Teachers' Perceptions on the Effectiveness of DepEd TV and Radio-Based Instruction in Teaching Mathematics Among Teachers in Cawayan East District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.412Keywords:
Alternative Learning Modalities, DepEd TV, Distance Education, Mathematics Education, Radio-Based Instruction, Remote Learning, Teacher Perceptions, Teaching EffectivenessAbstract
This study examined the effectiveness of DepEd TV and Radio-Based Instruction as alternative learning modalities in teaching Mathematics during the pandemic. Guided by the Department of Education’s implementation of distance learning, the study aimed to determine teachers’ perceptions regarding the accessibility, instructional delivery, and overall effectiveness of these broadcast-based modalities. A descriptive research design was utilized, employing survey questionnaires as the primary instrument for data gathering. The respondents of the study were Mathematics teachers involved in the implementation of DepEd TV and Radio-Based Instruction. Data were analyzed using appropriate statistical tools to determine the respondents’ perceptions and the challenges encountered in the implementation process. Findings revealed that DepEd TV and Radio-Based Instruction contributed significantly to the continuity of Mathematics education, especially among learners with limited internet connectivity and access to digital devices. Teachers perceived these modalities as beneficial in supporting lesson delivery and learner access to educational content. However, several challenges affected the effectiveness of implementation, including poor signal reception, unstable electricity supply, limited availability of devices, and low learner engagement. The study also found that teachers’ professional background and teaching experience influenced their perceptions of the effectiveness of the modalities. Based on the findings, the study concluded that broadcast-based instruction remains a valuable alternative learning strategy but requires strengthened technical, infrastructural, and instructional support to improve educational outcomes. The study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting inclusive and accessible learning opportunities during emergencies and disruptions in traditional schooling. It also contributes to sustainable educational practices by strengthening alternative learning systems that support equitable access to education in underserved communities. The sustainability impact of the study lies in its potential to guide institutional policies and educational interventions that enhance resilience, accessibility, and continuity in basic education delivery.
References
Adeeb, M., & Hamadneh, M. (2022). Math teachers' use of modern teaching strategies in distance learning in Jordan. The Journal of Positive Psychology, 6, 1426–1440. https://www.researchgate.net/publication/361245360_Math_Teachers'_Use_of_Modern_Teaching_Strategies_in_Distance_Learning_in_Jordan
Calimlim, P. M., De Guzman, R. L., & Villalobos, E. C. (2021). Teachers’ adaptation to alternative delivery modes in Philippine basic education. International Journal of Educational Studies, 14(3), 122–136.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Department of Education. (2020). DepEd TV official implementation guidelines for distance learning. Department of Education, Philippines. https://www.deped.gov.ph
Esteban, M. J., & Joy, P. T. (2021). Digital divide and educational participation during pandemic learning disruptions. International Journal of Learning and Development, 11(4), 15–29.
Friolo, R. V., & Mutya, R. C. (2020). Mathematics teachers’ perception on modular distance learning. International Journal of Multidisciplinary Research and Publications, 3(8), 45–52.
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Oribhabor, C. B. (2020). Multimedia-supported mathematics instruction and students’ academic performance. International Journal of Scientific and Research Publications, 10(5), 455–462.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Santiago, R. T., Mendoza, L. P., & Ramos, A. D. (2021). Flexible learning implementation in Philippine public schools during the COVID-19 pandemic. Philippine Social Science Journal, 4(2), 88–97.
Sarmah, B., & Lama, S. (2017). Radio-based instruction in distance education: Accessibility and effectiveness in developing communities. Asian Journal of Distance Education, 12(2), 65–74.
Saykılı, A. (2018). Distance education: Definitions, generations, key concepts, and future directions. International Journal of Contemporary Educational Research, 5(1), 2–17.
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Traxler, J. (2018). Distance learning—Predictions and possibilities. Education Sciences, 8(1), 35–44. https://doi.org/10.3390/educsci8010035
Treceñe, J. K. (2021). Challenges and adjustments in the new normal education among Filipino teachers and learners. International Journal of Educational Research and Innovation, 15, 78–89.
UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action. https://www.unesco.org
Verbruggen, S., Depaepe, F., & Torbeyns, J. (2021). Effectiveness of educational technology in mathematics education: A meta-analysis. Educational Research Review, 33, 100–115. https://doi.org/10.1016/j.edurev.2021.100395
Watson, J., & McIntyre, N. (2020). Educational television and student learning during school closures. Journal of Distance Education, 41(2), 45–58.
Yayen, M. E., & Marensil, V. S. (2021). Effectiveness of radio-based instruction in rural learning communities. Journal of Alternative Learning Systems, 6(1), 33–47.
