PSYCHE ME: LANGUAGE OF PSYCHOLOGICAL APPROACHES ON LEARNERS’ SELF-ESTEEM AND MOTIVATION

Abstract

K-12 program promotes culture of research among Senior High School learners
that aims to cultivate both of their critical and creative thinking skills. However,
not all learners are willing to engage themselves into the learning process that
fuels many educators to help them develop the feeling of being worthy and
motivated.
Does language of psychological approaches (Psyche Me) in facilitating could
improve learners’ self-esteem and motivation in producing research outputs?
This study utilized explanatory sequential mixed design in investigating the
effects of Psyche Me to purposively selected learners (n=58) in a national high
school during third quarter period of school year 2017-2018. Hypothesis was
tested to determine the significant difference between the self-esteem and
motivation of the respondents prior and after the given intervention.
Results revealed that prior to the intervention, pre-assessment results of the
experimental and control groups showed that they had almost the same level of
self-esteem and motivation that were interpreted as “Low”. After the given
intervention, the experimental group gained much higher mean percentage in
their self-esteem (t value .06 < critical value 1.67; p > 0.05) and motivation (t
value 11.01> critical value 1.67; p< 0.05) which was interpreted as “Very High.”
This proved that the intervention was effective.
Interviews with the invited observers proved that various life learning skills like
team- work, productivity, critical thinking, and written and oral communication
skills were developed. The findings showed that psychological approaches could
help learners achieve academic success with sufficient self-esteem and
motivation (Uriarte, 2012; Arcenas, 2013).