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Published in
Academic Frontiers
Psycho-Affective Factors Influencing the Oral Performance of Third Year High School Students of MSU-Taraka Agricultural Extension College
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(2), 17-42, ISSN: 3082-4400, 2026.
Recommended Citation:
Tangcolo, J. B. (2026). Psycho-Affective Factors Influencing the Oral Performance of Third Year High School Students of MSU-Taraka Agricultural Extension College. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(2), 17–42. https://doi.org/10.5281/zenodo.18722183
Author(s)
Tangcolo, Johayrah B.
Abstract
No single major problem can be pinpointed to account for the dismal record of the performance of Philippine students, particularly high school students, for a complex of problems has long been known to plague the educational system – e.g., inadequate resources that spawn chronic classroom shortage, teacher shortage and lack of training, student-teacher ratio, poor facilities, etc. Given less attention are psycho-affective factors that impact the student-teacher relationship and student oral performance. These should not be ignored, considering the fact that learning in an ESL setting is basically a student-teacher interaction or engagement. This descriptive qualitative-quantitative study addresses this lacuna by inquiring into the influence of psycho affective factors on the oral performance of third-year high school students of MSU-Taraka Agricultural College Extension in the hope that the findings could serve as a guide for crafting a form of intervention or supplemental services to help develop oral skills before these students enter college. Data were obtained through a self-constructed questionnaire to secure the demographic profile of the 53 respondents, comprising two intact sections: the Personality Type Test, adapted from the Myers-Briggs Type Indicator, and an oral test. For purposes of triangulation, observation was also done. The inquiry revealed that most of the respondents were vulnerable to anxiety attacks before and during a class presentation; they lacked strong motivation and were inhibited by low self-esteem. They found oral activity more difficult than other skills and felt nervous performing in front of the class. It is, however, noteworthy that the hypothesis testing did not reveal any positive relationship between the psycho-affective factors considered as intervening variables, namely anxiety, motivation and self-esteem, and their oral performance, indicating that other psycho-affective factors and, possibly, some social factors, may prove significant or salient vis-à-vis oral performance. In light of the ambiguous and less than satisfactory results, the researcher deems it necessary to hazard a possible cause: the significantly reduced number of respondents, from 53 to 28, who participated throughout the inquiry. She believed that a larger sample could have yielded a different, clearer pattern or picture.
Keywords: Psycho-affective Factor, Affective Filter, Oral Performance, Humanistic Pedagogy, Facilitative Tension and Debilitating Tension
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