Professional Licensure Tarpaulins and Its Motivational Influence on the Academic Achievements of the College Students

Professional Licensure Tarpaulins and Its Motivational Influence on the Academic Achievements of the College Students

Yahya G. Domaub., Norhanifah D. Guro., Alia I. Pacasirang., Rohanifa T. Mama – Marohombsar., Amnah M. Baraiman

College of Education, Mindanao State University – Main Campus

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0115

Received: 12 February 2025; Accepted: 19 February 2025; Published: 26 March 2025

ABSTRACT

The use of tarpaulins as a visual medium to celebrate achievements has become increasingly prevalent in various settings, particularly within educational settings and its motivational influence. This study explores the influence of posted tarpaulins on students’ motivation, examining perceptions and broader implications. A descriptive research approach was employed, using a survey questionnaire to collect data from 375 students of MSU-Main Campus across 14 colleges, complemented by interviews with 20 students. Most respondents are aged 18–22 (78.6%), predominantly male (58.7%), and primarily third-year students (29.9%) with strong academic performance (64.8%) having a CGPA of 1.46–2.00 (Very good to Excellent). The College of Business Administration and Accountancy represents the highest number of respondents (13.3%), while the Licensure Examination for Professional Teachers is the most posted tarpaulin (16.13%). Respondents generally agree that tarpaulins are motivating (Mean = 3.76), visible, and influential on career aspirations. There is strong support for regulating their placement and promoting sustainability. The study concludes that professional licensure tarpaulins effectively motivate students, significantly influencing academic and career goals while highlighting the need for regulated practices to address environmental concerns. The study recommends implementing clear regulations on tarpaulins’ placement, duration, and materials to ensure sustainability and minimize environmental impact. Schools, policymakers, and families should balance public recognition with personal celebrations and emotional support to maximize motivational benefits while reducing stress among students.

Keywords: tarpaulin, motivation, professional licensure, academic achievement, career choice.

INTRODUCTION

The use of tarpaulins as a visual medium to celebrate achievements has become increasingly prevalent in various settings, particularly within educational settings. In the Mindanao State University-Main Campus, tarpaulins are commonly displayed to honor individuals who have successfully passed professional licensure examinations. These tarpaulins, often featuring bold text and vibrant graphics, are designed not only to recognize academic accomplishments but also to inspire and motivate students. In this context, this study explores the motivational influence of licensed professional tarpaulins on the academic achievement of college students. It investigates how these visual displays shape students’ perceptions of success and their own academic aspirations while considering the broader impact of such practices on student motivation.

Building on this idea, the widespread practice of displaying tarpaulins highlights the need to examine its motivational impact. While visual materials like tarpaulins are commonly used to celebrate success, the precise influence they have on the students’ academic drive remains unexplored. By examining how these visual materials influence students’ academic drive, this study fills a gap in understanding the relationship between visual stimuli and motivation. Moreover, the research aims to develop guidelines for the responsible posting of tarpaulins, balancing their motivational benefits with environmental sustainability (Mayer et al., 2013; Odanga, 2018; Nur’aini et al., 2020).

Furthermore, the significance of this study extends beyond academic motivation and encompasses environmental contexts. Tarpaulins play a role in fostering motivation and recognition among students, particularly within the Meranaw community, where such displays are deeply rooted in traditions of recognition and celebration (Maruhom, 2015). Insights from this research could inform policies and practices for leveraging tarpaulins as motivational tools while minimizing their environmental impact. The findings may also contribute to a broader understanding of how visual stimuli in educational settings can enhance student engagement and achievement (Mayer et al., 2013).

In addition to the motivational impact, the primary beneficiaries of this study are students at the Mindanao State University Main Campus, who may experience enhanced motivation through improved and strategically utilized tarpaulin postings. Educators and university administrators also benefit from insights into effective visual communication strategies. Additionally, policymakers may use the findings to establish environmentally friendly tarpaulin posting regulations, positively affecting the campus community and the surrounding environment (Knez & Eliasson, 2017).

To further elaborate, the researchers desire to understand the dual role of tarpaulin as tools for motivation and potential sources of environmental challenges. This study aims to bridge the gap between cultural practices, educational outcomes, and environmental responsibility. By exploring how tarpaulins influence students’ motivation, the researcher seeks to advocate for practices that maximize their positive impact while addressing their drawbacks (Odanga, 2018; Nur’aini et al., 2020; Cengage Learning, n.d.).

In line with this, the main objective of this study is to explore the influence of tarpaulin postings on students’ motivation at the Mindanao State University-Main Campus. Specifically, the study seeks to (1) determine the categories of licensed professional tarpaulins displayed on MSU Main campus; (2) examine students’ perceptions of the motivational influence of tarpaulins on career choice and academic achievement; (3) identify the respondents, perception, observation and feedback on the posted tarpaulin; (4) examining the posted tarpaulins influence the motivation of the respondents on the academic achievement.

In conclusion, despite the prevalence of tarpaulin postings in educational institutions, limited research has explored their specific influence on student motivation. Existing studies on visual aids often focus on their instructional utility or general environmental impact but seldom address their role as motivational tools in academic settings. This study seeks to fill this gap by examining tarpaulins as both cultural artifacts and educational motivators, providing insights into their dual significance and proposing actionable recommendations for their effective and sustainable use (Mayer et al., 2013; Knez & Eliasson, 2017)

Statement of the Problem

The display of the licensed professional tarpaulin has become a common practice in Meranaw society. These tarpaulins contain names and the achievements of successful examinees, which serve as public acknowledgment of their achievements. However, determining the list of posted tarpaulin and its impact on motivation in undergraduate college students remains unexplored. And how it can affect the students’ motivation regarding their academic achievement, motivation to pass the exam, career choice, and the regulation and policy on posting tarpaulins.

This exploration of this study endeavors to decide how students perceive tarpaulin motivational factors associated with the examination passer’s tarpaulin. Addressing this question and having a deeper understanding of the motivational effect of tarpaulin on examination passers and its role in the academic environment can gain potential, leading to enhancements in motivational strategies and academics of undergraduate students.

The purpose of this study is to ascertain how students perceive the posted tarpaulin and its motivational influence on their academic performance. Specifically, it seeks to address the following research questions:

1. What is the respondents’ profile in terms of:

1.1 age;

1.2 sex;

1.3 college;

1.4 year level; and

1.5 cumulative general percentage average (CGPA)?

2. What are the categories of licensed professional tarpaulins posted on MSU Main campus?
3. What is the motivational influence of licensed professional tarpaulins posted on the respondents in terms of;

3.1 academic achievement; and

3.2 career choice?

4. What is the perception, observation and Feedback of the respondents on the posted tarpaulin in the MSU Main campus?

Objectives of the Study

Specifically, the study seeks to:

1. Determine the categories of licensed professional tarpaulins displayed on MSU Main campus;
2. Examine students’ perceptions of the motivational influence of tarpaulins on career choice and academic achievement;
3. Identify the respondents, perception, observation and feedback on the posted tarpaulin; and
4. Examining the posted tarpaulins influences the motivation of the respondents for the academic achievement

REVIEW OF RELATED LITERATURE

Students’ Profile Effect on Motivation

A study highlights that academic performance among high school students in Kenya is positively correlated with their level of academic motivation. The research demonstrated that students’ age significantly influences their motivation levels. These insights emphasize the importance of fostering and maintaining high levels of academic motivation as a crucial factor in enhancing students’ learning outcomes and overall academic performance (Momany, Too, & Simiyu, 2015).

A study of Steinmay, Weidinger, Schwinger, & Spinath (2019) explored how various aspects of students’ motivation, such as self-belief, task values, goal orientations, and achievement habits, influence their academic achievement. The study involved 345 high school students in Germany and found that self-beliefs, particularly self-efficacy, played a crucial role in predicting academic performance across subjects like math, German, and overall school grades. The research underscores the significance of fostering strong self-perceptions and motivational orientations to enhance students’ academic success, highlighting the pivotal role of motivation in shaping educational outcomes.

A study of Turhan’s (2020) Meta-analysis focused on gender differences in academic motivation among students in Turkey, utilizing the Educational Motivation Scale developed by Bozanoglu (2004). The study included 810 students and analyzed eight dimensions of educational motivation. Findings indicated that while gender differences in educational motivation were generally small (Cohen’s d values ranging from 0.07 to 0.18), significant variations were observed across different sub-components, such as examination perspective, self-efficacy, and use of information. This underscores the nuanced impact of gender on specific aspects of academic motivation, suggesting that educational strategies and interventions should consider these variations to support students’ motivation and academic success effectively.

A study of Wang & Yu (2023) conducted a systematic review to explore how academic self-concept influences achievement, motivation, performance, and self-efficacy, with a focus on gender moderation. They analyzed 53 studies using PRISMA-P and STARLITE criteria, finding that academic self-concept significantly impacts academic outcomes across various domains. The study highlights that gender differences in subject-specific achievement, motivation, performance, and self-awareness, especially in STEM fields, can be addressed by enhancing educational self-concept interventions tailored to support female students. This underscores the importance of fostering positive academic self-concepts through targeted educational strategies to enhance students’ motivation and overall academic success, particularly in challenging subjects like STEM.

A study of Koyuncuoglu (2020) investigated the relationship between academic motivation and career decision-making among university students. The study involved 376 students from various universities in Karatay, Selçuk, and Necmettin Erbakan, utilizing scales to measure academic motivation and career decision-making factors. Findings indicated that academic motivation significantly influences how students make career decisions, highlighting the importance of fostering and enhancing motivation in higher education to guide students toward informed and satisfying career choices. This underscores the role of academic motivation not only in academic achievement but also in shaping students’ career paths and professional aspirations.

A study of Lee (2022) found that students in a magnet program exhibited higher levels of intrinsic motivation compared to extrinsic motivation. Specifically, 54 students were primarily motivated by intrinsic factors, 36 by extrinsic factors, and eight (8) by a combination of both. The study suggests that students driven by intrinsic motivations tend to report greater satisfaction with their academic experiences in the magnet program, highlighting the significance of internal motivation in fostering positive educational outcomes and student engagement.

A study of Shramin (2016) found that motivation significantly impacts the academic performance of university students at Bangabandhu Sheikh Mujibur Rahman Science and Technology University in Bangladesh. The study revealed that students with high levels of self-awareness and achievement motivation, positive role models, parental education, a conducive learning environment, socio-economic status, recognition and encouragement from teachers, and intrinsic motivation tend to achieve higher CGPAs. These findings underscore the critical role of various motivational factors in enhancing students’ academic performance, highlighting the importance of fostering a supportive environment that nurtures and sustains student motivation in educational institutions.

A study of Norvilitis, Quin, & Reid (2022) found that motivation significantly predicts college GPA, college match, and first-year retention among students. In this study 523 participants, higher levels of motivation were positively associated with better college GPA and a stronger match with the college environment. However, In this study indicated a mediational model where lower initial motivation predicted lower GPA and less satisfaction with college match among 385 first-year students, potentially leading to reduced second-year retention rates. These findings underscore the critical role of motivation in shaping students’ academic success and persistence in higher education, suggesting that interventions to enhance motivation could improve both academic outcomes and retention rates at universities.

A study of Al Husaini & Shukor (2023) conducted a systematic literature review to identify factors influencing students’ academic performance. They found that several factors significantly impact academic performance, including low entry grades, family support, accommodation, student orientation, previous assessment grades, GPA, and e-learning activities. Motivation, although not explicitly mentioned in their findings, can be inferred to play a crucial role indirectly through factors like student orientation, e-learning engagement, and overall academic preparedness. These results suggest that enhancing motivation through effective support systems, academic preparation, and engagement strategies could potentially improve students’ academic performance across various educational contexts.

However, Breen and Lindsay (2002), titled “Different Disciplines Require Different Motivations for Student Success,” aimed to investigate how motivation to learn varies across academic disciplines and its impact on student performance. Conducted in the United Kingdom, the research involved undergraduate students from various disciplines and utilized a Likert-type scale to measure general and discipline-specific motivational factors. Statistical analyses revealed that academic performance is better explained by discipline-specific motivation rather than general motivation, highlighting that certain motivational types lead to success in some disciplines but not in others. The study concluded that motivational strategies must be tailored to the academic context for effectiveness, recommending the development of discipline-specific interventions to enhance student achievement.

In addition, the study of Wang, Dai, and Short (2024), titled “One Size Doesn’t Fit All: How Different Types of Learning Motivations Influence Engineering Undergraduate Students’ Success Outcomes,” explored the effects of different learning motivations on the success of engineering students in the United States. Using surveys to assess motivational types and statistical methods to analyze their impact, the findings showed that diverse motivations influence academic outcomes differently. The study concluded that a universal approach to motivation is ineffective and recommended designing strategies that cater to individual motivational profiles to optimize academic success. Both studies emphasize the need for tailored motivational interventions to account for the diverse influences of academic disciplines.

Students’ Motivation

Motivation is the idea of “something.” That term can connect with a great many things, including an undertaking or movement, major, profession, side interest, schedule, relationship, and so forth. The motivation was “an impulse to start and support commitment with something.” What the “something” is hugely affects why we need to interface with it.

Understanding the student educators’ motivation towards preparation is a decent way to manage making sense of their explanations behind choosing tutoring as a career. Williams and Weight (1997, p. 120) described motivation as “a condition of mental and critical energy, which prompts an insightful choice to act, and which prompts a time of maintained savvy as well as veritable work to accomplish a formerly fanned objective (or targets).” According to Dornyei (2005), even extraordinarily talented and capable people require appropriate motivation in order to appear at an unrealistically long goal. Accordingly, someone who feels pressured to complete a task is seen as driven, while someone who would rather not do so is seen as unmotivated (Ryan and Deci, 2000). This motivating attitude of people regarding job assurance and occupation has been evaluated particularly with regard to calling choice and advancement.

A study of Vero & Puka (2017) emphasizes the crucial role of motivation in educational settings, highlighting that both intrinsic (psychological, emotional) and extrinsic (social, educational) motivators play significant roles in students’ learning experiences. The study underscores the importance of creating a balanced blend of internal and external motivational factors among teachers and students to enhance learning capabilities in an academic environment. By fostering a positive educational climate that encourages active student engagement and collaborative learning, educators can effectively cultivate motivation, thereby promoting students’ academic success and long-term development.

Intrinsic Motivation of Students

Motivation from within. It is defined as the motivation and desire of a student to succeed. It is expressly fulfilling, not really for an outside remuneration, as shown by their commitment to class, finishing homeroom errands and exercises, concentration on endeavors, and grades scholastically (CEP, 2012). As per the specialist’s functional definition, characteristic motivation is an individual’s internal craving to participate in exercises or undertakings explicitly designed for two targets: learning and accomplishment.

A clear area of motivation is smart motivation, which Mahato and Barman (2019) described as the internal drive that propels an apprentice to complete a project. The development they recommended is linked to activities, encounters, assignments, and other clever endeavors whose main goal is to support students’ psychomotor, mental, and near-and-dear learning. Additionally, Afzal et al. (2010) depicted intelligent motivation as the “element that propels students’ mindset toward the creative process.” Gredler et al., referenced in Mahato and Barman (2019), fully characterized educational motivation as the attribute that impacts a learner’s choice to take action or not. Gupta and Mili (2017) suggested that academic motivation be defined as the students’ efforts to accomplish their goals, making the necessary commitment, and continuing with it. Tybus (2010) states that Brophy defined motivation as the drive to engage in learning activities and delineations as well as the presumption for obtaining the information or skills that are desired. The significance of motivation is also linked to the explanations for lead (Guay et al., 2010). As cited by Heck (2013), motivation is an innate propensity that persuades individuals to act in a way that achieves a specific goal.

In conclusion, an individual is intrinsically motivated when he directs his behavior toward achieving a specific goal without the sole purpose of receiving an external reward. According to the dictionary, the meaning of the word “intrinsic” is “something that is lying within.” Naturally persuaded individuals, hence, hint at a person who is inside spurred to achieve a particular objective without being compelled to make it happen or without anticipating outside compensation. It acts as such for the accomplishment of this goal is the award. For instance, an admirer of music who sorts out some way to play guitar for diversion and not for business objects is distinctively prodded. The award is for the capacity to play guitar.

A study of Motevalli, Perveen & Michael (2020) reviewed literature in educational psychology to explore the factors influencing student motivation to learn. They found that motivation significantly impacts students’ engagement with academic activities and their overall learning outcomes. The study highlighted various theories of motivation and strategies for enhancing motivation, emphasizing the importance of both intrinsic and extrinsic motivators in maintaining students’ enthusiasm and commitment to learning. These findings underscore the critical role of motivation in driving students’ academic success and the need for educators to employ effective motivational techniques to foster a conducive learning environment.

A study of Saeed & Zyngier (2012) conducted a qualitative case study to explore the relationship between motivation types (intrinsic vs. extrinsic) and students’ engagement in learning. They found that students with intrinsic motivation demonstrated deeper and more authentic engagement in their studies, as defined by Schlechty (2011). In contrast, students motivated primarily by extrinsic factors showed more superficial forms of engagement. However, students who exhibited a combination of both intrinsic and extrinsic motivation displayed varied forms of engagement, including genuine, compliant, retreat, and rebellious types, indicating a nuanced relationship between motivation types and student engagement behaviors. These findings underscore the importance of fostering intrinsic motivation in students to cultivate meaningful and sustained engagement in their academic pursuits while also recognizing the complexities introduced by varying levels of extrinsic motivation.

A variety of scholars have created assorted conceptualizations of inherent motivation. Physiological excitement, mental disjointedness, capability and self-assurance, drive-naming, psychodynamic drive hypothesis, and feeling are the six classes into which Deci and Ryan (1985) split these different conceptualizations, Morelock (2021).

In the study of Saari (2012), Characteristic Motivation: Brain Research and Neuroscientific Point of View, the aim of the study is the possibility that customary motivation rose as a response to behaviorism, which was the most predominant in mental science from the 1920s to the 1960s (Ryan and Deci, 2000). The two most important direct hypotheses are the learning hypothesis (implied in Ryan and Deci, 2000) and the operant theory (suggested in Ryan and Deci, 2000), which make sense of motivation in two distinct ways. The operant hypothesis considers the human approach to acting to be established on the motivation to achieve rewards. The learning hypothesis, on the other hand, was viewed as an endeavor to fulfill the physiological drives of the head. However, these speculations didn’t convey conversation around characteristic motivation; they inescapably began disdaining and making sense of approaches to acting that were not made sense of by motivations or physiological drives. These different behaviorists decided to improve the ordinary drive hypothesis by naming unexpected drives in comparison to the physiological ones, similar to the drive for assessment as referred to in the study of Kaplan and Oudeyer (2007) and the drive to control (as alluded to in Kaplan and Oudeyer, 2007), in this manner known as the drive-naming method for managing characteristic motivation.

In addition, Intrinsic Motivation is one of the motivations provided by Deci (2000). Deci depicts the individual who is characteristically roused to participate in an action for the actual movement, the student who plans to accomplish something without somebody advising them to be a naturally spurred individual. Characteristically propelled students show a few ways of behaving that permit them to perform as indicated by their scholastic capacities. The model assumes that characteristically persuaded students to become profoundly engaged with the job needing to be done, they experience a sensation of pleasure.

Extrinsic Motivation of Students

Extrinsic motivation, as often as possible, appeared differently in relation to characteristic motivation, in which conduct is performed for reasons other than smugness or in return for an outside remuneration. From the self-assurance hypothesis, Ryan and Deci (2020) guarantee that extraneous motivation can be separated into four fundamental subtypes: outside guidance, introjection, distinguishing proof, and reconciliation.

Extrinsic motivation, rather than being a trademark, motivation is the psychological expression people feel when they are inspired to produce unquestionable outcomes from the accomplishments that come naturally to their true lead, Ryan and Connell (1989). In any case, the immediate have different effects on the person depending on the authority managing it. Accordingly, it is possible to identify three generally studied subtypes of incidental motivation: outside rules, introjected, and perceived. A condition of distinguished guidelines is one in which people are constrained to participate in activities in light of their own apparent individual qualities and significance, whether or not these activities are intrinsically charming. Subsequently, distinguished guidelines are viewed as a moderately self-decided kind of motivation inside SDT, and it is guessed that they cultivate positive learning perspectives and results. Comparative individual ways of behaving and esteeming are positive student accomplishments in hope esteem speculations, Wigfield, Rosenzweig, and Eccles (2017).

Extrinsic motivation is not by any stretch of the imagination, like trademark motivation, which happens when the sole reason for acting with a specific goal in mind is to get outside compensation. The fixation from the start is the remuneration to be allowed continuously. Subsequently, it is recommended that motivation force be the prize that should be given. An obvious model is a kid who has been guaranteed a pretend rifle if, by some stroke of good luck, they can carry out magnificently the assessment. On the off chance that the kid, in this manner, gets ready well to perform fantastically, propelled as a result of the pretend rifle to be given by the day’s end. This justifies why extraneous motivation is viewed as conduct achieved by support.

However, Howard, Bureau, Guay, Chong, and Ryan (2021) conducted a meta-analysis on student motivation from the perspective of Self-Determination Theory, examining various types of motivation and their impact on student outcomes. They found that intrinsic motivation was positively associated with academic achievement and overall student well-being. In contrast, motivations driven by external rewards or avoidance of punishment showed no significant correlation with academic performance or persistence but were linked to lower levels of well-being. The study highlighted the importance of fostering intrinsic motivation and personal values in students to enhance their academic success and psychological well-being, suggesting that these internal factors contribute significantly to positive educational outcomes compared to externally driven motivations.

Furthermore, Oladele (2023) investigated the role of self-motivation and study ethics in predicting academic achievement among undergraduate students in a Nigerian university. The study found that self-motivation significantly predicts students’ academic success, indicating that students who are internally driven to excel academically tend to perform better. Additionally, the research highlighted the importance of cultivating strong study ethics alongside self-motivation, suggesting that disciplined study habits and ethical academic behavior are crucial factors in achieving academic goals. These findings underscore the importance of fostering intrinsic motivation and cultivating a strong sense of academic responsibility among students to enhance their overall academic achievement.

Posted Tarpaulin in the Campus

The tarpaulin that is utilized in introducing it suggests a tremendous, strong standard or a sign that contains an engraving on this surface, which is, for the most part, utilized for outside publicizing. Beautifications and covers as an instrument of correspondence among the Maranao society outline how to give certification to their family and everyone whom they care for, especially their closest family and regarded ones as companions and accomplices. They need to back any unprecedented accomplishments anyone from their family develops as a component of their astonishing customary honing. They additionally share these with their companions and, shockingly, far-away relatives. Constantly, the utilization of beautifications and covers is not the mode for conferring their help, appreciation, certification, and commitment to the accomplishment and win of individuals who are near them. (Maruhom, 2015)

Given the singular meeting led by (Maruhom, 2015), beautifications and covers are used in unambiguous occasions or events like the enthronement of Rulers, Datus, and Baes; Dialaga Kandori (promise Capabilities); Weddings administrations; Appearance of Explorers from the Consecrated Land Domain of Saudi Arabia; Cum Laude or Honor Graduates; Progression to Higher Positions like Division Overseer of Schools; Course of action to New Positions like Custom Finders; Board Evaluation Passers like LET appraisals; Masteral and PhD Graduates; Promising new kids on the block who won during the Choices; School Cluster Reunions like the MSU-ILS; Breathtaking Reunions of Family and Groups; Great greetings to the Graduated class; Welcoming the Magnificent Month of Ramadhan; Ediul Fitr and Eidul Adha Great greetings; Communicated Opportunities for Races; Welcoming Dignitaries, Guests and Visitors; Birthday Celebrations Party; Feelings Great greetings the Destruction of Loved ones; and Promotion of their Business Establishments.

In addition, a study by Ibrahim (2021) explored the visual language structure of tarpaulins in Marawi City, Philippines, known as “Kambilangatao,” which reflects contemporary Meranaw values of becoming a good person. The study identified five key concepts within Kambilangatao: kapamagogopa (mutual assistance), kapamagawida (community service), kapamagadata (respect for each other), kaseselai (mutual respect), and kambangsa (pride in family heritage). The analysis of tarpaulins revealed that these values are visually communicated, portraying the contemporary Meranaw ideal as educated, accomplished, confident, religious, honorable, and a good leader. The findings suggest that the proliferation of tarpaulins in public spaces serves as a modern medium to reinforce and promote these cultural values among the Meranaw community in Marawi City.

Policy and Regulation on Tarpaulin and Billboard Posting

A study by Floyd (2000) explores the contentious issue of billboard control, focusing particularly on the legal and regulatory challenges faced by communities seeking to reduce billboard clutter through methods like amortization. The study finds that the outdoor advertising industry has successfully lobbied against regulatory measures in many states, limiting local government’s ability to enforce amortization or other restrictions on non-conforming billboards. Despite concerns over visual blight and aesthetic harm, billboards are defended as cost-effective advertising tools by the industry. They contrast sharply with viewpoints advocating for their reduction or removal based on aesthetic and community impact grounds. This study highlights the complex intersection of legal, regulatory, and aesthetic considerations in managing outdoor advertising, resonating with ongoing debates and policies surrounding tarpaulin and billboard posting regulations.

In addition, Executive Order No. 165 emphasizes the legal framework for out-of-home advertising signs in the Philippines, emphasizing compliance with constitutional provisions on public interest and consumer protection. It mandates the Department of Public Works and Highways (DPWH) to establish stringent guidelines and norms to ensure the orderly placement and construction of outdoor advertising displays, aligning with broader government objectives. These guidelines aim to regulate the issuance of permits for installing and maintaining such displays, impacting policies on tarpaulin and billboard posting by enforcing standards to enhance aesthetic and public safety considerations.

METHODOLOGY

This study employed a descriptive research approach, utilizing survey questionnaires and interviews for data collecting and analysis. Quantitative data was gathered via a survey questionnaire and one-on-one interviews. This study also scopes the Mindanao State University (MSU) – Main Campus specifically the fourteen (14) colleges of MSU are the respondents of the study. The MSU Marawi City barangay is inside the campus, as part of the surveying area for the tabulation of the tarpaulin posted in the area and the barangay in the national highway has a large number of posted tarpaulins, and it has also made a big contribution to the study. The study utilized Raosoft to determine the sample size and employed purposive sampling design. The fourteen colleges of MSU have a total of 12,866 students, and the result of Rao soft shows that the target respondents are total of 375.The selected 20 students have an interview who are enrolled for the 1st semester of the academic year 2024 – 2025.Thematic analysis used for interview responses, and it is a process for identifying, examining, and analyzing reporting patterns(themes) in data.

RESULT AND DISCUSSION

Socio-Demographic Profile of Respondents

The socio-demographic profile of respondents provides insights into their characteristics in terms of age, sex, year level, CGPA, and college. This data is important to know the context and diversity of the respondents and the differences that can affect their perspective, behavior, and experiences in the frame of the study. By assessing these profiles, It is feasible for researchers to uncover patterns that aid in determining correlations between patterns and the study’s goals.

Age Distribution of the Respondents

The age distribution, as shown below, shows the different age groups of the respondents involved in the study. This aspect gives insight into the distribution of perspectives and experiences of the respondents. It gives the researcher a clue on how age variation may affect certain aspects of the study and the objective of the study. These results are important as they help to identify patterns and provide a recommendation.

Table 2 Frequency and Percentage Distribution of the Respondent’s Age

Table 4.1 shows the age distribution of the respondents. Most of them (40.5%) are between 18 and 20 years old, followed by 38.1% who are aged 21 5to 22. Respondents aged 23 to 24 make up 18.1% of the total, while only 3.2% are in the 25 to 26 age group. This indicates that the majority of the respondents are in the younger age range, specifically between 18 and 22 years old.

The data indicate that the majority of the respondents are younger, particularly between 18 and 22 years old, which collectively account for 78.6% of the total. This suggests that the study is predominantly capturing the perspectives of younger individuals who are likely in the early stages of their academic or professional journeys. The smaller portion of respondents aged 23 to 26, making up 21.3% of the total, may reflect a decreasing trend of individuals in this age range engaging with the study’s focus, possibly due to differing life priorities or circumstances. This age distribution highlights the need to tailor interventions or recommendations to the characteristics and needs of younger respondents.

This study implies that younger students are more likely to be motivated in the tarpaulin of professional licensure tarpaulin. Similar to the study of Momany, Too, & Simiyu (2015), it established that students’ age, especially 18 -20 and 21- 22 years old, had a significant effect on the student’s academic performance; it also states that students’ age significantly influences their motivation levels.

Sex Distribution of the Respondents

The sex distribution of the respondents categorizes them based on their gender, providing an overview of the male and female representation in the study. This data is essential in identifying gender-related trends or inequalities that may affect the results of this study. Understanding the balance or imbalance in gender representation can also enhance the interpretation of results and ensure inclusivity.

Table 1 Frequency and Percentage Distribution of the Respondents’ Sex

Table 4.2 shows the sex distribution of the respondents. A majority, 58.7%, are male, while 41.3% are female. This indicates that the sample consists of male respondents compared to female respondents.

The data suggest a higher representation of males compared to females in the study, which may reflect the target population’s demographic composition or the research’s specific focus. It highlights the importance of considering gender dynamics when analyzing results and developing recommendations to ensure inclusivity and relevance to both male and female respondents.

This study implies that there is less of a difference between female and male motivation in terms of professional licensure tarpaulin. Similar to the study of Turhan (2020) indicated that gender differences in educational motivation were generally small (Cohen’s d values ranging from 0.07 to 0.18).

Year-Level Distribution of the Respondents

The year-level distribution of the respondents provides a breakdown of their academic standing, indicating the diversity of experiences and perspectives across different grade or year levels. This data is important in understanding how academic progression influences the respondents’ views, behaviors, or motivation. It also helps to identify trends or patterns unique to specific year levels that may be relevant to the study’s objectives.

Table 3 Frequency and Percentage Distribution of the Respondent’s Year Level

Table 4.3 shows the year’s level distribution of the respondents. The largest group is third-year students, making up 29.9% of the total. This is followed by first-year students at 25.1% and fourth-year students at 24.5%. Second-year students account for 17.9%, while fifth-year students make up the smallest group at only 2.7%. This indicates that the respondents are fairly distributed across year levels, with a higher proportion in their third year.

The respondents’ year-level distribution shows diverse perspectives on the motivational influence of professional licensure tarpaulins. Third-year students, being the largest group (29.9%), are more influenced as they are in the middle of their academic journey. The balanced representation across other year levels offers insights into how motivation varies, while the small number of fifth-year students suggests they may be less engaged with external motivators as they focus on graduation.

This study implies that third-year students might be more motivated if they are influenced by the professional licensure tarpaulins, given their critical academic stage. Other year levels highlight how motivation shifts throughout college. This implies the need for tailored motivational strategies to support students at different academic stages, especially as they progress toward graduation.

Similar to the study of Momany, Too, & Simiyu (2015), which examined how different grade levels (or year levels) influence academic motivation and engagement, it was found that students’ year levels are critical in understanding their academic behaviors and achievements. This aligns with the finding that third-year students, often considered more engaged due to their intermediate stage in academic programs, form the largest proportion of respondents, reflecting their active participation in educational activities.

CGPA Distribution of the Respondents

The CGPA (Cumulative Grade Point Average) distribution of the respondents reflects their academic performance levels. This data is significant in understanding the range of academic achievements within the group, which may correlate with their experiences, behaviors, or perspectives in the study. Analyzing CGPA distribution helps identify patterns or trends that can contribute to implication in the interpretation of the findings.

Table 4 shows the frequency and percentage distribution of respondents’ Cumulative Grade Point Average (CGPA). The majority (35.7%) have a CGPA between 1.46 and 1.75, categorized as Very Good to Excellent, followed closely by 29.1% in the 1.76 to 2.00 range (Very Good). A significant portion (11.7%) have a CGPA from 1.26 to 1.45 (Excellent), while 12.3% fall between 2.26 and 2.75 (Satisfactory).

Table 4 Frequency and Percentage Distribution of the Respondent’s CGPA

A smaller percentage of respondents (5.1%) achieved the highest CGPA bracket (1.00 to 1.25, Excellent), while very few (2.1%) had CGPAs in the 2.76 to 3.00 range (Passing to Satisfactory). Only 0.3% of respondents had a CGPA between 3.01 and 5.00, indicating academic struggles.

Overall, 64.8% of respondents fall within the 1.46 to 2.00 range, reflecting a strong academic performance among the majority. This suggests that most students maintain commendable grades, while a smaller proportion face academic challenges.

These findings highlight the potential impact of motivational factors—such as professional licensure tarpaulins—on academic performance. The presence of these tarpaulins may serve as a form of encouragement, reinforcing students’ aspirations for excellence. Additionally, targeted interventions could be beneficial for students with lower CGPAs, ensuring they also receive the necessary support and motivation to improve their academic standing.

Several studies support the observed CGPA distribution in the current research, emphasizing the role of motivation and related factors in academic achievement. Shramin (2016) highlighted that student with strong achievement motivation, positive role models, and a conducive environment tend to achieve higher CGPAs, aligning with the finding that most respondents fall within the mid-to-high CGPA range. Similarly, Norvilitis, Quin, and Reid (2022) found that higher motivation levels strongly predict better GPA outcomes and retention rates, reinforcing the importance of motivation in academic success. Howard et al. (2021) further supported this with an analysis showing intrinsic motivation’s positive association with academic performance and well-being, which aligns with the significant percentage of students achieving mid-to-high CGPAs. Steinmay, Weidinger, Schwinger, and Spinath (2019) also emphasized the role of motivational constructs like self-efficacy and task values in predicting academic success, which may explain the current study’s results. Further supporting the observation that many respondents demonstrate good motivation levels, as reflected in their CGPAs.

College Distribution of the Respondents

The college distribution of the respondents categorizes them based on their respective academic colleges. This data highlights the diversity of academic fields represented in the study, providing insights into how perspectives and experiences may vary across disciplines. Understanding the distribution by college helps ensure that the findings are comprehensive and reflective of the broader academic field. The variance of the number is based on the population of every college and sample size extracted with the use of Raosoft software.

Table 5 Frequency and Percentage Distribution of the Respondent’s College

Table 4 shows the college distribution of the respondents. The largest group comes from the College of Business Administration and Accountancy (CBAA), making up 13.3% of the total. This is followed by the College of Education (CED) with 11.5%, and both the College of Public Administration (CPA) and the College of Social Sciences and Humanities (CSSH) with 10.4% each. Smaller groups include the College of Fisheries and Aquatic Sciences (CFAS) at 2.4%, the College of Human and Tourism Management (CHTM) at 2.1%, and the College of Sports, Physical Education, and Recreation (CSPEAR) at 1.9%. This distribution shows that respondents are fairly diverse across colleges, with CBAA having the highest representation.

The diverse distribution suggests that motivational influences of professional licensure tarpaulins might have varying impacts depending on the students’ academic disciplines and contexts. The higher representation from CBAA and CED implies that these colleges could provide valuable insights into how motivational tools affect academic achievement in their respective fields. For smaller colleges, the lower participation highlights the need to ensure that their unique perspectives are considered when designing motivational strategies and interventions.

Similar to the study of Wang, Dai, and Short (2024) emphasized that tailored motivational strategies are more effective than a one-size-fits-all approach, underscoring the importance of considering unique motivational needs across disciplines. For smaller colleges, the lower participation highlights the need to ensure that their unique perspectives are considered when designing motivational strategies and interventions. Tailoring these interventions to align with the motivational profiles of students from various disciplines could optimize the effectiveness of such tools. This aligns with the study of Breen and Lindsay (2002), which emphasizes that academic success is significantly influenced by discipline-specific motivations rather than general motivation. Their research concluded that different disciplines require tailored motivational strategies to support student achievement effectively.

Posted Professional Licensure Tarpaulin in Mindanao State University – Main Campus Marawi City

The posted professional licensure tarpaulins at Mindanao State University-Main Campus, Marawi City, symbolize the institution’s pride in its graduates’ achievements. These tarpaulins showcase the success of students in various professional licensure examinations, it highlights the number of tarpaulins displayed for each professional examination category. serving as a source of motivation for the university community. This data highlights the diversity of professional achievements celebrated across the university.

Table 6 Frequency and Percentage Distribution of the Professional Licensure Tarpaulin

Table 6 shows the number of professional licensure tarpaulins posted across seven barangays in Mindanao State University-Main Campus, table also highlights the distribution of professional licensure tarpaulins posted across seven barangays in Mindanao State University-Main Campus, Marawi City. Among the programs, the Licensure for Professional Teachers has the highest representation, with 25 tarpaulins, followed by BAR (20) and Nursing (17). Conversely, programs like Psychometrician, Forester, and Mechanical Engineering have the least presence, with only 1 to 3 tarpaulins each. This distribution reflects the varying levels of success and recognition of professional licensure examinations across programs and barangays on campus.

Table 6 data shows that the Licensure Examination for Professional Teachers has 16.13%, the Philippine BAR Exam has 12.89%, and the Nursing Licensure Examination has 10.97 % dominate the tarpaulin distribution, indicating these programs may have higher professional licensure passer visibility within MSU-Main Campus. The variation in the total number of tarpaulins across barangays suggests differences in academic achievement or celebration practices among communities. Programs like Psychometrician and Mechanical Engineering Licensure Examinations have minimal representation, reflecting fewer passers or less visibility for these fields.

In this study, it implies the prominence of certain licensure exams, such as teaching and law, implies that these fields play a significant role in motivating students due to their visible success. Barangays with fewer tarpaulins may require additional support or motivational initiatives to encourage academic achievement and celebrate success. The difference among licensure exams also highlights the need for equitable recognition of achievements across all programs to inspire students in less-represented fields.

In similar to the study of Aquino et al. (2019) found that celebrating student achievements was positively correlated with improved academic performance, indicating that the visibility of successful students in these fields may inspire others to strive for academic excellence. The differences in tarpaulin distribution across barangays may reflect varying celebration practices, and it is important to balance such visibility with attention to student’s emotional and psychological needs. McLachlan et al. (2023) further stressed the importance of diversifying recognition practices to emphasize effort and growth rather than focusing solely on high-stakes outcomes, which could help mitigate any potential adverse effects on mental health.

Motivational Influence of Licensed Professional Tarpaulins Posted on The Respondents

The motivational influence of professional licensure tarpaulins posted within Mindanao State University-Main Campus reflects their impact on students’ aspirations and academic drive. These tarpaulins not only celebrate individual successes but also serve as visual reminders of the rewards of hard work and perseverance. Their presence inspires respondents to strive for similar achievements, reinforcing a culture of determination and goal setting within the university community.

Perceived Motivational Influence of Professional Licensure Tarpaulin on Academic Achievement

Descriptive statistics of the perception of the influence of professional licensure tarpaulins on motivation provide an overview of how students feel about their impact on academic achievement. By analyzing the mean and standard deviation, we can understand the general agreement and variation in students’ responses. These statistics offer insights into the effectiveness of the tarpaulins in motivating students toward academic success.

Table 7 shows the perception of the influence of professional licensure tarpaulin on motivation in academic achievement. The overall average mean of 3.76 indicates that respondents generally agree that professional licensure tarpaulins influence their motivation for academic achievement. The most strongly agreed upon statement is ” The posted professional licensure tarpaulins of passers are motivating.” (Mean = 4.09, Rank 1), suggesting that respondents feel these tarpaulins have a positive motivational impact. Another highly rated statement is ” The posted professional licensure tarpaulins of passers can capture my attention.” (Mean = 3.88, Rank 2), indicating that these tarpaulins effectively capture respondents’ focus. Respondents also agreed with the statement, ” The professional licensure passers tarpaulins motivated me to succeed in my chosen career” (Mean = 3.85, Rank 3), reflecting that these tarpaulins inspire them toward academic success. Other items, such as ” The posted professional licensure tarpaulins could motivate me to excel in my academic endeavors.” (Mean = 3.81, Rank 4), ” I felt excited while looking at the posted tarpaulins of professional licensure passers.” (Mean = 3.79, Rank 5), and ” I am motivated by the posted professional licensure tarpaulins, so I put a lot of effort into my work.” (Mean = 3.75, Rank 6), show that the tarpaulins generally encourage more significant effort and excitement in academic tasks.

Table 7 Mean and Standard Deviation of Perceived Motivation Influence of Professional Licensure Tarpaulin on Academic Achievement

A slightly lower rating was given to “The posted professional licensure tarpaulin encourages me to participate in events.” (Mean = 3.54, Rank 10), but still reflects agreement with the statement. The lowest-ranked item is ” The posted professional licensure tarpaulins make me feel more recognized and valued as a student.” (Mean = 3.56, Rank 9), which, while still positive, indicates a slightly weaker sense of recognition. Overall, respondents agree that these tarpaulins positively influence their motivation for academic success and event participation.

In Table 7 it shows that professional licensure tarpaulins have a motivational influence on students, particularly in encouraging them to strive for academic success and focus on their goals. Items with the highest means, such as ” The posted professional licensure tarpaulins of passers are motivating,” highlight the significant impact of this visual representation of success on students’ drive. Meanwhile, lower-ranked items like ” The posted professional licensure tarpaulin encourages me to participate in events.” suggest that while motivating academically, tarpaulins may have less impact on extracurricular engagement.

This study implies the positive influence of professional licensure tarpaulins, emphasizing their value as motivational tools for students. Educational institutions may consider the influence of these tarpaulins more strategically to inspire academic achievement. However, to broaden their impact, efforts can be made to align these motivational tools with promoting engagement in other academic and extracurricular activities. Additionally, addressing feelings of pressure associated with these tarpaulins could ensure their benefits without negatively affecting students’ well-being. To further illustrate this impact, the following are some responses from the participants:

“Yes. It helps to uplift the spirit and hope to be one of the licensure exam passers someday.” (P1), “Always because seeing them makes me more motivated for what I want to achieve in life”. (P2), “Yeah, it helps me stay motivated, but it also makes me feel a bit pressured.” (P14), “Posted professional licensure tarpaulin also encourage me to seeing others’ accomplishments which can create a sense of possibility and drive you to achieve similar goals.” (P7).

Similar to the study of Mayer, Dow, & Mayer (2013) on “Effects of Posters on Visual Learning and Attitudes,” which found that posters enhance comprehension, retention, and engagement through repeated exposure to motivational content, the professional licensure tarpaulins in your findings act as a visual stimulus that captures attention and fosters academic motivation. Their research highlighted how visual aids, such as posters, can significantly improve focus and stimulate positive attitudes toward learning, aligning with your findings that tarpaulin motivates students and encourage greater academic effort.

Additionally, in line with the study by Briones (2021) on “Licensure Examination: Students Intrinsic and Extrinsic Factors as Success Predictors” supports the idea that public recognition and displays, such as tarpaulins, serve as an external motivator. Briones noted that these factors encourage students to strive for success, reinforcing the motivational impact observed in their findings. This connection is further elaborated in the participants’ responses, highlighting their personal experiences and perceptions of tarpaulins as motivators:

“Whenever I saw professional licensure tarpaulins it made me think that those people also experienced what I’ve been experiencing now so I’m sure I can also survive, and it pushes me to do well in my academic performance.” (P20), “It’s a kind of show off to other people that this child passes the licensure exam.” (P16).

Perceived Motivational Influence of Professional Licensure Tarpaulin on Career Choice

The perception of the influence of professional licensure tarpaulins on career choice focuses on how these visual displays of success can shape students’ professional aspirations. Seeing their peers achieve licensure and recognition may inspire students to pursue similar careers or set higher professional goals. These tarpaulins serve as a motivating factor, influencing students’ decisions to strive for career-related success in their chosen fields.

Table 8 Mean and Standard Deviation of Perceived Motivational Influence of Professional Licensure Tarpaulin on Career Choice

In Table 8, the overall average mean of 3.86 indicates that respondents generally agree that professional licensure tarpaulins have an influence on their motivation regarding career choice. The highest rated items are ” I notice a professional licensure tarpaulin displayed around the campus.” (Mean = 4.41, Rank 1) and ” I often see a professional licensure passer’s tarpaulin displayed.” (Mean = 4.20, Rank 2) showing that professional licensure tarpaulins are frequently noticed and visible around the campus. Respondents also agreed that “Professional licensure tarpaulin can influence my career choice.” (Mean = 3.77, Rank 7.5) and “Seeing a professional licensure tarpaulin inspired me to pursue my specific career path.” (Mean = 3.77, Rank 7.5), indicating that these tarpaulins have a motivational impact on their career decisions.

Other items, such as “I feel motivated when I see professional licensure tarpaulins” (Mean = 3.97, Rank 3), ” Professional licensure tarpaulins can affect my perception of different career choices.” (Mean = 3.66, Rank 10), and “I believe professional licensure tarpaulins can influence students’ perception of success.” (Mean = 3.92, Rank 5), show that these tarpaulins are seen as influencing respondents’ perceptions of career success and choices. While there was some moderate agreement with ” I feel pressured by professional licensure tarpaulins when choosing my career path.” (Mean = 3.58, Rank 12), most other responses suggest a positive, motivating effect rather than feeling pressured. Overall, respondents agree that professional licensure tarpaulins play a significant role in influencing their career motivations, perceptions, and aspirations.

Table 8 shows that professional licensure tarpaulins have a positive influence on students’ career motivation and decision-making, as reflected by the general agreement on most items. The visibility of tarpaulins, as highlighted by the highest-ranked items, demonstrates their impact as a motivational tool. However, lower-ranked items, such as the perceived pressure from tarpaulins, indicate that not all students view them as entirely beneficial, with some experiencing added pressure in their career decisions.

In this study, it implies that the visibility and representation of professional licensure tarpaulins significantly impact students’ motivation in career choices, making them a valuable resource for encouraging career aspirations. Institutions can use tarpaulins more effectively by ensuring they reflect different career paths and the effort behind success. Additionally, addressing the potential pressure associated with tarpaulins can help maximize their motivational benefits while minimizing negative effects on students’ career decision-making processes. These impacts are further supported by the respondents’ reflections, providing ideas on how tarpaulins influence their academic motivation and perspectives.

“Whenever I saw professional licensure tarpaulins it made me think that those people also experienced what I’ve been experiencing now so I’m sure I can also survive, and it pushes me to do well in my academic performance.” (P20), “Seeing others’ accomplishments which can create a sense of possibility and drive you to achieve similar goals.” (P7), “Yeah, it helps me stay motivated, but it also makes me feel a bit pressured” (P14).

In similar to the study of Briones (2021) on the “Licensure Examination: Students Intrinsic and Extrinsic Factors as Success Predictors,” which highlighted the motivational role of material incentives and recognition like family support and rewards, the visibility of professional licensure tarpaulins in your findings acts as a similar external motivator. Briones found that factors such as acknowledgment of success, akin to public displays, can enhance students’ internal drive and focus towards achieving career-related goals. This motivational effect is reflected in the participants’ responses, as they describe how seeing such displays influences their academic aspirations:

“It inspires me to do better. I am a very jealous person, so I will try my best to surpass those professional licensure passers.”(P15), “I feel good thinking that someday, it will be me who is posted there, with congratulatory compliments from relatives.” (P13)

Additionally, much like billboards, tarpaulins can have a similar effect in terms of visibility and influence, the findings align with Taylor, Franke, and Bang (2006), who explored the “Use and Effectiveness of Billboards” and emphasized visibility and local presence as critical factors influencing perception and action. Similar to their findings, the professional licensure tarpaulins’ frequent visibility and strategic placement make them significantly influence student career motivation.

Perceptions, Observations and Feedback of the Respondents on Posted Tarpaulin in the MSU Main Campus

The perception and observation of posted tarpaulins on campus reflect their impact on the university community. Many view these tarpaulins as sources of pride and motivation, showcasing the success of graduates and encouraging others to strive for similar achievements. Observations, however, may include suggestions for improved organization, equitable representation of programs, and regulations to maintain the campus’s aesthetic appeal while honoring accomplishments.

Perceptions of the Respondents on Posted Tarpaulin in the MSU Main Campus

Perceptions towards the posted tarpaulins in the campus reflect how students, faculty, and staff view the role of these displays in promoting academic success and motivation. Many may see them as a source of pride, inspiration, and a reminder of attainable goals, while others may view them as mere formalities or distractions. Overall, the perception tends to vary depending on personal experiences, but they generally serve as symbols of achievement and encouragement for future success.

Table 9 Mean and Standard Deviation of Perceptions of the Respondents on Posted Tarpaulin in the MSU Main Campus

Table 9 summarize respondents’ perceptions towards posted tarpaulins on campus. With an average mean of 3.30, the respondents generally “Agree” with the statements. The highest-rated item, “I notice Posted Tarpaulins around the campus” (Mean = 4.45, “Strongly Agree”), shows that tarpaulins are very noticeable. Other highly rated aspects include their informativeness (Mean = 3.97, Rank 2) and the preference for promoting digital tarpaulins over printed ones (Mean = 3.94, Rank 3). For the negative statements, respondents disagreed that “Posted Tarpaulins are distracting” (Mean = 2.31, reverse-scored to indicate agreement that they are not distracting), and “I see outdated or irrelevant posted tarpaulins on campus” (Mean = 2.13, reverse-scored to indicate agreement that most tarpaulins are relevant).

Neutral responses were observed for items like the relevance of the information to academic and social life (Mean = 3.15) and whether tarpaulins contribute positively to the city’s aesthetics (Mean = 2.67). Respondents also disagreed that tarpaulins are environmentally friendly (Mean = 2.54, Rank 13). Overall, the results suggest that while the tarpaulins are noticeable, informative, and generally relevant, there is room for improvement in making them more environmentally friendly and aesthetically appealing. The absence of distraction and outdated content are seen as positive aspects of the current tarpaulin practices.

Table 9 shows that students generally have a positive perception of the posted tarpaulins on campus, considering them noticeable, informative, and visually appealing. However, there is some concern about environmental impact and relevance, as indicated by lower scores on environmental friendliness and the presence of outdated tarpaulins. The preference for digital tarpaulins highlights a shift toward sustainable practices.

In this study, it implies that tarpaulins are an effective tool for communicating on campus but may benefit from adjustments in terms of environmental friendliness and aesthetic appeal. Shifting toward digital formats and improving the visual impact could further enhance their effectiveness, while ensuring that the information remains relevant and up to date. This potential for improvement is reflected in the participants’ responses, demonstrating how the current use of tarpaulins already motivates students.

“Posted tarpaulins encourage me; seeing others’ accomplishments can create a sense of possibility and drive you to achieve similar goals.” (P7).

In Similar to the study of Mayer, Dow, & Mayer (2013) on the effects of posters on visual learning and attitudes, it was found that posters significantly enhance noticeability and information retention, aligning with respondents’ agreement that tarpaulins on campus are highly noticeable and informative. Likewise, Briones (2021) emphasized the role of visual displays like tarpaulins in motivating and informing students, reinforcing the perception that tarpaulins on campus provide relevant and engaging information. However, while these displays are effective, some participants also highlighted concerns about their sustainability and the need for regulation to optimize their impact.

“To regulate the posted tarpaulins on campus, it would be helpful to establish designated areas for tarpaulin displays… Setting guidelines on the size, content, and duration of the tarpaulins can ensure that they remain relevant, well-maintained, and respectful of the campus environment.” P (12), “As I’ve observed, when the tarpaulin faded and became old, it began to break down and turn into microplastics, which is bad for our environment.” (P11)

Additionally, this aligns with Maruhom (2015) highlighted the cultural significance of tarpaulins in Meranaw society, noting their effectiveness in promoting achievements and disseminating information, which resonates with the respondents’ acknowledgment of their informativeness and relevance. Ibrahim (2021) explored the visual language of tarpaulins in Marawi City and found that while tarpaulins are effective in communication and visibility, there are concerns about their environmental and aesthetic impacts, mirroring respondents’ observations about the limited environmental friendliness and aesthetic contribution of tarpaulins. These concerns are further emphasized by the participants, who suggest that practical measures could be implemented to improve the management and environmental impact of tarpaulins.

“Tarpaulin should also have a deadline because I’ve seen that they won’t remove the tarpaulin in the city even when it’s old, which causes pollution”. (P16) “Posting tarpaulins isn’t bad, as long as they’re informative and motivational. It’s fine, but it should be limited and still follow the city’s rules while considering the environment.” (P14).

Another study that supports the findings is Taylor, Franke, and Bang (2006) identified that billboards (analogous to tarpaulins) are highly effective in drawing attention and delivering informative content due to their visibility and relevance to the target audience. This highlights the shared effectiveness of both tarpaulins and billboards as communication tools. Collectively, these studies validate the findings, demonstrating that while tarpaulins are effective tools for communication and visibility, there is room for improvement in areas like environmental impact and aesthetics.

Observations of the Respondents on Posted Tarpaulin in the MSU Main Campus

Observations on the posted tarpaulins often highlight their effectiveness in inspiring students to achieve academic success. Many students express admiration for the public recognition of their peers’ accomplishments, which motivates them to set higher goals. However, some feedback may suggest the need for more organized placement or the inclusion of additional criteria to ensure all fields of study are equally represented, fostering inclusivity and fairness.

Table 10 shows that most respondents feel positively about the posted tarpaulins, with an average score of 3.39, meaning they generally “Agree” with the statements. The tarpaulins are seen as influential, informative, and encouraging, with the highest ratings for their ability to influence people and provide useful information. However, respondents were neutral about whether the tarpaulins are entertaining or misleading, indicating that while the tarpaulins are useful and motivating, they may not be very engaging or may not clearly convey their message. Overall, the tarpaulins are considered effective, but there’s room for improvement in making them more entertaining and clearer.

Table 10 Mean and Standard Deviation Observations of the Respondents on Posted Tarpaulin in the MSU Main Campus

Table 10 shows that the observations reflect that respondents generally agree that posted tarpaulins are influential, informative, and encouraging. However, neutrality in responses regarding entertainment value and potential for misinformation suggests mixed opinions on these aspects.

In this study, the findings imply that while posted tarpaulins are viewed positively for their influence and informativeness, their effectiveness could be enhanced by addressing concerns related to entertainment and ensuring accuracy in the information presented. This suggests a need for careful content curation to maximize their impact and reliability. The participants’ responses further highlight how tarpaulins serve as motivational tools, but they also emphasize the need for balance in their implementation to avoid potential negative effects.

“Posting tarpaulins isn’t bad, as long as they’re informative and motivational. It’s fine, but it should follow city rules and consider the environment.” (P14), “Tarpaulin sometimes motivates me that I will pass the licensure exam in the future, but I won’t have my tarpaulin since I don’t want to cause pollution.” (P16), “Posted tarpaulins encourage me; seeing others’ accomplishments can create a sense of possibility and drive you to achieve similar goals.” (P7)

In Similar to the study of Taylor, Franke, and Bang (2006) on “Use and Effectiveness of Billboards: Perspective from Selective Perception Theory and Retail Gravity Models,” it was found that billboards are influential and informative tools for communication, often effectively conveying useful information to their audience. However, the study also highlighted that the impact of billboards depends on their clarity and creativity, which aligns with the finding that while respondents view tarpaulins as effective and motivating, they may lack in entertainment value or clarity, which according to respondents. This suggests that, like billboards, tarpaulins could benefit from improvements in their design and placement. To further enhance their effectiveness, participants suggested ways to improve the placement and appeal of tarpaulins.

“In visible but non-intrusive locations, such as near main entrances or bulletin boards, to avoid clutter and maximize their appeal.”(P12) “I am a very jealous person, so I will try my best to surpass those licensure exam passers.” (P15) 

In line with the study of Mayer, Dow, & Mayer (2013) found that visual materials significantly enhance comprehension and retention but noted that engaging content plays a crucial role in maximizing their impact, further supporting the need for improvement in making the tarpaulins more entertaining and clearer. These studies validate observations, emphasizing the effectiveness of visual displays while pointing out areas for enhancement to optimize their influence.

Feedback of Respondents on the Posted Tarpaulin in the MSU Main Campus

The posted tarpaulins at MSU Main Campus receive varied feedback from students and faculty. Many respondents appreciate their role in recognizing achievements and inspiring academic excellence. The visibility of licensed professionals and top-performing students serves as motivation for others to strive for success. However, some feedback highlights concern regarding design, placement, and inclusivity, suggesting improvements to maximize their positive impact on the university community.

Table 11 Mean and Standard Deviation of Suggestion on the Posted Tarpaulin

The results in Table 11 indicate that respondents strongly agree with most suggestions regarding the regulation and use of posted tarpaulins, as evidenced by an average mean of 4.21, which falls under “Strongly Agree.” The highest-rated suggestion is that there should be regulations for posting tarpaulins in Marawi City (Mean = 4.66, Rank 1), followed closely by the idea that there should be a limited number of posted tarpaulins in specific areas (Mean = 4.62, Rank 2). Other highly rated suggestions include limiting the duration for which tarpaulins are posted (Mean = 4.58, Rank 4), requiring approval from authorities (Mean = 4.59, Rank 3), and using biodegradable materials for tarpaulins (Mean = 4.55, Rank 5). However, respondents disagreed with the statement that current tarpaulin placement regulations are ineffective (Mean = 2.30, Rank 8), indicating satisfaction with existing regulations. The suggestion that tarpaulins can cause accidents when placed in blind spots on roads received a lower mean of 3.82 (Rank 9), showing some concern but not strong agreement. Overall, respondents strongly support improved regulation, sustainability, and safety measures regarding tarpaulins.

In table 11 it shows that the suggestions reflect a strong agreement among respondents on the need for stricter regulations on tarpaulin posting, including limiting their number and duration, ensuring approval by authorities, and using environmentally friendly materials. The disagreement regarding the effectiveness of current advertising placement regulations highlights a gap in the existing system.

In this study, the findings imply a critical need for well-defined policies and enforcement mechanisms for tarpaulin posting in MSU – Marawi City.  This supports the emphasis on environmental concerns and safety suggests that the materials and placement of tarpaulins must be carefully considered to address public feedback effectively. These measures could help create a more organized and sustainable approach to managing posted tarpaulins. A highlighted a significant environmental concern, saying,

“When the tarpaulin faded and became old, it began to break down into microplastics, which is bad for our environment.” (P11), “They should create specific areas on campus where tarpaulins can be posted legally, such as designated walls or bulletin boards.”(P7), “Tarpaulin should have a deadline because I’ve seen that they won’t remove the tarpaulin in the city even when it’s old, which causes pollution.” (P16)

This aligns with the study by Floyd (2000) on “Billboard Control and Environmental Impact” supports the idea of requiring approval from authorities and using environmentally sustainable materials. Floyd’s research highlighted how regulatory measures, and the use of eco-friendly practices can address public concerns about the environmental and safety impacts of outdoor advertising. Similarly, the findings in this study reflect respondents’ advocacy for biodegradable tarpaulin materials and regulated placements, emphasizing the need for more sustainable practices aligning with the respondents’ advocacy for biodegradable tarpaulin materials and regulated placements

“In the Maranao culture, it’s a kind of show-off to other people that this child passes the licensure exam… Nevertheless, tarpaulin sometimes motivates me, but I won’t have my tarpaulin since I don’t want to cause pollution.” (P16).

Aligns with the study of Ibrahim (2021) on “Kambilangatao: An Investigation of the Visual Language Structure of Tarpaulin,” which underscores the significance of tarpaulins as cultural and communicative tools while highlighting the need for appropriate management to avoid visual clutter. Ibrahim’s study supports the findings that regulations on tarpaulin posting, such as limiting their number and requiring approval from authorities, are necessary to maintain a balance between their cultural value and environmental considerations. Participants also proposed specific solutions for optimizing the placement and removal of tarpaulins to ensure both their effectiveness and compliance with regulations.

“There should be designated large bulletin boards on each department where students pass often, to provide them with valuable information. Professional licensure tarpaulins should be removed from campus unless they are placed on private property.” (P15)

This supports the study of Maruhom (2015) on “Decorations and Covers in Maranao Society” discusses the strategic and celebratory use of tarpaulins in public spaces while emphasizing the need for thoughtful placement to avoid overuse. This aligns with respondents’ calls for regulating the number, duration, and locations of tarpaulin postings to enhance their impact while addressing safety and sustainability concerns.

Table 12 Mean and Standard Deviation of Location on the Posted Tarpaulin

The results in Table 12 reflect respondents’ views on the location of posted tarpaulins, with an average mean of 3.85, indicating general agreement. The highest-rated statement is “I can see the posted tarpaulin in public areas” (Mean = 4.73, Rank 1), showing that tarpaulins are widely visible in accessible spaces. “I always see posted tarpaulins on side roads” also received a strong agreement (Mean = 4.54, Rank 2), suggesting that they are common in these areas. Respondents generally agreed that there are designated areas for posting tarpaulins (Mean = 3.59, Rank 4) and that they are aware of these proper posting areas (Mean = 3.79, Rank 3). However, the statement “I like where they post the tarpaulin” received a neutral response (Mean = 3.04, Rank 6), indicating mixed feelings about the current locations. The item “I find the tarpaulin posted relevant” also received a moderate agreement (Mean = 3.38, Rank 5), suggesting that while some tarpaulins are seen as relevant, there may be room for improvement in ensuring their appropriateness. Overall, respondents agree that tarpaulins are visible in public areas, but opinions on their locations and relevance vary slightly.

Table 12 shows the results that tarpaulins are highly visible in public areas and side roads, but there is a neutral response to liking the current locations where they are posted. This suggests that while the tarpaulins are noticed, their placement may not be universally appreciated or strategically planned.

In this study, the findings imply the need to optimize tarpaulin placement to balance visibility and appropriateness. Authorities could establish more designated areas for tarpaulin posting, ensuring better organization and relevance while addressing public concerns about current posting practices. Participants also shared how tarpaulins, when placed effectively, serve as a consistent source of motivation and encouragement.

“It became my habit to read every tarpaulin that I saw on the road while going to school, and somehow it encourages me to do my best in school.” (P20)

Similar to the study of Taylor, Franke, and Bang (2006) on “Use and Effectiveness of Billboards: Perspective from Selective Perception Theory and Retail Gravity Models,” the findings highlight the importance of visibility and strategic placement in maximizing the impact of posted tarpaulins. Taylor et al. emphasized that advertisements located in high-visibility areas, such as side roads and public spaces, are more likely to capture attention, aligning with the respondents’ agreement that tarpaulins are widely visible in accessible areas. In fact, just like billboards, the prominent placement of tarpaulins significantly enhances their ability to motivate and inspire students, as respondents noted that seeing these displays encourages them to strive for similar achievements. This visibility also plays a key role in motivating students, as participants expressed how seeing these displays encourages them to strive for similar achievements.

“Posted tarpaulins also encourage me; seeing others’ accomplishments can create a sense of possibility and drive you to achieve similar goals.” (P7)

Similarly, the study of Ibrahim (2021) in the study on “Kambilangatao: An Investigation of the Visual Language Structure of Tarpaulin” supports the findings by illustrating how the location of tarpaulins influences their visibility and cultural significance. Ibrahim’s research highlights that tarpaulins are often strategically placed in public spaces to communicate messages effectively, reflecting the respondents’ perception that these are commonly seen in key locations like side roads and public areas. Participants also suggested ways to optimize the placement of tarpaulins to ensure they are both effective and respectful of the surrounding environment.

“It would be helpful to establish designated areas for tarpaulin displays, such as near main entrances or specific bulletin boards, to avoid cluttering scenic or study spaces.” (P12), “There should be designated large bulletin boards on each department and places where students pass often, to provide them with valuable information.” (P15)

It aligns with the study of Maruhom (2015) on “Decorations and Covers in Maranao Society,” which explored the strategic use of tarpaulins for communication and recognition, the findings align with the respondents’ view that tarpaulins are prominently displayed in public and accessible areas. Maruhom noted that tarpaulins are often placed in visible locations to maximize their impact, reflecting the respondents’ observations of their widespread presence in public spaces and alongside roads.

Table 13 Mean and Standard Deviation of Environmental Impact of the Posted Tarpaulin

In Table 13, the overall average mean of 3.65 indicates that respondents generally agree with the impact of posted tarpaulins. The most strongly agreed upon statement is “Reducing the number of tarpaulins would improve the campus environment” (Mean = 4.44, Rank 1), highlighting that respondents feel reducing the number of tarpaulins would have a positive environmental effect. Respondents also strongly support a campaign for sustainable posting of tarpaulins (Mean = 4.11, Rank 2), and agree that posted tarpaulins capture people’s attention (Mean = 4.06, Rank 3), suggesting that they are effective in engaging the campus community. The statement “Posted tarpaulin causes accidents because it is in blinding spots of the road” (Mean = 3.70, Rank 4) received moderate agreement, indicating some concern about the safety risks posed by tarpaulins but not widespread agreement. Regarding the negative statement (Item 21) “The posted tarpaulin has a negative impact on the environment”, respondents disagreed (Mean = 1.93, Rank 5), suggesting they do not perceive the tarpaulins as harmful to the environment. In summary, while respondents acknowledge the effectiveness of tarpaulins in grabbing attention, they strongly advocate for reducing their number, supporting sustainability, and addressing potential safety concerns.

Table 13 shows that the respondents generally agree that tarpaulins have an impact on the campus environment, with strong support for reducing their number to improve aesthetics and sustainability. While tarpaulins are perceived as attention-catching and motivating, their potential environmental impact is not widely recognized or agreed upon.

In this study, it implies that the findings suggest an opportunity for initiatives promoting sustainable and regulated tarpaulin posting practices. Efforts to minimize tarpaulin clutter could enhance the campus and city environment while maintaining their effectiveness as communication tools. Campaigns for sustainability in tarpaulin usage could also foster greater environmental awareness among stakeholders. In line with this, respondents highlighted specific environmental concerns, underscoring the need for eco-friendly practices in tarpaulin management.

“When the tarpaulin faded and became old, it began to break down into microplastics, which is bad for our environment.” (P11) “Tarpaulin should also have a deadline because I’ve seen that they won’t remove the tarpaulin in the city even when it’s old, which causes pollution.” (P16)

This aligns with the study by Floyd (2000) on “Billboard Control and Environmental Impact” supports the concerns raised about safety and environmental effects. Floyd discussed how excessive outdoor advertising, such as billboards, can lead to clutter, pose safety risks, and provoke public demand for stricter regulations. Similarly, the respondents’ concerns about the environmental impact and clutter caused by tarpaulins reflect the same issues raised in billboard advertising, suggesting that both forms of public display share similar challenges in terms of sustainability and safety. This aligns with the respondents’ call for campaigns promoting sustainability and safer practices for posting tarpaulins​.

Similar to the study of Ibrahim (2021) on “Kambilangatao: An Investigation of the Visual Language Structure of Tarpaulin,” which explored how tarpaulins reflect cultural values and influence public spaces, the findings align with respondents’ concerns about the environmental and safety impacts of excessive tarpaulin use. Ibrahim’s study emphasized the role of tarpaulins in shaping perceptions and their potential to contribute to visual clutter in public areas, supporting the respondents’ advocacy for reducing the number of tarpaulins to improve the campus environment​. This concern is further echoed by participants, who proposed specific solutions to manage tarpaulin use more sustainably and effectively.

“Highlighted the dual impact of tarpaulins, stating, “Posting tarpaulins isn’t bad, as long as they’re informative and motivational. It’s fine, but it should be limited and still follow the city’s rules while considering the environment.” (P14), “They should create specific areas on campus where tarpaulins can be posted legally… This could be designated walls, bulletin boards, or temporary structures.” (P7), “It would be helpful to establish designated areas for tarpaulin displays and encourage the use of eco-friendly materials or digital signage to reduce waste and promote sustainability.” (P12). This reflects with Floyd (2000) and Ibrahim (2021) study on the needs for organized and regulated placement of tarpaulin to reduce clutter. This aligns with the respondents’ support for sustainable practices and the need to address the safety concerns posed by tarpaulins​.

Posted Professional Licensure Tarpaulins Influence on the Motivation of the Respondents

The posted tarpaulins at MSU Main Campus play a significant role in shaping student motivation. Many respondents’ express feelings inspired by the recognition of achievers, pushing them to set higher academic and career goals. The visibility of successful individuals fosters a sense of encouragement and healthy competition. However, some respondents suggest that motivation varies depending on personal aspirations and the relevance of the displayed achievements to their field of study.

The posted tarpaulins influence respondents’ motivation by encouraging them to pursue academic success, uplifting their spirits, and inspiring them to finish their studies and pass the licensure exams. They serve as motivational role models, showcasing the achievements of others and reinforcing the belief that success is attainable. For many, tarpaulins create a desire for recognition, driving them to work harder to have their own accomplishments displayed. Some respondents also find intrinsic motivation in the achievements of others, drawing personal strength and determination. However, a few noted that tarpaulins can bring pressure or mixed emotions, leading to stress or self-doubt due to comparisons or cultural expectations. Overall, tarpaulins are valued for recognizing the hard work of licensure exam passers, inspiring admiration, and encouraging others to strive for similar success. The following themes are formulated based on the response of the participants.

Theme 1. Encouragement to Succeed

Inspiration and motivation play a crucial role in driving individuals to achieve their goals. It reflects how visual symbols of achievement, like tarpaulins of licensure exam passers, inspire and motivate individuals to pursue their goals. These displays act as reminders of success that ignite hope, strengthen determination, and encourage students to strive for academic excellence and personal fulfillment. They foster a sense of aspiration and drive, pushing individuals to work harder and envision themselves achieving similar milestones.

In similar to the studies support the idea of visual symbols like tarpaulins inspire and motivate individuals to succeed. Taylor, Franke, and Bang (2006) highlight how clear the message and bold visuals evoke emotional responses and inspire action, while Momany, Too, and Simiyu (2015) emphasize the role of motivation in enhancing academic performance. Steinmay et al. (2019) found that recognition of achievements strengthens self-belief and drives academic success. Similarly, Briones (2021) revealed that external recognition, like tarpaulins, serves as a powerful extrinsic motivator. Ibrahim (2021) highlighted tarpaulins’ cultural significance in fostering pride and aspiration within communities. Grounded in Self-Determination Theory (Deci & Ryan, 2000), these displays fulfill the psychological needs of competence and relatedness, encouraging individuals to envision and strive for their goals. These findings imply that institutions should maximize the use of visual recognition tools to boost student motivation and academic performance. Additionally, regulating and enhancing these practices can ensure their positive impact on students’ aspirations while fostering a supportive academic culture.

Theme 2. Motivational Role Models

Learning from the success of others, the displayed tarpaulins serve as a source of inspiration, showing the achievements of others and encouraging students to reach for similar successes. It emphasizes how the success of others, as depicted on the tarpaulins, acts as a source of inspiration for students. These visual representations of achievement encourage students to believe in their own potential and push themselves to reach similar heights. By showcasing the accomplishments of top achievers, the tarpaulins serve as a reminder that success is attainable, sparking determination and focus on students as they strive toward their academic goals. The presence of these role models instills confidence and a sense of possibility, reinforcing the idea that if others can succeed, so can they.

In similar to the studies that highlight the impact of visible achievements in motivating individuals to succeed by learning from role models. Taylor, Franke, and Bang (2006) underscore how visible symbols, such as tarpaulins, create a tangible connection to success, fostering determination. Steinmay et al. (2019) found that recognition of role models enhances self-belief and inspires goal-oriented behavior, while Ibrahim (2021) emphasized the cultural significance of tarpaulins in showcasing success as a source of aspiration and community pride. Grounded in Self-Determination Theory (Deci & Ryan, 2000), these displays fulfill the need for competence by demonstrating achievable milestones and relatedness by connecting students to a broader community of achievers. These findings suggest that institutions should strategically use visible symbols to highlight role models, inspiring students to set ambitious goals and reinforcing the belief that success is within their reach. Additionally, integrating these displays into academic programs could foster a culture of excellence and motivation.

Theme 3. Pressure and Mixed Feelings

Emotional conflict and expectations reflect the complex emotional response that some students experience when viewing the tarpaulins. While they are motivated by the achievements of others, they also feel a sense of pressure or stress, driven by the fear of not measuring up or the weight of expectations. This mixed emotional reaction reveals that while the display of success can inspire, it can also create feelings of anxiety or self-doubt. Additionally, cultural perspectives may influence how students interpret these displays, with some viewing them as a form of boastfulness, further complicating their feelings.

In similar to the studies that reveal the dual impact of visible achievements on student emotions, highlighting both motivation and pressure. McLachlan et al. (2023) found that high-stakes recognition, such as tarpaulins, can inspire motivation but also lead to stress and psychological distress, particularly when students feel they must meet similar standards. Briones (2021) emphasized that external motivators, while encouraging, can sometimes create anxiety due to the pressure to perform. Ibrahim (2021) noted that cultural interpretations of tarpaulins, such as seeing them as boastful, can intensify mixed feelings, making students question their adequacy or view the displays with skepticism. Grounded in Self-Determination Theory (Deci & Ryan, 2000), these emotional conflicts arise from unmet needs for competence and autonomy, where the displays both motivate and challenge personal confidence. These findings suggest the need for balanced recognition strategies that celebrate achievements while offering support to alleviate pressure, ensuring that motivational tools do not inadvertently harm students’ well-being. Educators and institutions could benefit from creating environments where success is celebrated alongside emotional support, mitigating the stress that these displays might provoke.

Theme 4. Aspiration to Be Featured

Desire for personal achievement highlights how the sight of tarpaulins motivates students by igniting their desire to achieve recognition through similar displays of success. This aspiration fosters a personal goal to reach a level of accomplishment worthy of being featured, symbolizing both validation and personal growth. The desire to see their own achievements celebrated in such a way drives students to work diligently, with the hope of inspiring others just as they have been inspired. This recognition becomes a motivating force, urging them to push forward in pursuit of their educational goals.

Similarly, the studies demonstrate how visible achievements, such as tarpaulins, inspire students to aspire for similar recognition. Momany, Too, and Simiyu (2015) found that students are motivated to achieve higher academic success when they see others celebrated, fueling their desire to be featured in the same way. Ibrahim (2021) highlighted how cultural pride in achievements displayed on tarpaulins ignites a sense of personal ambition, motivating students to work toward becoming role models for others. Steinmay et al. (2019) also emphasized the role of goal setting and achievement recognition in driving motivation, showing that students who aspire to be featured in such displays are often more determined to succeed. Grounded in Self-Determination Theory (Deci & Ryan, 2000), the desire for public acknowledgment satisfies the need for competence and relatedness, pushing students toward their educational goals. These findings imply that showcasing student achievements through visual recognition can serve as a powerful tool in fostering aspiration, and encouraging students to set higher goals and pursue their education with greater focus and determination. Institutions should consider integrating such recognition practices to inspire students while reinforcing the value of hard work and personal growth.

Theme 5. Recognition of Hard Work

Appreciation of effort and success underscores how tarpaulins serve as a celebration of the effort and accomplishments of individuals, motivating others to value hard work and aim for similar achievements. The visible recognition of success fosters respect for the dedication required to achieve such milestones and encourages students to strive for their own academic goals. The recognition of top achievers becomes a driving force for others, inspiring them to put in the effort needed to succeed and reminding them that hard work is a key pathway to success.

Similar to the studies that highlight the motivational power of recognizing hard work and success, tarpaulins serve as visible symbols of effort and achievement. McLachlan et al. (2023) found that public acknowledgment of success, such as through tarpaulins, reinforces the importance of dedication and hard work, motivating others to emulate these behaviors. Briones (2021) emphasized how external recognition acts as a reinforcement, encouraging students to value effort and strive toward similar accomplishments. Ibrahim (2021) also noted that cultural pride in publicly displayed achievements strengthens the respect for hard work within the community, further motivating others. Grounded in Self-Determination Theory (Deci & Ryan, 2000), the recognition of success fulfills students’ need for competence, encouraging them to invest effort in their own academic goals. These findings suggest that public recognition of academic success can inspire a culture of hard work and determination, encouraging students to appreciate the value of effort in achieving their educational aspirations. Institutions should leverage these recognition practices to cultivate an environment where students are motivated to dedicate themselves to their academic pursuits.

CONCLUSION

The study concludes that the socio-demographic characteristics of respondents, including their age, sex, year level, and CGPA, significantly shape their perceptions of motivational tools like licensed professional tarpaulins. Younger students, particularly those aged 18 to 22, form the majority of respondents, reflecting the perspectives of individuals in the early stages of their academic journey. Male respondents slightly outnumber females, and third-year students constitute the largest group, suggesting that students at the intermediate stages of their academic programs are more engaged. Furthermore, most respondents fall within the mid-to-high CGPA range, indicating generally good academic performance, with motivational tools such as tarpaulins potentially reinforcing this achievement.

Professional licensure tarpaulins were perceived as a powerful motivational influence on both academic achievement and career choices. Respondents generally agreed that these visual displays of achievement captured their attention and inspired them to strive for similar accomplishments. The prominence of certain licensure exams, such as teaching and law, highlights the visibility and impact of specific fields in motivating students. However, the findings also point to varying levels of representation across disciplines, emphasizing the need for equitable recognition of achievements. While the tarpaulins are seen as inspiring, some respondents noted feeling pressured by them, reflecting the dual impact of motivation and stress.

In addition, the study emphasizes the importance of regulating tarpaulin posting practices to address environmental, safety, and organizational concerns. Respondents strongly advocated for sustainable materials, limited posting durations, and designated areas to reduce clutter and ensure relevance. While the tarpaulins are appreciated for their informativeness and visibility, their environmental impact and aesthetic appeal remain areas for improvement. Overall, the findings suggest that with enhanced regulation and sustainability efforts, tarpaulins can continue to serve as effective motivational tools while fostering a more organized and environmentally conscious campus environment.

RECOMMENDATIONS

Based on the findings of the study, it is recommended that school administrators establish clear and measurable policies regarding the placement, duration, and content of tarpaulins while promoting environmentally sustainable alternatives such as biodegradable materials or digital displays. Policymakers should develop enforceable regulations to ensure the use of eco-friendly materials and launch awareness campaigns to encourage sustainable public recognition practices. Teachers are encouraged to facilitate classroom discussions on the motivational impact of tarpaulins and provide emotional support to students who may feel pressured by public displays of achievement. Parents should guide their children in viewing tarpaulins as sources of inspiration rather than definitive measures of success. Students are encouraged to utilize tarpaulins as motivation for academic growth while actively participating in sustainability initiatives to reduce non-biodegradable waste. Lastly, future researchers should explore the long-term motivational effects of tarpaulins, investigate alternative recognition tools, and conduct comparative studies across various educational contexts to assess cultural and contextual variations in their influence.

ACKNOWLEDGMENT

In the name of Allah, the Most Gracious and the Most Merciful. May peace and blessings be upon our beloved Prophet Muhammad (sallallahu alaihi wassallam). The researchers extend their heartfelt gratitude to all individuals who contributed to the successful completion of this study. Special appreciation is given to our thesis adviser for her invaluable guidance, patience, and unwavering support throughout the research process. We also sincerely thank the panel members for their insightful suggestions and constructive feedback, which greatly enhanced the quality of this study. Our gratitude extends to the statistician for his expertise in analyzing and interpreting the data, ensuring the accuracy and reliability of the findings. We are also deeply grateful to the participants of this study for their time and cooperation, as their valuable contributions played a crucial role in the research. Lastly, with utmost sincerity, we say Alhamdulillah! All praise is due to Allah, whose guidance and mercy have enabled us to accomplish this work..

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