Enhancing Speaking Confidence through the Calm Map Speaking (CMS) Approach among Third-Year BTLEd Home Economics Students: A Classroom-Based Action Research

Kristel Maris Enoy Balaga; Cristy M. Lagbawan; Kretty O. Longyapon; Miafe G. Manginsawan; Lea V. Sifuentes

doi:10.36948/ijfmr.2026.v08i06.90849

Enhancing Speaking Confidence through the Calm Map Speaking (CMS) Approach among Third-Year BTLEd Home Economics Students: A Classroom-Based Action Research

Author(s)	Ms. Kristel Maris Enoy Balaga, Cristy M. Lagbawan, Kretty O. Longyapon, Miafe G. Manginsawan, Lea V. Sifuentes
Country	Philippines
Abstract	Many pre-service teachers find it difficult to speak in front of others, particularly to organize their ideas and to manage anxiety during oral recitation. This classroom-based action research examined the effect of the Calm Map Speaking (CMS) Approach on the oral recitation performance and speaking confidence of 32 third-year Bachelor of Technology and Livelihood Education (BTLEd) students majoring in Home Economics at Davao Oriental State University. The CMS Approach combines three components: calm-mind training (guided breathing, stretching and positive self-talk), the Tree Method for organizing ideas (Root–Trunk–Branch–Fruit) and peer reflective oral practice. It was delivered in four weekly 60-minute sessions in the course School Food Service Management. An embedded mixed-methods design was used, with oral performance rubrics, a researcher observation rubric and a confidence self-rating scale as the main quantitative measures, supported by reflection journals. Mean oral performance scores rose from 15.81 to 32.75 out of 35 in Lesson 1 and from 16.69 to 32.53 in Lesson 2; no student passed either pretest, while 31 of 32 passed both posttests. Researcher observation scores rose from 27.59 to 38.78 out of 40, and self-rated confidence rose from 48.62% (poor) to 83.19% (good). All gains were statistically significant (p < 0.001) with large effect sizes (Cohen’s d_z = 2.00 to 4.84), and Wilcoxon signed-rank tests gave the same result. Reflection journals described reduced nervousness, clearer sequencing of ideas and fewer mental blocks; the main challenges were remembering the CMS steps and putting too much information on the map, which students addressed by writing down the steps, simplifying their maps and practising. Because there was no comparison group and two rubric criteria assessed techniques taught only during the intervention, the results should be interpreted with caution. The CMS Approach offers a low-cost, structured routine for building the oral communication of pre-service teachers.
Keywords	Calm Map Speaking Approach, Speaking Confidence, Oral Recitation, Mindfulness, Tree Method, Pre-service Teachers, Action Research
Field	Sociology > Education
Published In	Volume 8, Issue 6, November-December 2026
Published On	2026-11-03
DOI	https://doi.org/10.36948/ijfmr.2026.v08i06.90849

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Enhancing Speaking Confidence through the Calm Map Speaking (CMS) Approach among Third-Year BTLEd Home Economics Students: A Classroom-Based Action Research

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