
conversing with new
acquaintance.
Table 7: Data integration of the Salient Qualitative and Quantitative Findings
Oral Communication Apprehension. The result showed that the quantitative phase and qualitative
phase of the study converged when merged with its findings and results. Specifically, on Table 1.1 on
Summary of Results of the Oral Communication Apprehension in small group discussion, meetings,
interpersonal conversation and public speaking under column 5 which is the public speaking indicator got
the highest mean of 18.49 I have jumbled and confused thoughts when I am giving a speech and I get so
nervous I forget facts I really know while giving a speech has the same result with the qualitative finding on
theTable 3 on lived experiences of ALS students as regards to their oral communication apprehension
highlight the code uncertainties and feeling anxious with core ideas being unable to communicate because
of uncertainties in using the language, and Failing to express ideas during class recitation.
On the other hand, the same converging findings revealed on quantitative result on Table 1.1 on
Summary of Results of the Oral Communication Apprehension in small group discussion, meetings,
interpersonal conversation and public speaking. Under column 2 which is the small group discussion
indicator got the mean of 16.99 I am comfortable while participating in group discussion, I like to get
involved in group discussions and I am calm and relaxed while participating in group discussions and the
qualitative result on Table 3 on lived experiences of ALS students as regards to their oral communication
apprehension highlight the code being engaged in using English language with the core ideas presenting
reports in the class using English language and participating in class discussion using English language.
Consequently, another result has shown about the parallel result of quantitative and qualitative phase.
On quantitative phase on Table 1.1 on Summary of Results of the Oral Communication Apprehension in
small group discussion, meetings, interpersonal conversation and public speaking. Under the column 3
which is the meetings indicator got the lowest mean of 17.52 I am comfortable when I have to participate in
a meeting, I am very calm and relaxed when I am called upon to express an opinion at a meeting and I am
very relaxed when answering questions at a meeting. Further, the same on qualitative result onTable 3 on
lived experiences of ALS students as regards to their oral communication apprehension highlight the code
being exposed to English language use with core ideas talking to family and close friends using English
language in a meeting and responding to teachers’ questions during class discussion.

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Lastly, another salient result from both quantitative and qualitative phase revealed parallel findings. For
the quantitative phase on Table 1.1 on Summary of Results of the Oral Communication Apprehension in
small group discussion, meetings, interpersonal conversation and public speaking. Under the column 4
which is the interpersonal conversation indicator got the second highest mean of 17.92 I have no fear of
speaking up in conversations, ordinarily I am very calm and relaxed in conversations and I feel very relaxed
while conversing with new acquaintance. On the other hand, on qualitative phase on Table 3 on lived
experiences of ALS students as regards to their oral communication apprehension highlight the code
difficulty in communicating and expressing ideas with the core ideas having difficulty in communicating
using English language, stuttering when speaking using the language and being nervous and unable to
express ideas in their minds.
Action Plan Based on the Findings of the Study

The action plan based on the findings of this study is shown in Table 6. Illustrated in the table under the
first column are the problems that was being identified based on the result of the study and objectives to be
attained are under second column while on the third column are the suggested activities planned by the
researcher to address the problem perceived. Fourth column are the persons involved or in charge of the said
activities and time element falls under the last column that will identify the number of days or months the
activity will last.
Title of Action Plan: Enriching and Honing the Communication Alternative Learning System
Students
Author’s Name: ONORIO P. CAGOCO JR.

Graduate School: University of the Immaculate Conception
Affiliation: Kapalong College of Agriculture, Sciences and Technology
Rationale:
Every student has his/her own weaknesses and difficulties, one of it is the difficulty of using English
language in talking or communicating with other individuals who are using the said language. Based on the
result of this study the teacher has a great role in the lives of every student but teachers cannot practice their
expertise if problems in using English are experienced due to the factors of deficiencies of the materials and
facilities, this is the first problem that being revealed in the study. The said problem may also link to cause
another problem experienced by the students just like the lack of development when it comes to
PROBLEMS OBJECTIVES ACTIVITIES/ PERSONS/ TIME

ACTION NEEDED PROGRAM ELEMENT
INVOLVED
The number of 1. To lengthen the Modification of the Department of 3 months

months in the number of months. curriculum currently Education under
ALS program used by the ALS the Program of
is not enough. 2. To make the Program. Bureau of
students be more Alternative
equipped with Learning System
skills and (BALS)
knowledge.
Lack of 1. To widen the Vocabulary ALS- English During the

vocabulary vocabulary skills enhancement activities teachers and ALS 1st month
of the students students up to the
 Previewing in last month

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2. To improve their Context of each
comprehension  Self-Collection year
when it comes to  Language
reading difficult Families
words.  Prefix, Suffix,
Root Study
 Word Sleuthing
 Word Contest
Fear of 1. To boost the Public Speaking ALS- English Twice a

speaking in confidence of the Activities. teachers and ALS month.
front of a ALS students in students
crowd. public speaking.  Tell A photo
story
2. To build students’  30 seconds
self-trust and self- Filler-free
image.  Make a
Commercial
Table 8: Action Plan Based on the Findings of the Study
their knowledge and skills specifically the lack of vocabulary due to these reason ALS students became
apprehensive to talk and was afraid to use the English language in speaking to the front of many people, thus
the aim of this action plan is to help the ALS students improve their skills in using the English language
through various activities proposed by the author that is reflected in the table below.
The number of months in the ALS program is not enough. One problem that was perceived based on
the result of the study is about the limited number of months for the ALS students in honing their skills and
gaining knowledge during the range of their schooling in the ALS Program. It became a factor why the said
students are apprehensive when it comes to communication using the English language. The action plan
created aimed to resolve the problem with the help of the curriculum makers by revisiting how must the
ALS Program modify the number of months in actual instruction be extended in order to conduct the
suggested activities in the action plan.
Lack of vocabulary. Another problem was identified and that is the lack of vocabulary of students
resulting them not to communicate using the English language because of having difficulty in choosing the
right words to express their ideas and even to understand statements delivered by other persons due to the
reason that there are unfamiliar words used by the speakers. As part of this action plan teachers are being
encouraged to conduct vocabulary enhancement for students having its time table that is good for the whole
duration of the program. Through this, teachers will be able to help their students learn vocabulary words.
Fear of speaking in front of a crowd. Students are commonly known to have this kind of problem and
based on the findings ALS students are really having fear in talking to public. This problem should not be
neglected and will be given full attention by the ALS teachers are being encourage to become more versatile
when it comes to teaching strategies that will help their students improve their confidence in talking in front
of many people just like giving speaking skills activity which is extemporaneous speaking. Such activity
should be done at least twice a month to practice students in making communication in front of a crowd.

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CHAPTER 4
DISCUSSION
This chapter presents the analysis and interpretation of data in both the quantitative and qualitative
phases with connection to some studies conducted by the authors.
Quantitative Phase
Status of the Oral Communication Apprehension in Small Group
Discussion, Meetings, Interpersonal Conversation and Public
Speaking of the ALS Students
The Status of the oral communication apprehension (OCA) in small group discussion, meetings,
interpersonal conversation and public speaking of the ALS students in Davao del Norte is moderate since the
computed mean of the three indicators namely meetings, interpersonal conversation and public speaking is
moderate which means that the level of communication apprehension of ALS students in Davao del Norte
have temperate level of oral communication apprehension. On the other hand, the indicator small group
discussion has the descriptive rating as low which means that the level of OCA of ALS students in Davao
del Norte is moderate. Thus, we can infer that students may develop sense of self-esteem when engaging to
small group discussions.
This results correspond to recent definition of oral communication by Horowitz (2001), a contemporary
of McCroskey (1997), whose research is focused on the effects of anxiety. He elaborated that anxiety or fear
suffered by an individual of either actual or anticipated communication, with a group of people like small
group of peers or a person, may profoundly affect their oral communication, social skills, and self-esteem
(Horwitz, 2002). Thus, we can profoundly connect as well the result of this study to the proposition
presented that ALS students have moderate level of oral communication apprehension for they have anxiety
and fear in engaging social communication considering their level of understanding and knowledge with the
English language.
In addition, the descriptive rating of this study was found to be synonymous to one research conducted
in Communication Apprehension (CA) which consistently uses a rating scale that ranges from high level of
apprehension to low with varying degrees between. An individual that is rated having high level of CA
experiences has great anxiety and apprehension across multiple situations where oral communication is
required. Further, an individual with low level of CA experiences little anxiety or apprehension during
varying situations where oral communication is required. Lastly, an individual that is found somewhere in
the middle is considered to have moderate level of CA and experiences some anxiety and apprehension
during some situations where oral communication is required (Horwitz, 2002).
Summary of Results of the Oral Communication

Apprehension of the ALS students
The level of oral communication apprehension of the ALS students in Davao del Norte was found to be
under the moderate level which means that oral communication apprehension of the ALS students in Region
XI is temperate or to the extent that there are some anxiety or fear when the students are engaged to social
interactions or when speaking in front of many people.
Consequently, the findings are similar to the findings of the study of McCrosky (1976) which noted that
those students who have moderate communication apprehension at the preschool level, negative
reinforcement of their peer and teacher can make them highly apprehensive. Thus, the ALS students of
Davao del Norte may lack reinforcement from their peers and a bigger impact from their teachers which

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made them not to talk and express their ideas because of the anxiety and fear to communicate with other
people.
Subsequently, the results affirmed that communication anxiety befalls in a range of settings and
repeatedly results in adverse upshots for both utterers and addresses. Moreover, communication
apprehension must be lectured by language educators, especially those schooling second or overseas
languages. This is because according to Amogne and Yigsaw, (2013), students who already have some level
of communication uneasiness in their inborn language will encounter more anxieties in learning different
languages.
Significance of the Difference in Overall Oral Communication

Apprehension when ALS Students are group according to Profile
ALS students in Davao del Norte when group according to their demographic profile in engaging small
group discussions found no significant difference, this implies that the innate fear or anxiety of the students
in engaging themselves in communication was not influenced by their demographic profile. Additionally, in
engaging meetings found also no significant difference. It can be inferred that students fear and anxiety in
using the language make them not comfortable in participating meetings.
Likewise, studies have replicated a very consistent finding that people with high communication
apprehension talk much less in a group discussion setting than do people with low communication
apprehension. as expounded by Bholat, (2013), Individuals were unable to avoid being in a group
discussion, as a result those individuals who possess high communication apprehension were found to be
infrequent participants while those with low communication apprehension were found to participate
extensively. Further, Adler, Elmhorst, & Lucas (2013) explained that working in groups can help students
hone their skills as communicators, problem solvers, conflict resolvers and time managers, which are all
skills that their future employers will demand.
Consequently, participating in class or group discussion according to Junyu(2017), it would not be as

simple as some might imagine, that one or few just go ahead and throw out whatever across their minds.
Instead, it asks for communication, interpersonal, analytical and problem solving skills that students might
get first place, especially these skills could be socio-academically contextual.
In addition, anxiety in meetings at work can be a problem for those with social anxiety disorder (SAD).
For instance, Acey (2012) explains that perhaps they have missed out on promotion opportunities because
they didn’t speak up in meetings like your colleagues. Or, maybe they have avoided promotions completely
because they would mean that they would have to attend more meetings. Thus, we can also say that ALS
students might lose lots of opportunity in not participating in meetings for they are not of the consolidated
efforts and consensus agreement within peers.
Moreover, it is also said by Richards(2013), that a specific social or meeting phobia would be the fear of
speaking in front of groups, whereas generalized social anxiety indicates that the person is anxious, nervous
and uncomfortable in almost all of social situations.
In engaging interpersonal conversations, it was also found that there is no significant difference, it can
be concluded as well that because of the anxiety and fear of the ALS students in communication using
English, they tend not to talk with others and stay aloof for themselves. Lastly, in public speaking it was also
found that there is no significant difference in which it can be drawn as well that because of the anxiety and
fear of the ALS students in communication using English, they preferred not to talk in front of many people
because they were afraid to commit mistakes and be mocked in front of the crowd.

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In addition, interpersonal communication comprises negative reaction to a task of interacting with
another individual, or persons that generates strong avoidance tendencies. Hence, Beatty (2010) affirms that
when a highly (communication) anxious person is given a chance to avoid communication, he or she will
avoid communication which the results of this study also revealed. ALS students tend to avoid
communication to feel at ease and to be safe in not engaging themselves in the actual conversation with
others.
However, interpersonal communication skills are developed and may be enhanced or improved with
increased knowledge and practice. This results affirms that of Crosby and Anderson(2012) which revealed
that during interpersonal communication, there is message sending and message receiving. This can be
conducted using both direct and indirect methods.
Consequently, it is also said that if an individual is having an apprehension in public speaking, he/she
will feel fear, anxiety or discomfort when confronted with the task of speaking in front of an audience.
Although public speaking anxiety is natural and normal, it can interfere with verbal and non-verbal delivery,
which makes a speech less effective (Donohue and Motley, 2013).
Qualitative Phase
Lived experiences of ALS students as regards their
Oral Communication Apprehension
The research questions generally focused on the experiences of ALS students in their oral
communication apprehension. The implications of essential themes that emerged from the transcriptions of
the participants are as follows.
Lack of Grammatical and Communicative Competence. It was revealed in this study that ALS
students experienced difficulty in communicating and expressing ideas. This difficulty is manifested when
they stutter when speaking using the English language and are unable to express ideas because of
insufficient knowledge about grammar and the skills in communication. This results confirms that of Fikron
(2018) stating that the learners’ speaking skill had become the main goal in learning language, grammatical
competence is believed to have a big role in learners’ language production, especially in oral
communication. Lacking of these competencies resulted to oral communication apprehension.
Moreover, ALS students elucidated that they experienced struggles in formulating ideas because of lack
of grammatical skills which resulted to failure to construct the ideas into actual communication which
correlates with Praise and Meenakshi (2015), who stated that the learners tend to commit grammatical errors
in which at the same time they are unable to express the ideas present in their mind because they lack proper
grammatical knowledge. This also tends them to find it difficult to decode ideas from fluent language
speakers.
Further, it was also expressed by the participants that they lack understanding of vocabularies which
resulted to problems they encountered in communication using English language. Lacking understanding of
unfamiliar words because of insufficient vocabularies and having difficulty in constructing sentences due to
insufficient knowledge on words to be used were emphasized by the students as reasons of encountering
problem in using English language. This result was also revealed by Viera(2017) saying that vocabulary is
essential in second and foreign language acquisition because without its appropriate and sufficient
knowledge, learners cannot understand others or express their own feelings in communication.
Fear of Committing Mistakes. The participants of the study stated that they experienced the feeling of
fear and being nervous in communicating using the English language. They verbalized their emotions in
failing to communicate their ideas because they fear in communicating mistakes. The ALS students felt

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being afraid to communicate because of fear of humiliation which made them being nervous to
communicate in front of many people. This results corroborate with Richmond, Mc Croskey, & Amsbary
(2009) who said that one of the primary elements found to be associated with poor communication skills
development is a phenomenon known as communication apprehension which refers to the individual’s level
of fear or anxiety associated with either real or anticipated communication with another person or persons
which may affect an individual’s self-identity.
In addition, ALS students also experienced uncertainties in constructing sentences and feeling anxious.
They stated the feeling of fear to commit mistakes in speaking using the language and they feel anxious to
respond using English language. A phenomenon anxiety happens in an oral communication process that may
cause by lack of exposure to the second language, lack of necessary knowledge, and presence of self-doubt
(Shanahan, 2013).
Mastery through language engagement. Being engaged in using English language is considered as the
best experienced of the ALS students in communicating using the language. The participants revealed that
they felt best using the language by applying English language learning in job application. Also, they stated
that in presenting reports in the class using English language and participating in class discussion using
English language, it gave them the feeling of confidence in using the language because of the exposure to
language use. They added that they preferred discussing mastered and memorized ideas. Mastery through
language engagement encourages pupils to learn to redraft and improve their own work, equipping them
with a deep understanding of their learning which Burnage(2018) also revealed in his study.
Further, it was shown in the results that being exposed to English language use, ALS students felt
confident in communicating using the language. They include talking to family and close friends using
English language and responding to teachers’ question during class discussion in giving reasons or speech in
front of the teacher. Somehow, they said that in using English language in conversation and in class
participation, they have enhanced their English language. In line with this, Damavandi and Kashani(2010)
once said that the effect of mastery learning has greatly effective on performance and attitude of students in
communicating using English language
Insights Shared by ALS Students as regards the Contribution of their

Demographic Profile in Oral Communication apprehension
The research questions generally focused on the insights shared by ALS students as regards to the
contribution of their demographic profile in their oral communication apprehension. This focuses on the
effects of demographic profile to communication apprehension of ALS students; reasons of apprehension in
communicating using English language; learnings from experiences in trying to communicate using English
language; and viewpoints to address ALS program. The implications of essential themes that emerged from
the transcriptions of the participants are as follows.
Continuing learning despite the age. Participants of this study revealed as they were asked if their age
becomes a barrier of their learning difficulties, the ALS students didn’t find age as a barrier. Thinking that
sex and age didn’t affect communication using English language and finding age as not the basis of
communication apprehension. This result supports that of Carnevale, et.,al (2012), which states that learning
is not only intended for the young ones, it was found that when an individual is interested to learn, he/she
has an increase learning performances.
Lesser Emphasis on English language in Curriculum. The participants of the study revealed that the
non-focus in English subject in the ALS curriculum is one of the reasons why they have oral communication
apprehension. They observed that the ALS curriculum lacks language enhancement. They also observed that
learning English in ALS course is not substantial. This results confirms what Yunus and Hen (2011) stated

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that many local graduates from ALS are still unemployed due to their lack of fluency in English as most job
sectors demand those with the capability to communicate in English effectively. This is due to lesser
emphasis of English language in core subjects.
Constant Practice using the language. Practice makes perfect as they say, and this was practiced by
the ALS students who experienced English language apprehension in Oral communication. It was also
revealed by the ALS students that practicing and engaging oneself to language made them communicate
using the language without greater apprehension. They mentioned that their exposure to language use gave
some improvement in using English language in communication. The participants added that they didn’t rely
only to what is taught by the teacher but they have done some reading to practice more and also trying to
speak straightly using the language without the fear of committing mistakes.
Moreover, the ALS students sought opportunity to learn more despite criticisms by observing other
people to communicate to learn from them. They instilled in mind that studying is the opportunity one must
not miss and considered learning as a tool for a successful future. This gives the confidence to express the
feelings and ideas without apprehension.
Integration and Exposure to English Resources. In this comprehensive theme, it was shown that in
order for the ALS students to learn more skills in communication, they enriched their vocabularies through
reading books, referring to dictionaries and watching movies. This validates Hynes (2016) who construed
that reading books, using dictionaries, and watching movies develop the communication skills of the ALS
students. The students emphasized that reading English books and noting important details of vocabularies
and watching English movies and study how native speakers deliver their language helped them to improve
their skills and lessen their communication apprehension.
Provision of facilities to enhance learning. Last theme emerged, as shared by the participants was the
provision of facilities to enhance learning. They believed that when facilities are sufficient, the learning is
better. Aiding ALS program for more accomplishments was one of the insights they’ve exposed for more
effective learning. They also expressed to ask help from agencies to address issue like lacking of facilities,
the Need of additional teachers to give quality education and to have conducive classrooms for more
effective learning. Policymakers, educators, and business people are now focused on the need to ensure that
students learn 21st century skills such as teamwork, collaboration, effective communication, and other skills.
As noted above, older buildings simply are not conducive to the teaching of 21 stcentury skills. This is
particularly true in what Duncanson(2003) say that with the respect to reconfiguring seating arrangements to
facilitate various modes of teaching and learning and the use of technology in the classroom as a mode of
teaching and learning.
The shared insights by ALS Students as regards to the contribution of their demographic profile in oral
communication apprehension, and it was found out that they shared their viewpoints how to aid the ALS
program which somehow helped them to realize the importance of learning despite of the challenges they’ve
experiences as to oral communication.
Implication for English Teaching

English as a second language being taught in students whose first language is not English is quite
difficult and it is actually a challenge for both teachers and learners. Based on the results of this study
teachers find it difficult to fully address the needs of the students in learning English language. Some
reasons are considered to be the factors due to lack of facilities and limited number of months in the
program since students being talked here are those students who are coming from the Alternative Learning
System Program. Commonly the problem of these students are relating to communication apprehension
wherein they have anxiety in using English language when communicating.

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The analyses of this study dealt with the status of oral communication apprehension of the ALS
students, their lived experiences, how they cope with the challenges that they had experienced and how they
their demographic profile affects their oral communication. The result manifested an important point on
highlighting the value on how learners could develop their skills in communication and lessen their
apprehension when using English language. Thus, this study has a lot of things to consider so that the
problems being identified will be addressed. Alternative Learning System is very beneficial for those
learners who were dropouts and some who were unprivileged to go formal schooling since through this
program they can continue their education. However, as reflected by the result of this study it gives
implications that the Department of Education (Dep-Ed) and Bureau of Alternative Learning System
(BALS) should plan for the betterment of the program that can improve the teaching strategies of teachers
on how they could help their learners become better in English language and lessen the problem of
becoming apprehensive when it comes to communication.
In the same sense, the result of this study implies that English teachers specially those who are in the
teaching field of Alternative Learning System must take responsibility on their part on how they could
improve the strategies they had used before in making their students become competent in using English
language most specially in oral communication. Furthermore, this study will also serve as their guide to fully
understand the types of learners in the ALS Program since this heterogeneous group of students vary from
their demographic profile. Also, English teachers could also see the reasons based on the results of this study
why ALS students are becoming apprehensive in English oral communication. In addition, English teachers
could somehow plan for some suited activities that will develop the skills of the learners.

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CHAPTER 5
CONCLUSION AND RECOMMENDATIONS
This chapter presents the conclusions and recommendations based on the findings of the study.
Conclusions
In the light of the study, the following conclusions were drawn:
The status of the oral communication apprehension of Alternative Learning System (ALS) students in
the province of Davao del Norte was said to be moderate wherein it can be said that ALS students are not
that apprehensive or high in communication apprehension just a slight of it.
There is no significant difference in the ALS oral communication apprehension in terms of their
demographic profile. Therefore, age, sex and highest formal educational attainment cannot be considered as
a factor that will determine the differences when it comes to the level of apprehension of ALS students if
group according to profile.
The lived experiences of the Alternative Learning System students had determined their difficulties why
they became apprehensive in oral communication skills. Therefore, the questions in the qualitative phase
made by the researcher became useful in identifying those experiences.
In addition, the result of the interview conducted revealed that the demographic profile of the ALS
students can be disregarded as factors that can influence oral communication apprehension, however
findings showed that there are other reasons why ALS students displayed apprehension. Therefore, ALS
students are just equal in having capabilities to communicate regardless of age, sex and highest formal
educational attainment.
Some of the quantitative results corroborate with the qualitative findings while there were some which
did not corroborate, meaning only few questions from the quantitative phase have matched to questions of
qualitative phase which resulted to few converging results of integration.
Based on the result from the quantitative and qualitative phase of this study, it is good that the
researcher came up with an action plan to at least resolved some concerns and problems experienced by the
ALS students in dealing with their oral communication apprehension.
Recommendations
Based on the result of this study, the following recommendations were itemized:
Since the results state that activities and the time spent on oral communication was not enough, ALS
teachers may have to provide varied activities to their students that could somehow develop the oral
communication skills of the students specially in public speaking.
The future researcher/s may get to explore more about the oral communication apprehension of ALS
students and try to find out other factors that can give contribution of their apprehension.
If future researcher will get to be interested with the phenomena under study, it is also recommended
that they will not limit their questions as to the lived experiences of ALS students in order to saturate more
related information that can be linked to why they are apprehensive in English language communication.

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Out of the result covered, ALS program has deficiencies in terms of facilities, books, materials and even
teachers is indicative of the lack of attention for ALS students and so government agencies may augment
their support for the program by putting enough budget into it in order to attain its development and make
some aid to maximize the learning of the ALS students.
It is also recommended that ALS program including the Department of Education that handles the
program, supervisors, coordinators and down to the ALS teacher is that, they may integrate new ways of
how ALS students can be more engage in using English language not just only in essay writing but most
importantly in oral communication.

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Volume 6, Issue 11, November – 2021 International Journal of Innovative Science and Research Technology

Understanding the Oral Communication

ONORIO P. CAGOCO JR., MAED

IJISRT21NOV547 www.ijisrt.com 1060

Keywords:- Education, English, Oral Communication Apprehension, mixed-methods convergent parallel

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B. Worldview and Theoretical Lens

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Oral communication Apprehension

Small Group Discussion

Fig. 1: Conceptual Framework of the Study

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H. Alternative Learning System (ALS)

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I. Issues on Alternative Learning System Students

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As a result, communication apprehension occurs in a variety of circumstances, with negative

Similarly, this communication apprehension problem is characterized by a lack of communication skills,

Furthermore, the most obvious symptom of communication apprehension is distracted thinking. A

Nonetheless, this unease highlights a proclivity to avoid communicating if at all possible, or to

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Interpersonal Conversation. The apprehension of communication Anxiety in a genuine conversation

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K. Perspective on the Impact of Demographic Profile on the Oral Communication Apprehension

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L. Issues on Oral Communication Apprehension

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QUAN Data &

Fig. 2: Convergent Parallel Mixed Methods Design

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Davao Region Map

Fig. 3: Map of the Philippines and Davao Region

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Range of Score Description Interpretation

Students have an extraordinary level of oral

Students have a temperate level of oral

Students have a little level of oral

Range of Score Description Interpretation

Students have an extraordinary level of oral

Students have a temperate level of oral

Students have a little level of oral

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Sequence, Emphasis and Mixing Procedure

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H. Trustworthiness of the Study

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Process Products Process Products

Fig. 4: Flow of procedures

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Small Group Interpersonal Public

Table 1: Status of the Oral Communication Apprehension in Small Group Discussion,

Summary of Results of the Oral Communication

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Range Score Overall Oral Communication Apprehension

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