Enhancing Pre-Service Teachers’ Oral-Reporting Confidence through VoiceConnect (VC)

This action research assessed the effectiveness of VoiceConnect: A Progressive Oral-Reporting Strategy in improving the oral-reporting confidence of first-year Bachelor of Elementary Education (BEEd) pre-service teachers enrolled in Education 1 at Villaflores College during the First Semester of School Year 2026–2027. Specifically, it examined participants’ confidence in voice projection, eye contact, organization of ideas, participation, and overall presentation delivery. The study employed a one-group pretest-posttest design involving 28 first-year BEEd pre-service teachers. Data were collected using a researcher-developed Oral-Reporting Confidence Questionnaire and a Classroom Observation Checklist. The intervention consisted of scaffolded speaking activities that gradually progressed from pair-sharing tasks to whole-class oral presentations. Data were analyzed using the weighted mean and paired-samples t-test. Findings revealed a notable increase in oral-reporting confidence, with the mean score improving from 2.52 in the pretest to 4.21 in the posttest. The computed t-value of 12.56 and p-value of 0.001 indicated a statistically significant difference between pretest and posttest scores, demonstrating the effectiveness of the intervention. Classroom observations further confirmed improvements in participants’ voice projection, eye contact, organization of ideas, participation, and overall delivery. The findings suggest that VoiceConnect is an effective strategy for enhancing the oral-reporting confidence of pre-service teachers. The study recommends integrating progressive and scaffolded speaking activities into teacher education programs to strengthen communication competence, reduce presentation anxiety, and improve the professional readiness of future educators.