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This qualitative study uses Interpretative Phenomenological Analysis with 26 first-year BS Accountancy students selected through purposive-convenience sampling. Thematic analysis identifies four key reasons for anxiety: unpleasant past experiences, self-evaluation, fear of rejection, and lack of preparation and training. It also reveals five underlying factors, including fear of mistakes, perfectionism, classroom environment, English linguistic insecurity, and cramming and procrastination, along with coping techniques such as proper breathing, body gestures, advance preparation, and avoiding intrusive thoughts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-anxiety-in-oral-recitation-among-freshmen-bs-accountancy-students-qualitative-study-using-interpretative-phenomenological-analysis/139003/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-anxiety-in-oral-recitation-among-freshmen-bs-accountancy-students-qualitative-study-using-interpretative-phenomenological-analysis/139003.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-20","2026-08-23",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study?","Question",{"text":112,"@type":113},"The study investigates anxiety experienced during oral recitation among freshmen BS Accountancy students, including underlying factors and coping strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"It used a qualitative approach with Interpretative Phenomenological Analysis and involved 26 first-year students selected through purposive-convenience sampling.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main reasons and factors behind students' anxiety?",{"text":121,"@type":113},"Thematic analysis shows four reasons: unpleasant past experiences, self-evaluation, fear of rejection, and lack of preparation/training. 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J. S. Bactol1, A. C. Acabado2, A. C. Canales3,  \nA. R. Taborada4, J. P. Nacionales5, N. Claridad6  \nEastern Visayas State University, Philippines1,2,3,4,5,6  \n1 Email: [clintjoseph.bactol@evsu.edu.ph](clintjoseph.bactol@evsu.edu.ph)  \nAbstract-In higher education curriculum, oral recitation is one of the frequent methods utilized in assessing the learnings accumulated by the students throughout the entire topic. Adam (2017; c.f. Adams et al, 2017) stated that oral recitation is a direct, teacher-centred approach in which the instructor asks succinct questions with a predetermined response in mind. Subsequently, it is unavoidable for students to become anxious when they are being asked to recite in front of the class. In this regard, students should identify their coping strategies and techniques on how they will effectively manage their anxiety of oral recitation. The study was conducted in qualitative approach utilizing Interpretative Phenomenological Analysis. A total of 26 participants who are first year college students were selected through the purposive-convenience sampling method. Using thematic analysis, the findings indicated four reasons behind students' anxiety of oral recitation, namely; unpleasant past experiences, self-evaluation, fear of rejection, and lack of preparation and training. Also, based on thematic analysis, five underlying factors that are encountered by the students based on their provided reasons were emerged. The factors were anxious of making mistakes, perfectionism, classroom set-up and environment, linguistic insecurity in English language, and cramming and procrastination. The participants in this research endeavour likewise disclosed their preparations before an oral recitation such as advance reading and crafting possible questions, reminding for having a sure oral recitation, and fulfilling physiological needs fora better performance. Coping techniques during oral recitation to ease their anxiety were also revealed by the participants such as exercising the importance of proper breathing and body gestures and avoiding intrusive thoughts.  \nKeywords: anxiety, oral recitation, philippine higher education institution, coping strategies, common factors of oral recitation  \nI. INTRODUCTION  \nStudents' interest and learning outcomes are strongly influenced by an effective teaching method. Teaching technique can be best construed as the type of strategies and techniques used for pedagogy. There are numerous kinds of teaching techniques, depending on what information or skill the instructor is trying to convey, one of which is oral recitation. Oral recitation is the practice of having the entire classification type recite necessary facts, identifications, definitions, theorems, and methods within the education system (Hanlon et al, 2017). It is one approach for teachers to ensure that each student seriously comprehends the learning contents, as well as to expand their awareness and enhance their confidence in standing in front of the entire class. Unfortunately, it is unavoidable for many, if not most, students to become anxious while reciting in front of the class, which has a negative impact on their academic performance (Moneva et al, 2020). But no matter what game changers students might encounter, they must cope with their feelings of anxiety during oral recitation to allow themselves to feel at ease and actively engage in class activities.  \nAccording to Ziglar (2018, see Hafizha et al, 2023), recitation is the mother of learning, the father of action, which makes it the architect of accomplishment. In its most basic form, recitation is the action of saying something aloud from memory or a formal reading. Besides, a preparation for actual teaching will not be complete without teachers including two crucial activities, that of conducting recitation and the use of qu","cbCaieZWJbEmPgyl","https://ap.wps.com/l/cbCaieZWJbEmPgyl","pdf",215355,13,"English","# Introduction\n## Background of Oral Recitation and Anxiety\n## Purpose of the Study\n# Methods\n## Research Approach and Participants\n## Sampling Technique\n# Findings\n## Reasons for Students' Anxiety\n## Underlying Factors\n## Preparation and Coping Techniques","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study investigates anxiety experienced during oral recitation among freshmen BS Accountancy students, including underlying factors and coping strategies.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used a qualitative approach with Interpretative Phenomenological Analysis and involved 26 first-year students selected through purposive-convenience sampling.\"},{\"question\":\"What are the main reasons and factors behind students' anxiety?\",\"answer\":\"Thematic analysis shows four reasons: unpleasant past experiences, self-evaluation, fear of rejection, and lack of preparation/training. Five underlying factors include fear of mistakes, perfectionism, classroom set-up and environment, English linguistic insecurity, and cramming and procrastination.\"}]","Investigating Anxiety in Oral Recitation Among Freshmen BS Accountancy Students - Qualitative Study Using Interpretative Phenomenological Analysis | PDF",33]