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Abstract
This study delved into the comprehensive exploration of glossophobia, focusing on the College of Education (CED) Major in Science students at Notre Dame of Midsayap College (NDMC) and their encounters within the context of classroom presentations. Employing a combination of an adapted and modified questionnaire concerning the level of glossophobia and a bespoke questionnaire addressing the effects and coping strategies among Science major students, the study rigorously analyzed data from 43 participants spanning the first to fourth-year cohorts at Notre Dame of Midsayap College. Employing a quantitative approach, the study applied pertinent statistical measures, including standard deviation, weighted mean, and independent t-test, to systematically scrutinize the data. The findings illuminated the prominent instances of glossophobia among students, particularly when confronted with terms like reporting, oral recitation, and demo teaching within the course outline. Notably, the data highlighted a prevalent struggle with vocabulary deficiency during classroom presentations. Additionally, the study revealed an inclination among students to adopt positive thinking as a coping mechanism during public speaking engagements. Further analysis revealed no statistically significant disparities in the level and effects of glossophobia when the Science major students were categorized based on gender, emphasizing the universality of the phenomenon irrespective of sex.
