Abstract
This study employed an embedded mixed-methods design to examine how speech delivery patterns and rhetorical strategies influenced the perceived effectiveness of public speaking among Grade 12 students in a public secondary school in Northern Mindanao, Philippines. Public speaking is a core component of senior high school communication instruction; however, many learners struggle to manage delivery habits while employing persuasive strategies. The general objective of this study was to examine how speech delivery patterns and rhetorical strategies shaped students’ speech effectiveness. A descriptive case study design was employed. Data were collected from ten purposively selected Grade 12 students through video-recorded speech performances, a validated speech performance rubric, and semi-structured interviews. Qualitative data were analyzed using thematic analysis, while limited descriptive quantitative measures, specifically frequency counts, were used solely to support qualitative interpretations. The findings revealed that fillers and unintentional repetition were prevalent delivery patterns that disrupted fluency, whereas strategic pauses and discourse markers enhanced clarity and organization. In terms of rhetorical strategies, pathos and ethos were more frequently employed than logos. Given the small sample size, quantitative trends were interpreted cautiously and were not used for inferential or generalizable claims. The study concludes that speech delivery patterns and rhetorical strategies are interrelated components of effective public speaking. The findings contribute to oral communication pedagogy by emphasizing the need for explicit instructional support in delivery management and rhetorical balance among senior high school learners.
