Effectiveness of Audio-Visual Media as Instructional Tools in English 11 in the Public Senior High School
DOI:
https://doi.org/10.65339/ijsair.V2.I2.554Keywords:
Academic Performance, Audio-Visual Media, Instructional Tools, Learner Engagement, Multimedia Integration, Teacher Training, Technological SustainabilityAbstract
This study assessed the effectiveness of audio-visual media as instructional tools in English 11 in the public senior high schools of Caba District, Division of La Union during the school year 2025–2026. Anchored on multimedia learning, dual coding, constructivist, cognitive load, experiential learning, motivational, and social learning perspectives, the study used a descriptive research design. Data were gathered through a validated questionnaire-checklist administered to nineteen English 11 teachers and six school administrators. The instrument measured the importance, effectiveness, impact, challenges, and applicability of audio-visual media in English 11 instruction and obtained a reliability coefficient of 0.91. The data were analyzed using frequency counts, weighted means, ranking, and t-test. Results showed that both school administrators and English 11 teachers perceived audio-visual media as very highly important and very highly effective. Teachers rated their impact on learner performance as very great, while administrators rated the impact as great. Both groups perceived the challenges as very highly serious, particularly limited equipment, poor internet connectivity, lack of teacher training, cognitive overload, technical difficulties, and preparation demands. Significant differences were found in perceptions of learner impact and applicability of suggested measures, while no significant differences were found in importance, effectiveness, and seriousness of challenges. The study concluded that audio-visual media strengthen engagement, comprehension, retention, communication skills, and academic performance, but require improved resources, teacher training, planning support, and administrative assistance. The study supports SDG 4 on Quality Education, SDG 9 on Innovation and Infrastructure, and SDG 17 on Partnerships for the Goals. Its sustainability impact lies in promoting educational, technological, institutional, and community-based support for improved English instruction.
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