UTILIZING “ SELF TALK APPROACH” TO MOTIVATE SENIOR

HIGH SCHOOL LEARNERS TO PURSUE TERTIARY EDUCATION

An Action Research
Presented to
The Faculty of Taysan National High School
SENIOR HIGH SCHOOL DEPARTMENT
Taysan National High School, San Jose, Batangas

In Partial Fulfillment
of the Subject Requirements in
INQUIRIES, INVESTIGATION AND IMMERSION
Accountancy, Business and Management (ABM)

John Levy Loreto

Mc Vhenjar Robles
Jolina Raz

March 2020
 Acknowledgement

This study would not have been possible without the help of different
people who motivated, guided and supported the researchers from the start to
the end of the study.

To this school’s beloved principal, Dr. Edita M. Canatuan and to Mr.

Rogelio Ramos Guce Inquiries, Investigation and Immersion teacher, for
letting the researchers conduct this study and for giving the approval in every
action that is much needed in this study.

To the researcher’s adviser, Mrs. Aimee M. Mendoza, for the guidance and
encouragement in finishing this research paper.

To the parents and friends of the researchers for supporting them in

everything they needed physically, emotionally and financially and for giving
them time and encouraging them in every way.

Above all, to our Almighty God for all the spiritual support that he gives to
the researchers and for giving them strength and patience to continue their
study.

John Levy Loreto

Jolina Raz

Mcvhenjar Robles
 ABSTRACT

This study is all about Utilizing “Self Talk Approach” to motivate

Senior High School learners to pursue tertiary education. Hence, the study also

suggests thoughtful appreciation of their work, which are meaningful to them.

It is also evident the student tangible evidence of progress and showcases their

accomplishments which can help boost their self satisfaction. Furthermore, this

also includes studies on how they could improve socialization and increase

their capacity to utilize their self talk approach and how to engage the student

in conversation about her interests. A student can gain self-esteem from

involvement in activities they care about. Based on the results, students need to

improve their self-esteem to mobilize their confidence. To deal with preference

of every student who are probably experiencing the same level of low

motivation of themselves. Thus, this research would help for a additional

guidance for motivating a students to utilize their self talk approach and gain

high self improvement when it comes on socialization

I. CONTEXT AND RATIONALE

Entering a new chapter of once life like university life is an exciting phase

of once journey. With all the adventures that comes with it, especially for

students who move out of their parents’ house and start to live on their own in a

new city. However, many students do not know what to expect or have

unrealistic expectations about university in general (Heublein et al.,

2017;Smith & Wertlieb, 2005) or about the specific degree program they have

chosen to pursue (De Buck, 2009). Even despite the lack of (accurate)

expectations, the transition from secondary education to university may turn

out quite well if the students find himself or herself fit in perfectly into the new

environment. However, for a substantial number of students this is not a case.

In the Netherlands, 33% of all first-year students in the academic year

2014/2015 did not continue in the same degree program they had started: 7%

left university altogether and 26% switched program( Inspectorate of

Education, 2017)

Apart from the negative consequences, this has for universities regarding

costs and success rates, it could also have negative psychological and financial

effects on the students,e.g., the feeling of failure and the loss of money on an

unfinished study program. Moreover, the number of students who do not cope
with the transition effectively is probably a lot higher than these dropout rates

suggest, since not all students who have a difficult time will quit or switch. In a

sample of first-year students at university in the United Kingdom, Lowe and

Cook (2003) found that one out of four to one of three students faced

considerable difficulties in adjusting to post secondary education. These

adjustment difficulties may cause academic problems, such as under

achievement, and psychological problems, like depression (Leung, 2017: Lowe

& Cook, 2003)

The Philippines present a unique environment for TNE provides, as well

as unique opportunities and challenges. Its economy and youth population are

growing, and the Commission for Higher Education (CHED) provides a

supportive regulatory environment for internationalization. Moreover, TNE is

essentially defined as the provision of educational courses to students in

another country from that in which the awarding institution is located. The

welcoming TNE regulatory environment, combined with the institutionalized

medium of English, the temperature climate, the country’s growing population

and economy, as well as communications and digital infrastructure, make the

Philippines an attractive prospect for TNE providers. However, background

research has revealed challenges that providers will need to considers, such as
the poor transport infrastructure 9specially given the archipelago geography of

the Philippines and its big rural population), economic inequity and perhaps

restricting visa requirements for visiting faculty and students.

An adequate number of scholarships and bursaries that the conditions for

obtaining a scholarships were very stringent, and they were mostly given to

students from high-ranking schools of higher education institutions (who did

not necessarily need a scholarship). The opportunity for existing faculty

members to upgrade their qualifications is also an essential endeavour to attract

the right TNE partners, as well as meet the rising demand for higher education

and perhaps TNE. An opportunity for TNE partnerships also presents itself

during the in statement of k to 12, where universities suffer a lag in enrollments

as school pupils spend an additional two years at school. Indeed, TNE may be

useful in this respect to train local faculty under the k to 12 Transition Program.
II. INNOVATION, INTODUCTION AND STRATEGY

The output of this study is Utilizing “Set App” to motivate Senior High

School learners to pursue tertiary education. Set App helps students improve

their way of viewing life when it comes to tertiary education. This also

provides knowledge about building courage of a student to face a large volume

of audience. This study also leads to the awareness of oneself.

This output provides resolutions to students who is scared of facing a large

number of people in class or in other public places. It gives information about

why does students loses their confidence. Moreover, it helps not only those

who are suffering from shame but also for everybody who wants to know how

to further enrich and improve self-confidence. And last, this output aims to

enhance the knowledge of students and his/her ability to express its feelings,

emotion, opinion or per4ception through his/her freedom into a large volume of

people.

To obtain this output, the researchers will conduct surveys, observations,

interviews and probing an open and closed-ended questionnaires. Furthermore,

having respondents with or without knowledge with regards to self-talk

approach is useful. Also, statistician and grammarian are needed because;

statisticians are able to correct the findings and the interpretation of data end;
the grammarian who has knowledge in terms of grammar correction. Moreover,

the adviser or the subject teacher can also help by means of guiding the

researchers on how to attain the output. Lastly, internet is useful because

utilizing this technology will add more updated information relevant to the

study.

Lastly, the researchers will follow a designed timeline that will

start upon the approval of the research adviser. During the month of

June until August, the researchers will start writing the draft of the paper

like statement of the problem, context and rationale, innovation,

intervention and strategy as well as the methodology to be used.

Collecting of data from the respondents will be done as well. By

October onwards, the start of applying this approach officially

acknowledge. And by January to March, this was the preparation of the

topic. With the help of this timeline, researchers will be able to work

with the research properly. Also, it will contribute to the overall process

of conducting research
III. STATEMENT OF THE PROBLEM

This study is about utilizing “Self Talk Approach” to motivate Senior High

School Learners to pursue tertiary education.

Specially, it attempts to answer the following:

1. As assessed by the teachers themselves, to what extent are the factors on

motivating learners to pursue higher education manifested in terms of:

1.1. Goals

1.2. Professionals help; and

1.3. Positive images

2. How do learners assess their motivation relative to:

2.1 rewarding self;

2.2 creating a study routine; and

2.3 being clear about purpose

3. What are some issues and constraint related to motivating learners to pursue

college education?

4. What plan of action may be utilized to motivate Senior High School

Learners to pursue tertiary education?

IV.ACTION RESEARCH METHOD

A. Participants and other source of Data and Information

The participants of the study are the Senior High School students because there’s

a lot t of them who have enough knowledge about Self Talk approach. The

researchers will also need the use of internet for some necessary data that will be

used as basis of information relative to the study.

Grade Sections Total Sampl Confidence Z- Margin

Level Number of e size Level Scor of

students e error
G-11 ABM HUMILITY 35 27 99% 1.96 3%
G-11ABM LOYALTY 35 27 99% 1.96 3%
G-11 WISDOM 42 36 99% 1.96 3%

HUMSS
G-11 HOPE 42 32 99% 1.96 3%

HUMSS
G-11 DIGNITY 41 28 99% 1.96 3%

HUMSS
G-11 HONESTY 43 31 99% 1.96 3%

HUMSS
G-11 DILIGENCE 45 30 99% 1.96 3%

HUMSS
G-11 FAITH 44 32 99% 1.96 3%

HUMSS
G-11 LOVE 28 21 99% 1.96 3%
HUMSS
350 264
G-12 ABM PURITY 35 24 99% 1.96 3%
G-12 ABM PATIENCE 38 32 99% 1.96 3%
G- PRUDENCE 29 21 99% 1.96 3%

12HUMSS
G- PEACE 43 30 99% 1.96 3%

12HUMSS
G- INTEGRITY 45 34 99% 1.96 3%

12HUMSS
G-12 GRATITUDE 43 32 99% 1.96 3%

HUMSS
G-12 GENEROSIT 44 38 99% 1.96 3%

HUMSS Y
G-12 JUSTICE 43 26 99% 1.96 3%

HUMSS
Total 320 207

B. Data Gathering Methods

The researchers used survey questionnaires to collect data and gather

information from students who lacks confidence. The questionnaire contains 10

questions regarding the reason of student’s low self-esteem/self-confidence and

inadequate knowledge about self-talk approach. This questionnaire will be used

as basis to see the relationship of the Self-Talk approach and the learners interest
in pursuing tertiary education. The researchers ask for the permission of

conducting the survey. The researcher conducted the study at Taysan National

High School.

C. Data Analysis Plan

The researchers will utilize self-talk narrative analysis method on the

narrative obtained from interviews of respondents, observation and surveys. The

researchers will soon categorize the data and create a frame work of themes by

identifying connections on the answers of the student. The interpreted data will

analyzed and supported by relevant related literatures and will be supported by

one quoted dialogue from a respondent. The dialogue mostly contains the

common answers of most of the respondents. After citing the interpretation of

date, the researchers will use this to draw reflections and conclusion and

recommendation for the plan of action.

V.DISCUSSION OF RESULTS AND REFLECTION

Table 1

Motivating learners to pursue higher education in terms of goals

Indicators WM VI RANK
1. I have my plan/goals to pursue in 3.93 VGE 1

tertiary level.

2. My goals state exactly what results plan 3.70 VGE 4

to achieve.
3. Challenge myself by setting goals that 3.81 VGE 2

are researchable.
4. I am enthusiastic to attain learning 3.67 VGE 5

growth.
5. I seek advice from my parents, teachers 3.78 VGE 3

and successful people.

Composite Mean 3.78 VGE
Legend:WM=Weighted Mean VI=Verbal Interpretation

Scale: 4 (3.5-4.49) Very Great Extent (VGE)

3 (2.5-3.49) Great Extent (GE)

2 (1.5-2.49) Low Extent (LE)

1 (1.0-1.49) No Extent (NO)

n=27
 Table 1. Motivating learners to pursue higher education in terms of goals

presented that rank 1 is “ I have my plan / goals to pursue in tertiary level” has

the Highest Weighted Mean of 3.93 and Verbal Interpretation of Very great

extent. Hence, the lowest weighted mean is 3.69 with verbal interpretation of

Very Great Extent which is “ I am enthusiastic to attain learning growth”.

Based on the data, the composite mean is 3.78 with verbal interpretation of

very great extent.

It is evident that most of the learners still want to pursue their college years.

This might be because most of the respondents were born among the poorest

of the poor families and they see that education is one of the key factors in

uplifting their economic life.

 Table 2

Motivating learners to pursue higher education in terms of professional help

Indicators WM VI RANK
1. I always build self-confidence. 3.85 VGE 1.5
2. I develop my skill to improve my 4 VGE 1

study habits and organization.

3. I improve my social skills. 3.85 VGE 1.5
4. I always set goal for academic 3.74 VGE 4

success.
5. I participate in academic and 3.62 VGE 5

curricular activities.
Composite Mean 3.81 VGE
Legend:WM=Weighted Mean VI=Verbal Interpretation

Scale: 4 (3.5-4.49) Very Great Extent (VGE)

3 (2.5-3.49) Great Extent (GE)

2 (1.5-2.49) Low Extent (LE)

1 (1.0-1.49) No Extent (NO)

n=27

Table 2. Motivating learners to pursue higher education in terms of

professional help presented that rank 1 is “I develop my skill to improve my

study habits and organization” has the highest weighted mean of 4 and verbal

interpretation of very great extent. Hence, the lowest weighted mean is 3.62

and verbal interpretation of very great extent which is “ I participate in

academic and curricular activities”. Based on the data, the composite mean is

3.81 and verbal interpretation of very great extent.

Teachers has a vital role in influencing one learner to pursue reaching for

his/her dreams. One of those is pursuing the tertiary education, developing their

skills and involving them in different organization in school can help them

boost their morale and self-esteem to continue working for their dreams.
 Table 3

Motivating learners to pursue higher education in terms of positive image

Indicators WM VI RANK
1. I believe the tertiary level will 3.74 VGE 5

provide me with a better paid

mode in the future.

2. I believe that pursuing tertiary 4 VGE 1.5

education makes me successful

person someday.
3. I believe that pursuing tertiary 4 VGE 1.5

education gives me a good

image.
4. I believe that pursuing tertiary 3.89 VGE 3

education helps me develop a

meaningful and respectful life.

5. Pursuing tertiary education 3.85 VGE 4

will open various opportunities.

Composite Mean 3.90 VGE
Legend:WM=Weighted Mean VI=Verbal Interpretation

Scale: 4 (3.5-4.49) Very Great Extent (VGE)

3 (2.5-3.49) Great Extent (GE)

2 (1.5-2.49) Low Extent (LE)

1 (1.0-1.49) No Extent (NO)

 n=27

Table 3. Motivating learners to pursue higher education in terms of positive

image presented that the indicators 2 and 3 rank 1.5 because they are the same

in terms of weighted mean and verbal interpretation which is “ I believe that

pursuing tertiary education makes me successful person someday” and “ I

believe that pursuing tertiary education gives me a good image”, the verbal

interpretation has very great extent. Based on the data, the composite mean is

3.90 and verbal interpretation of very great extent.

Finishing a degree can be a measure of success for others, but it’s how one

takes the challenge of pursuing his/her dreams. Having a good image is also an

indicator of success for one if he or she finishes college. This is the very good

reason why learners after Senior High school wants to pursue tertiary

education.
 Table 4

Plan of Action to lessen the self-talk approach

Indicators WM VI RANK
1. Sentence completion. 3.38 GE 5
2. Gratitude exercise. 4 VGE 1
3. Assertive communication 3.74 VGE 4

exercise.
4. Self-esteem journal prompts 3.78 VGE 3
5. I’m positive self-talk 3.81 VGE 2
Composite Mean 3.76 VGE
Legend:WM=Weighted Mean VI=Verbal Interpretation

Scale: 4 (3.5-4.49) Very Great Extent (VGE)

3 (2.5-3.49) Great Extent (GE)

2 (1.5-2.49) Low Extent (LE)

1 (1.0-1.49) No Extent (NO)

n=27

Table 4. Plan of action that may utilize to lessen the self-talk approach

among Senior High School learners presented that rank 1 is “Gratitude

Exercise” has the highest weighted mean of 4 and verbal interpretation of very

great extent. Based on the data, the lowest weighted mean is 3.48 “Sentence

Completion” has ranked 5 and the composite mean is 3.76 and verbal

interpretation of very great extent.

 Table 5

Pursuing tertiary education in self rewards

Indicators WM VI RANK
1. Because it gives confidence 3.62 SA 1
2. Because it gives me a feeling of 3.51 SA 4

relief
3. Because I like to make a 3.35 A 5

competition out of all my activities

4. Because I want to make creatively 3.54 SA 3
5. Because I become self fulfilled 3.55 SA 2
Composite Mean 3.51 SA
Legend:WM=Weighted Mean VI=Verbal Interpretation

Scale: 4 (3.5-4.49) Strongly Agree (SA)

3 (2.5-3.49) Agree (A)

2 (1.5-2.49) Disagree (D)

1 (1.0-1.49) Strongly Disagree (SD)

n=251

Table 5 How do learners assess their motivation relative to self-reward

presented that rank 1 “Because it gives confidence” has highest weighted mean

of 3.62 and verbal interpretation has Strongly Agree and the lowest rank is 5

which is “Because I like to make a competition out of all my activities” and

weighted mean has 3.35 and verbal interpretation has Agree. Based on the data

the composite mean has 3.51 and the verbal interpretation has Strongly Agree.
It is the pride of one individual if he or she holds the certificate of his or her
degree in college. For others, it is a reward given to oneself for all the years of

hard work and dedication to their studies.

 Table 6

Creating a study routine

Indicators WM VI RANK
1. I feel positive and looking forward 3.58 SA 1

to learn
2. I review my notes regularly 3.41 A 2.5
3.I set realistic study goals 3.40 A 4
4.I am good in outlining 3.41 A 2.5
5.I set up studying hour schedule 3.28 A 5
Composite Mean 3.41 A
Legend:WM=Weighted Mean VI=Verbal Interpretation

Scale: 4 (3.5-4.49) Strongly Agree (SA)

3 (2.5-3.49) Agree (A)

2 (1.5-2.49) Disagree (D)

1 (1.0-1.49) Strongly Disagree (SD)

n=251

Table 6. How do learners assess their motivation relative to creating a study

routine presented that rank 1 is “ I feel positive and looking forward to

learn” has highest weighted mean is 3.58 and verbal interpretation has

Strongly Agree and the lowest rank is 4 which is “ I set up studying hour

schedule and weighted mean has 3. 28 and verbal interpretation has Agree.

Based on the data the highest and lowest weighted mean is 3.58 and 3.28

and composite mean has 3.41 and verbal interpretation ha Agree.

 Table 7

Being clear about purpose

Indicators WM VI RANK
1. I show clear personal 3.50 SA 3

improvement
2. I perform to the best of my 3.56 SA 1

ability
3. I work hard to give others 3.54 SA 2

feedback on how they are doing

4.I follow my assigned schedule to 3.43 A 4.5

keep on trade
5.I ignore any negative comments 3.43 A .45

and keep aiming

Composite Mean 3.49 A
Legend:WM=Weighted Mean VI=Verbal Interpretation

Scale: 4 (3.5-4.49) Strongly Agree (SA)

3 (2.5-3.49) Agree (A)

2 (1.5-2.49) Disagree (D)

1 (1.0-1.49) Strongly Disagree (SD)

n=251

Table 7 How do learners assess their motivation relative to Being clear about

purposes presented of my ability “ has weighted mean is 3.56 and verbal

interpretation has Strongly Agree and the lowest rank is 4.5 because they are same in

terms of weighted mean and verbal interpretation in the indicator 4 and 5 which is “I

follow my assigned schedule to keep on trade” and “ I ignore negative comments and
 keep aiming”. Based on the data the highest weighted mean is 3.56 and the lowest is

3.43 and the composite mean is 3.49 and verbal interpretation is Agree.

Financial Report

Items Quantity Amount (Php) Source of fund

School supplies, Long bond paper 300.00 Members
specially,printing
costs
A4 coupon bond 100.00 Members
hard copy

1 pad of yellow 65.00 Members

paper

4 long folder 32.00 Members

4 pastener 8.00 Members

3 ballpen 36.00 Members

Meals of the Snacks and 250.00 Members

researchers Lunch
Transportation 2-way 200.00 Members
transportation
allocation
Total 991.00 Members

RECOMMENDATIONS

1. Students must enhance self-talk approach to have a clearer vision of their dreams and

aspirations in life.
 2. Students must have a definite timeframe in finishing their degree and how they will

run the race of finishing it.

3. Teachers must devote time for learners who wants to share their feelings regarding

their daily activities in school relative to the degree they want to pursue in college.

4. The institution should conduct seminar with regard to self-progress and boosting self-

esteem to eradicate depression and anxieties.

5. Future researchers may add important information for the credibility of this study and

research progress.

CONCLUSIONS

1. In terms of the assessment of teachers, the importance of pursuing higher education to

the learners must be given of importance. Teachers are great influencer to most of the

learners.

2. Majority of the respondents agreed in utilizing self-talk approach in motivating

learners by rewarding self, creating a study routine, and being clear about purpose.

3. As part of the plan of action, Gratitude Exercise will be put into a timeline to help the

learners in developing oneself and pursuing their dreams and aspirations.

Action Plan

Programs/ Project Objectives Rationale Timeline Persons Expected

Projects Description Involved Outcomes
1. Balance Scaffolding To make June 2020- Students
the is one students August and
Challenge instructional balance their 2020 Teachers
technique time and also
where the the tasks that
challenge is given to
level is them
gradually
raised as the
students are
capable of
more
complex
tasks.
2. Seek role Students can To make June 2020- Students
models identify with students August and
role models boost their 2020 teachers
they may be confidence
more likely and excel
to see the well in the
relevance in subject
the subject matter.
matter.
3. Strategize When the To make December Students
with students are students 2020 and
struggling struggling boost their teachers
students with poor motivation
academic or self-
performance, efficacy by
low self- learning how
efficacy or to manage
low the works
motivation, and time by
one strategy themselves.
that may
help is to
teach them
how to learn.