PREVALENCE OF GLOSSOPHOBI AMONG NURSING
STUDENTS IN A NURSING
CAMPUS, BANKE
BY:
KRANTI RANA
Registration Number: 4-2-35-5-2011
Research Report Submitted on Partial Fulfillment of the
Requirements of Bachelor of Nursing Science in Adult Health
Nursing from Tribhuvan University, Institute of Medicine
Nepalgunj Nursing Campus, Nepalgunj
Date:
i
APPROVAL SHEET
This study entitled “Prevalence of Glossophobia among Nursing Students in a
Nursing Campus” is being submitted for approval to Research Management Cell
(RMC) of Nepalgunj Nursing Campus, Institute of Medicine, Tribhuvan University to
fulfill the requirement of Bachelor of Nursing Science Program in Adult Health
Nursing.
Student: …………………………
Kranti Rana
Research Approved by :…………………………
Research Supervisior : Mrs. Saru Prasain
Teaching Assistant, NNC
RMC Co-ordinator : ..
………………………..
Mrs. Kalpana Poudyal,
NNC
Chairperson : ……………………
Mrs. Sunita Acharya
Campus Chief, NNC
Internal Examinar: ………………………..
External Examinar: …………………………
Date :
ii
ABSTRACT
Background: Glossophobia , a fear of public speaking is a prevalent anxiety
affecting a significant portion of population . Studies indicate that approximately
75% of individuals experiences some degree of anxiety when it comes to public
speak. It is important to understand the prevalence and impact of glossophobia,
especially among population like nursing students, often due to the high demand of
their academic and clinical training .Public speaking is an essential skill in nursing
education, as students are required to participants in oral presentation, group
discussion, patient education and clinical simulation . This study estimated the
prevalence of glossophobia among nursing students in a nursing campus.
Methodology: descriptive cross-sectional design was used in this study. The study
was conducted among BNS and B.Sc nursing students of Nepalgunj Nursing Campus
using a purposive samplingtechnique. A standardized tool i.e Personal Report on
Public Speaking Anxiety( PRPSA), a 34-pointsquestionnaire developed by
(McCroskey,J.C.,1970) was used to measure the prevalence of glossophobia. The
collected data were analyzed using SPSS version 24 through descriptive and
inferential analysis.
Findings :
Conclusion :
Keyword: Glossophobia Nursing students.
iii
ACKNOWLEDGEMENT
This study had been done with suggestion, support, guidance and contribution of
various individuals and institution. First of all, I gratefully acknowledge the Research
Committee of Nepalgunj Nursing Campus (TU, IOM) and faculty for giving the
opportunity to conduct this research study.
I would like to express sincere thanks to campus chief Mrs. Sunita Acharya and
Research Advisor Mrs.Saru Prasain for providing valuable advice making necessary
arrangements for data collection, supervision, precious decision and valuable
guidance throughout study period. I am also highly grateful to the Nepalgunj Nursing
Campus administration for providing research site and data collection environment
during my study period.
I would like to give deep gratitude to subject expert Durga Laxmi Shrestha for
providing knowledge about research subject. I would like to express sincere thanks to
all the respected teachers for their cooperation and valuable feedback for title
selection, development and validation of research questionnaires. I am thankful to my
Statistician teacher Sumit K.C sir for his efforts and valuable time for data processing,
analysis and interpretation and writing report throughout study period.
Likewise, I like to express thanks to all library staffs, administrative staffs, colleagues
for their help directly or indirectly during the research period.
Finally, while conducting this study, many people have encouraged and provided
valuable assistance. Though, it isn’t possible to name everyone, I would like to
acknowledge them all for their valuable and sincere help.
Thank You!
Kranti Rana
BNS 3rd year, 11th Batch
Nepalgunj Nursing Campus
iv
TABLE OF CONTENTS
Contents
APPROVAL SHEET...............................................................................................................................1
ABSTRACT.............................................................................................................................................2
ACKNOWLEDGEMENT......................................................................................................................3
ABBREVIATIONS USED......................................................................................................................4
LIST OF TABLES................................................................................................................................ 12
LIST OF FIGURES.............................................................................................................................. 13
3.2. Research setting and population........................................................................22
3.3.1. Sample Size........................................................................................22
3.3.2. Sampling Technique...........................................................................23
3.4. Research Instruments.........................................................................................23
3.4.1. Validity and Reliability......................................................................24
3.5. Ethical Consideration........................................................................................24
3.6. Data collection plan...........................................................................................25
3.7. Data Analysis Plan............................................................................................25
APPENDICES........................................................................................................................................28
Appendix A..............................................................................................................28
Instruments...............................................................................................................28
1.1. Appendix B........................................................................................................37
1.2. Student’s Informed Consent..............................................................................37
1.3. Appendix C........................................................................................................38
1.4. Administrative Letter.........................................................................................38
2. ..............................................................................................................................................................39
v
vi
ABBREVIATIONS USED
BNS: Bachelor of Nursing Science
B.S.c : Bachelor of Science in Nursing
PRPSA: Personal Report on Public Speaking Anxiety
vii
LIST OF TABLES
Table no. Title Page no.
1 Respondents’ Response on Socio- demographic
Variables
2 Respondents’ Response on glossophobia Related
Variables
3
4
5
6
7
8 Respondents’ Level of glossophobia
9 Association between glossophobia level and
selected variables
viii
LIST OF FIGURES
Figure No. Title Page no.
1 Conceptual Framework of Prevalence of Glossophobia 5
Among Nursing Students in a Nursing Campus
ix
CHAPTER I
INTRODUCTION
1.1. Background of the Study
Glossophobia or the fear of public speaking, is a common anxiety disorder that affect
individuals across various professions, including nursing students.Glossophobia is
prevalent among nursing students, often due to the high demand of their academic and
clinical training . Public speaking is an essential skill in nursing education, as students are
required to participants in oral presentation, group discussion, patient education and
clinical simulation, however many nursing students struggles with anxiety in this
situations, which can hinder their ability to communicate effectively.
Around 15 million people deal with Glossophobia on daily basis.75% of people deal
with public speaking worldwide.That mean more than 200 million people fell nervous
about talking to others.40 million people in the U.S. aged 18 or older suffer from
different types of anxiety when it come to public speaking. 89.4 % of people with social
anxiety disorder have a fear of public speaking.90 % of the population reports some
“shyness” when it come to give public speech (Zauderer S., 2023).
Specific data on prevalence of glossophobia with in SAARC( South Asian Association
for Regional Cooperation ) countries -Afghanistan, Bangladesh , Bhutan India, Maldives ,
Nepal , Pakistan and Sri Lanka is not exactly reported till date but it is estimated that
number of individuals living in this regions experience glossophobia due to their cultural
factors, educational system and social norms(MYJMS.MOHE.GOV.MY)
Glossophobia derived from two Greek word “glosso” means tongue and “phobos”
meansfear(Hancock et al.,2010). Glossophobia is classified by the Diagnostic and
Statistical Manual of Mental Disorders (DSM-5) as a social anxiety disorder (American
10
Psychiatric Association, 2013) commonly experienced by students, specifically those
studying in their non-primary language. Students with Glossophobia could experience
difficulty in verbally articulating their thoughts and ideas consequently, limiting their
ability to advance academically (Dincer et al., 2022).
Glossophobia is relatively common among nursing students with most
studies reporting moderate levels(Rayani et al., 2023).Glossophobia tends to
present itself as changes seen in cognitive, behavioral, emotional, and
physiological states (Dincer et al., 2022). Such changes include palpitations,
flushed skin, avoiding eye contact with others and rapid breathing, making
it difficult for students to present and/or communicate effectively with
others. In a recent study investigating the prevalence of public speaking
anxiety among undergraduate students, it was reported that students
expressed public speaking anxiety much more frequently than the fear of
death (Perveen et al., 2018).
Glossophobia is a global concern. Understanding the prevalence of
Glossophobia among nursing students and its potential impacts on students
academic , personal and professional achievement is more crucial.
11
1.2 Statement of Problem
Glossophobia commonly known as the fear of public speaking, is a widespread issues
that affects individuals across various age groups and profession. Public speaking
anxiety is also common among nursing students.Nursing students who lives with fear of
public speaking anxiety often feel emotional disturbed which can interfere there
thought ,emotion and action.The fear not only disturbed emotional well-being but also
leads to unwarranted certainty of impacting their cognitive and emotional process
significantly.Glossophobia is linked with a social anxiety disorder ( American
psychiatrist Association ,2013 ) commonly expressed by students,specially those
studying in their non- primary language.
The purposive study was conducted to assess the prevalence of glossophobia at a public
university in the Northeast part of Thailand. The sample size was 56 students . The result
revealed 9 (16%) or respondents exhibit low level of public speech anxiety, 28 (50%)
exhibit moderate level of anxiety and 19 (34%) of respondents exhibit high level of
anxiety(Qin & Poopatwiboon, 2023).
A quantitative research was conducted to explore the prevalence of Glossophobia on
University students of International Islamic University , Islamabad with sample size of
200 students enrolled in Lahore Based University. The result reveled 30% reported as
mild level of anxiety , 45% of students experienced moderate level of public speaking
anxiety, and 25 % of students experienced high level of public of anxiety (Somia Shabbir
et al., 2025).
Thus we can conclude that glossophobia among students must be addressed as must of
the students suffer from low to high level of glossophobia. The study highlights a gap in
current training where there is insufficient support meaning that levels of anxiety remain
unchanged across the trajectory of a nursing training programme.Future research should
explored culturally tailored strategies to decrease nursing students anxiety while building
their confidence and self esteem( Nabil Mahsoon A ,31 August 2023)
12
Nepal had not conducted research regarding Glossophobia . It had become the prime area
for near future concern. This study established the prevalence of Glossophobia among
nursing students.By raising awareness of Glossophobia it might be helpful to decrease
public speaking anxiety among nursing students in Nepal.
13
1.3 Objectives of the Study
General objective
To assess the prevalence of Glossophobia among the students of Neplagunj Nursing
campus.
Specific Objectives:
To find out the prevalence of Glossophobia among nursing students in a Nursing
Campus.
1.4 Significance of study
The findings of the study might provides the baseline information for the future
resources to conduct research on related topic.
This study’s result might work as references for future research on Glossophobia
including it’s effects and potential intervention for students.
14
1.5 Conceptual Framework
Social demographic variables
Age
Sex
Educational Level
Area of residence
Prevalence of Glossophobia among
nursing Students
Glossophobia related variables
Negative self Perception
Anxiety Level
Avoidance Behaviours
Perception of Evaluation
15
Fig 1: Conceptual Framework of the prevalence of Glossophobia among Nursing
students in a Nursing Campus
1.6 Research Question
What is the prevalence of Glossophobia and it”s association with selected demographic
variables among nursing students in a Nursing Campus
1.7 Research Variables
Study Variable
Prevalence of Glossophobia
Influencing Variables
Socio- demographic Variables
Age
Sex
Education Level
Area of residence
Family income
Glossophobia related Variables
Negative self Perception
Anxiety Level
Avoidance Behaviours
Perception of Evaluation
Coping mechanisms
16
1.8 Operational definition of Variables
Glossophobia refer to strong fear of public speaking. It’s level measured through a 34
questionnaire and interpreting PRPSA( Personal Report on Public Speaking anxiety)
score as :
Score >135 = High anxiety
Score 98-131 = Moderate Anxiety
Score <98 = Low Anxiet
Nursing Students
Nursing students are those students who currently studying in BNS first, second ( old)
and BSC nursing first , second (new, old), third years respectively in Nepalgunj Nursing
Campus.
Negative Self perception
It is the belief’s about one’s ability to speak in public i.e fear of failure , self doubt.
Anxiety Level
It is the intensity of physical and emotional discomfort when speaking in front of public.
Avoidance Behaviors
It is the tendency to avoid the situation when public speaking is required.
Perception of the Evaluation
It is the sensitivity to judgement by the audience or fear of criticism.
Related to Coping Mechanism
It is the technique to avoid the stress related to public speaking anxiety.
17
CHAPTER II
REVIEW OF LITURATURE
2.1. Introduction
A literature review is a critical analysis of existing academic literature and scholarly
article related to a specific topics . It is conduct to establish context, justify significance ,
identify gaps and provide a foundation for own research .Articles, Journals, and
electronic data bases like Research gate, Pub med and Google Scholar were explored to
view the literature . This section contains the literature review on Glossophobia and it’s
associated factors.
2.2 Review of Literature related to Glossophobia
A Quantitative research approach was adopted with Quasi research design to assess the
prevalence of Glossophobia in SGT University Guru-gram, India with 60 sample size in
nursing students ( 30 in experimental and 30 in controlled groups) . The result of per-
experimental anxiety test revealed 9% low ,63.3% moderate and 6.7% high public
speaking anxiety respectively and the result of post experimental reveled 90% low, 10%
moderate, and 0 % high Public Speaking Anxiety respectively . The result of pre -
control result reveled 40% low, 56.7% moderate and 3.3 % high public speaking anxiety
respectively and the result of Post controlled result revelers as 17% low, 43.3 %
moderate and 0 % high respectively(Tyagi et al., n.d.).
A cross sectional study was conducted to assess the prevalence rate of Glossophobia in
medical students in Pakistan among 288 students. Result reveals that 41.3% (119) of
18
student exhibit low , 54.9% ( 158) exhibit Moderate and 3.8 % (11) exhibit high public
anxiety(Ali, 2015).
A correlational comparative study with a cross-sectional approach was conducted to
assess the prevalence of public speaking anxiety among total of 209 bachelor level
nursing students at a governmental, Saudi university.The data were collected using an
online self-reported questionnaire.Test Anxiety test shows the total mean score for the
2nd year was highest i.e 2.93, followed by that for the 3rd year i.e 2.90, and the 4th
year years(Rayani et al., 2023).
Conducted a qualitative study to assess the prevalence of Glossophobia the research
involved 30 students from a senior high school in Indramayu. The students completed
questionnaires to assess their anxiety levels, 12 students were selected for in-depth
interviews, representing each level of anxiety. Instruments included the Foreign
Language Speaking Anxiety Scale (FLSAS) and a semi-structured interview based on
Kondo's framework. Results indicate that 16.6% of students experienced low anxiety,
40% moderate anxiety, and 43.3% high anxiety(Nuraeni et al., 2024)
A quantitative and qualitative approach of the study was conducted on Bonga
University ,Kaffa , Ethiopia with sample size 35 students. Data was collected through
self-administration questionnaires. Results shows prevalence of speaking anxiety among
75.51% of the respond and 24.5% of students it is no speaking anxiety in classroom
presentation in department of forth year psychology students(Gebre, 2024)
A quantitative research methodology to explore the impact of stress and Glossophobia on
University students of International Islamic University , Islamabad with sample size of
200 students enrolled in Lahore Based University. The result reveled 30% reported as
mild level of anxiety , 45% of students experienced moderate level of public speaking
anxiety, and 25 % of students experienced high level of public of anxiety (Somia Shabbir
et al., 2025).
A quantitative research was conducted to assess the prevalence of glossophobia among
electronic and mechanical engineering program students on University
Tekhikal ,Malaysia ,Melaka with the sample size 65 . The results Revealed 8 (12.3%),
19
suffer from High levels of anxiety, 30 (50.8%) participants suffer from moderate level of
Anxiety and 24 (37%) of students suffers from low level Public speaking
Anxiety(Subatira. Et al,2022)
A qualitative descriptive study was conducted to assess the level of public speaking class
anxiety in third semester students of the education study program faculty of teachers
training and educational program faculty of teachers training and educational university
Tidar with sample size 34 Students.PSCAS ( Public speaking class anxiety ) results
showed 2 % of students experienced Low, 58.8% experienced moderate and 14.7% of
students experienced high level of speaking anxiety respectively(Sugiyati & Indriani,
2021).
The purposive study was conducted to assess the prevalence of glossophobia at a public
university in the Northeast part of Thailand.All the participants volunteered to take part
in the study and the participants were informed of the purpose of thestudy . The sample
size was 56 students . The result revealed 9 (16%) or respondents exhibit low level of
public speech anxiety, 28 (50%) exhibit moderate level of anxiety and 19 (34%) of
respondents exhibit high level of anxiety(Qin & Poopatwiboon, 2023).
A comparative study was conducted to assess the prevalence of Glossophobia among
Male and Female Students with sample size 126 from University of Karachi,
Pakistan.Out of the total 63 male respondents 33.3% reported that they have moderately
high fear of public speaking, 28.6% have moderate fear, 27% have moderately low fear,
and 6.3% have high fear while 4.8% have low fear of public speaking. On the contrary,
out of 63 female respondents, 41.3% have moderately high fear of public speaking,
38.1% have moderate fear, and 20.6% have high fear, while no female student reported
moderately low and low levels of fear of public speaking(Perveen et al., 2018)
A quantitative study was conducted on college of education (CED) at Notre Dame of
Midsayar College(NDMC) with sample size 43 and the result showed 12.3% of students
suffers from high levels of anxiety, half of the students i.e 50.7% of them suffered from
moderate speaking anxiety and 37% students suffers from low levels of
anxiety(Concepcion et al., 2023)
20
A quantitative study was conducted to assess the prevalence of Glossophobia with
sample size 113 in diploma undergraduates students in politeknik Sultan ( PIS)
Malaysia . The result showed 42.7% of respondent experienced low to moderate level of
PSA , 7.3% experienced medium level of PSA and 50% experienced moderate high to
high level of public speaking level of anxiety respectively(Yazi et al., 2023).
21
CHAPTER III
RESEARCH METHODOLOGY
This chapter incorporate research design research population,setting, sample size, sample
techniques, inclusion criteria, exclusion criteria, instrumentation, data collection
procedures and plan for data collection and analysis.
3.1 Research Design
A quantitative descriptive cross-sectional research design will be use to determine the
prevalence of Glossophobia
3.2. Research setting and population
The research setting will be Nepalgunj Nursing Campus (NMC), one of the renowned
nursing campuses under Tribhuwan University, located in Nepalgunj Sub metropolitan,
ward number 10. It is the one of the must renowned Nursing Campus in the Mid-Western
Development Region established in 2026 B.S. NMC has an undergraduate-level nursing
program as its regular program which includes a Bachelor of Nursing Science (BNS) and
a Bachelor of Science in Nursing (B.Sc). NNC enrolls 70 students including BNS and
BS.c students in this academic year. The target population for this study will be BNS
first, Second year( old) and BSC nursing first , Second (new, old), third years
respectively with sample size 183 in Nepalgunj Nursing.
3.3. Sample Size and Sampling Strategy
3.3.1. Sample Size
Sample size estimation was performed using (Yamane’s,1967)formula.
Using the Yamane’s formula for finite population i.e.
22
n =N/1+N(e)2
Where,
n = estimated sample
N = Finite Population = 183
e = Allowable margin of error (10%) = 0.1
So, Sample Size (n) = N/1+N(e)2
2
183/ 1+183(0.1)
= 64.66
= 65
Adding 10% of Non –respondents rate i.e. 6.5= 7
= 72
n = 72
The final sample size for my study will be 72.
3.3.2. Sampling Technique
Non-probability Purposive Sampling Technique was used for the selection of the
study Sample.
3.3.3. Inclusion Criteria
Both male and female nursing students of BNS first, Second year( old) and BSC nursing
first , Second (new, old), third years respectively in Nepalgunj Nursing
3.4. Research Instruments
A Standard tools questionnaire is use based on the objectives of the study. Data
regarding socio-demographic variables and glossophobia related variables are collected
by using a questionnaire developed by the researcher and a valid tool of Glossophobia
Questionnaire (McCroskey,J.C., 1970) was used to assess the prevalence of
glossophobia.
23
Research instruments the following 3 parts:
Part I: Questions related to socio-demographic variables.
Part II: Questions related to Glossophobia variables.
Part III : Question related to Personal Report Of Public Speaking Anxiety(PRPSA).
The Glossophobia questionnaire(PRPSA) developed by McCroskey (1970) includes 34
questionnaires with score between 34 - 170, which was measured in 3 points i.e High
Anxiety, Moderate Anxiety and Low anxiety. PRPSA( Personal Report Of Public
Speaking anxiety) score are Interpreted as :
Score >135 = High anxiety
Score 98-131 = Moderate Anxiety
Score <98 = Low Anxiety
3.4.1. Validity and Reliability
Content validity of questionnaires of Part I and II will be establishe by extensive
literature review, consulting with research advisors, statisticians, subject matter experts,
and valuable suggestions from peers. Pretesting of the instruments is done in 10% (7) of
the total sample in the Nepalgunj Nursing campus.
3.5. Ethical Consideration
Before data collection, formal administrative approval will be obtain from the Nepalgunj
Nursing Campus by providing a formal authorization letter. The purpose of the study will
explain to the students and informed written consent will be obtain from all targeted
students. The samples will be selected without any discrimination. Anonymity will
bemaintain by providing them with a unique code instead of using their name. The
respondents will be assure of the confidentiality of the information and the participant’s
dignity will be secure by giving them the right to take part and withdraw from the
participation at any time if they want.
24
Precaution will be taken throughout the study in every step to safeguard, the rights and
welfare of all students as well as to prevent data contamination. The collected data are
kept confidential and used only for research purposes.
3.6. Data collection plan
At first, a formal authorization letter will be obtain from the administration of Nepalgunj
Nursing Campus for data collection. Students will be contact during their leisure period
or according to their feasibility. After a detailed explanation of the purpose and
procedure of the study, written informed consents will be obtain from students. The
questionnaires will be distribute by the researcher and check for completeness before
leaving the room. The duration to fill out the questionnaire is tentatively 15-20 minutes
for each respondent. The duration for data collection will be of two weeks.
3.7. Data Analysis Plan
Data are analyze based on research objectives. Collected data will be review, organize,
and coded. Data will be stored safely and accurately. The coding and organizing of the
information will be done before data entry. Statistical Package for Social Science (SPSS)
version twenty-four will be use to analyze data. The data will be analyze by using both
descriptive statistics and inferential statistics.
25
REFERENCES
Ali, A. (2015). 1 PUBLICATION 17 CITATIONS SEE PROFILE. 2(1).
Concepcion, W. L., Garcia-Bolaños, J., Corpuz, A. M., Ali, N., & Ordoviz, J. M. (2023).
Glossophobia Among Science Major Students: Level, Effects, and Coping
Mechanisms in Classroom Presentation.
file:///C:/Users/anand/Documents/31%20Fear%20Of%20Public%20Speaking
%20Statistics%20(Prevalence)%20(4)
Gebre, M. (2024). Assess the Factors Contributing to Students' Public Speaking
Anxiety Specifically During Classroom Presentations. International Journal of
Psychological Science, 4(4), 65–76. https://doi.org/10.11648/j.ijps.20240404.11.
MYJMS.MOHE.GOV.MY
Nuraeni, D., Wati, A., & Larasaty, G. (2024). Investigating EFL Students’ Speaking
Anxiety in Speaking Performance. Jadila: Journal of Development and Innovation in
Language and Literature Education, 4(3), 134–148.
https://doi.org/10.52760/jadila.v4i3.778
Perveen, K., Hasan, Y., & Aleemi, A. R. (2018). Glossophobia: The Fear Of Public
Speaking In Female And Male Students Of University Of Karachi. Pakistan Journal
of Gender Studies, 16(1), 57–70. https://doi.org/10.46568/pjgs.v16i1.115
26
Qin, L., & Poopatwiboon, S. (2023). English Speaking Anxiety of Thai EFL
Undergraduate Students: Dominant Type, Level, and Coping Strategies. English
Language Teaching, 16(6), 102.https://doi.org/10.5539/elt.v16n6p102
Rayani, D. F., Bin Sallman, A. M., Barayan, R. M., Maghrabi, R. A., Morsy, N. M.,
Elsayes, H. A., Mahsoon, A. N., & Sharif, L. S. (2023). Glossophobia: A Cross-
Sectional Assessment of Public Speaking Anxiety among Saudi Nursing Students.
Nurse Media Journal of Nursing, 13(2), 166–175.
https://doi.org/10.14710/nmjn.v13i2.50028
Somia Shabbir, Shamila Irum, Azzah Khadim Hussain, Zahoor Ahmed, Muskan
Fatima, & Iram Naeem. (2025). The Effects of Stress and Glossophobia on
University Students’ Attitudes toward Learning. Journal for Social Science
Archives, 3(1), 476–487. https://doi.org/10.59075/jssa.v3i1.133
Subatira .et al( 2022) Glossophobia among Engineering Learners: A Case Study at a
Technical University https://doi.org/10.24191/ajue.v18i1.17154
Sugiyati, K., & Indriani, L. (2021). EXPLORING THE LEVEL AND PRIMARY
CAUSES OF PUBLIC SPEAKING ANXIETY AMONG ENGLISH
DEPARTMENT STUDENTS. Journal of Research on Language Education, 2(1),
57. https://doi.org/10.33365/jorle.v2i1.906
Tyagi, N., Ahlawat, P., & Dahiya, J. (n.d.). Reducing Public Speaking Anxiety and
Enhancing Communication through experiential learning among Nursing Students,
SGT University, Gurugram.
Yazi, S. A. M., Esa, M. A. A., & Noor, F. Z. M. (2023). Exploring Public Speaking
Anxiety In Classroom- Based English Oral Presentation Assessment. 1 (1).
27
.
APPENDICES
Appendix A
Instruments
Date :
Direction: The researcher will distribute the questionnaire to BNS first ,Second year(old)
and BSc first,second, and third year students respectively. Then participants will be
requested to select the best possible options that describe their situation and will put a
mark ( ) or specify the appropriate answers.
Questionnaire consists of following parts:
Part I : Consists of questionnaire related to socio- demographic variables.
Part II : Consists of questionnaire related to glossophobia variables.
28
Part III: Consists of 34 questionnaire which contains 3 domains/ dimensions i.e. low
Public Speaking Anxiety, Moderate Public Speaking Anxiety and High Public Speaking
Anxiety.
Part I: Socio- demographic Variables
1. Age in (completed years) ………
2. Sex:
i. Male
ii. Female
iii. Others, specify …..
3. Educational level of students
i. BNS
ii. B.Sc.
4. Area of residence of students :
i. Hoste
ii. Rented House
iii. Own House
iv. Relative’s House
5. Family Income :
i. Enough for less than 6 months only
ii. Enough for more than 6 month but less than one year
iii. Enough for one year
iv. Enough for more than 1 year and surplus
Part II: Questionnaire Related to glossophobia Variables
1. Negative self perception arise before public speaking
i. Self doubt
ii. Fear of failure
iii. Comparison with others
iv. Forgot words/sentences
2. Level of anxiety arise during Public speaking:
29
i. Low anxiety
ii. Moderate Anxiety
iii. High Anxiety
3. Adopt avoidance behaviour when need to public speak
i. Yes
ii. No
4. Arise perception of evaluation by audience
i. Positively evaluate
ii Negatively evaluate
5. Coping Mechanism adopt to avoid the stress related to public speaking
anxiety
i. Positive visualization
ii. Calm breathing
iii. Drink a glass of water
iv Other Coping Mechanism
Part III:
Personal Report of Public Speaking Anxiety (PRPSA)
Directions: Below are 34 statements that people sometimes make about themselves.
Please indicate whether or not you believe each statement applies to you by marking
whether you:
Strongly Disagree = 1
Disagree = 2
Neutral = 3
Agree = 4
Strongly Agree = 5
30
_____1. While preparing for giving a speech, I feel tense and nervous.
_____2. I feel tense when I see the words “speech” and “public speech” on a course
outline when studying.
_____3. My thoughts become confused and jumbled when I am giving a speech.
_____4. Right after giving a speech I feel that I have had a pleasant experience.
_____5. I get anxious when I think about a speech coming up.
_____6. I have no fear of giving a speech.
_____7. Although I am nervous just before starting a speech, I soon settle down after
starting and feel calm and comfortable.
_____8. I look forward to giving a speech.
_____9. When the instructor announces a speaking assignment in class, I can feel
myselfgetting tense.
_____10. My hands tremble when I am giving a speech.
_____11. I feel relaxed while giving a speech.
_____12. I enjoy preparing for a speech.
_____13. I am in constant fear of forgetting what I prepared to say.
_____14. I get anxious if someone asks me something about my topic that I don’t know.
_____15. I face the prospect of giving a speech with confidence.
_____16. I feel that I am in complete possession of myself while giving a speech.
_____17. My mind is clear when giving a speech.
_____18. I do not dread giving a speech.
_____19. I perspire just before starting a speech.
31
_____20. My heart beats very fast just as I start a speech.
_____21. I experience considerable anxiety while sitting in the room just before my
speech starts.
_____22. Certain parts of my body feel very tense and rigid while giving a speech.
_____23. Realizing that only a little time remains in a speech makes me very tense and
anxious.
_____24. While giving a speech, I know I can control my feelings of tension and stress.
_____25. I breathe faster just before starting a speech.
_____26. I feel comfortable and relaxed in the hour or so just before giving a speech.
_____27. I do poorer on speeches because I am anxious.
_____28. I feel anxious when the teacher announces the date of a speaking assignment.
_____29. When I make a mistake while giving a speech, I find it hard to concentrate on
the parts that follow.
_____30. During an important speech I experience a feeling of helplessness building
upme.
_____31. I have trouble falling asleep the night before a speech.
_____32. My heart beats very fast while I present a speech.
_____33. I feel anxious while waiting to give my speech.
_____34. While giving a speech, I get so nervous I forget facts I really know.
Scoring: To determine your score on the PRPSA, complete the following steps:
Step 1. Add scores for items 1, 2, 3, 5, 9, 10, 13, 14, 19, 20, 21, 22, 23, 25, 27, 28,
29 ,30,32,33, and 34
Step 2. Add the scores for items 4, 6, 7, 8, 11, 12, 15, 16, 17, 18, 24, and 26
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Step 3. Complete the following formula:
PRPSA = 1322 - Total from Step 1 + Total from Step 2
Your score should be between 34 and 170. If your score is below 34 or above 170, you
have made a mistake in computing the score.
Source: Richmond, V. P., & McCroskey, J. C. (1998). Communication -bound anxiety .
Speech Monographs,37,269-277.
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Instructions: The questionnaire asks about your pattern of using a smartphone. Please
answer all the questions honestly according to your own experiences.
1 = Strongly disagree (SD)
2 =Moderately disagree (MD)
3 = Slightly disagree (SLD)
4 = Undecided (U)
5 = Slightly agree (SLA)
6 = Moderately agree (MA)
7 = Strongly agree (SA)
1.1. Appendix B
1.2. Student’s Informed Consent
TRIBHUVAN UNIVERSITY
INSTITUTE OF MEDICINE
34
NEPALGUNJ NURSING CAMPUS
NEPALGUNJ, BANKE
Research Title: Prevalence of Glossophobia among Nursing Students in a Nursing
Campus.
Objective: To measure the prevalence of Glossophobia among Nursing Students in a
Nursing Campus.
Namaskar! I am Kranti Rana, a student in Bachelor of Nursing Science(BNS) 3 rd year
from Nepalgunj Nursing Campus. I am here for a research project that is being conducted
as a part of partial fulfillment of the requirement of the Bachelor of Nursing Science
Program. This study is on “PREVALENCE OF GLOSSOPHOBIA AMONG
NURSING STUDENTS IN A NURSING CAMPUS”.
There is no risk or harm associated with this study. It is entirely up to you whether or not
to take part. A self-administered socio- Demographic questionnaire and standard tool is
use for data collection and will take about 25 to 30 minutes to complete. Personal
information about the respondents will be kept confidential. The gathered data will only
use for the purposes of the study. You have option to say “NO” now or later in the
questionnaire if you do not desire to participate.
Student’s Agreement:
I have read and understood the consent form and agree to participate in your research.
Student’s signature…………. Date:
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Appendix C
1.3. Administrative Letter
36
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