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THE EFFECTIVENESS OF TEACHERS’ VERBAL ENCOURAGEMENT IN THE NEW NORMAL EDUCATION AMONG GRADE 7 AND GRADE 8 STUDENTS IN BINAKAYAN NATIONAL HIGH SCHOOL, SCHOOL YEAR 2021-2022
KAW-AR-TL-ESP-36-22
Jolina Pauline R. Geda, Lira Mae M. Sico
[email protected]

Purpose: The purpose of the research is to evaluate the effectiveness of teachers' verbal encouragement among students in the New Normal Education.
Design/methodology/approach: This study consists of survey questionnaire distributed among twenty-five (25) Grade 7 and twenty-five (25) Grade 8 learners. Five (5) interview questions among ten (10) teachers of Binakayan National High School were also given. This research used quantitative and qualitative approaches. The data are acquired through the interview and survey results and were analyzed using Framework Analysis Method.
Findings: Analysis of the responses demonstrated that verbal encouragement during new normal classes is effective garnering 100% of total population affirmed that the verbal feedback does have positive impact to student’s perceived academic participation. It also showed that the "You can do it" statement has its least effect to the learners.
Research limitations/implications: The gathered data can be relative due to the small target participants in comparison with the entire population of Binakayan National High School. The results may also be reduced because of the need of internet access to answer the questionnaires. Furthermore, many students might be disinterested in participating in the study. Also, teachers' response might take long period of time due to their hectic schedule.
Originality/value: On this basis, it is recommended that teachers must give verbal encouragement constantly to the learners to increase students' participation and motivation in learning. Also, it is to note that "You can do it" statement has its least effect to the learners. Hence, educators are more requested to think of alternative ways of verbal encouragement/feedback. Further research is needed to identify the specific effects of verbal encouragement and its correlation to academic performance. Likewise, an additional study that evaluates the impact of students’ feedback to teachers’ proficiency and strategies—basis for teachers’ professional motivation.
Keywords: verbal encouragement, feedback, academic participation, professional motivation

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