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ASSESSMENT ON WALKIE-TALKIE LEARNING MODALITY:
BASIS FOR INTERACTIVE RADIO INSTRUCTION
MEZEL C. GUIRNALDO
https://orcid.org/
0000-0003-3361-5012
Francisco A. Relacion Senior High School
Labangan II District
Lantian, Labangan, Zamboanga del Sur
I. Abstract
This study aimed to assess the walkie-talkie learning modality in terms of the English
competency level of Tabak National High School Grade 7 Students. And sought to answer the
following questions: what is the demographic profile of the students in terms of age, sex, and
parents' educational status?; what is the impact of a walkie-talkie as learning media on students?;
what is the level of English competency of Grade 7 students?; how effective Interactive Radio
Instruction is?; and, what is the implication of this study to teaching and learning?.
The study utilized a descriptive survey design that involved both qualitative and quantitative
research methodologies. For qualitative data, views were obtained from the participants through
school records and survey questionnaires with demographic questions. For quantitative data, the
researcher used the T-Test through SPSS.
The pre-test of the first cycle showed that students whose parents are from Category 2 High
School Graduate; Category 3 College Graduate scored a little higher than those whose parents are
from Category 1 Elementary Graduate.
The survey result on the assessment on the use of Walkie-Talkies as a learning media during
the Covid-19 pandemic was good. And can be concluded that walkie-talkie has a positive impact
on students as a learning media tool. Nonetheless, the pre-test says the opposite since the result
was very alarming. Out of 43 students, 22 or 51.16% belong to the Poor level of competency. It is
more than half of the class. The researcher addressed this problem through Interactive Radio
Instruction.
The pre-test mean of the first cycle is 7.95 and belongs on the Poor level. After two weeks
of implementing IRI, the post-test mean is 13.05 and falls on the Average level. It showed
improvement with an increase of 5.1.
On the second cycle, the pre-test mean is 16 and falls on the Good level of competency.
After two weeks of implementation, the post-test becomes 17.09 and falls on the Good level of
competency. It displayed continuous improvement from the first cycle with an increase of 1.09. It
has proven that the method used by the researcher was effective.
The researcher proposed that teachers using radio-based instruction in this new normal
should design interactive radio instruction to improve students' level of competency. The
institution should give training and workshop on Radio-based Instruction teachers for professional
growth.
II. Acknowledgement
Thank you would not be enough to express my gratitude to Labangan II District folks for
their continued support and virtual encouragement even during the time that I would feel giving
up because of personal matters. I offer my sincere appreciation to PSDS Ruel M. Fuerzas, School
Head Jessie C. Cayasan, School Principal Teresita C. Limos, Master Teacher Saniata Repulle, and
to all the Tabak National High School Teachers.
This study would realize without the support of my husband. Your comfort when the times
got rough is much appreciated and duly noted. It was a relief to know that you were willing to go
the extra mile for me.
Lastly, to my source of strength and wisdom, to the author of my life’s journey, I
owe it all to you, Lord. And I always want to give my best because I want to honor you in all I do.
III. CONTEXT AND RATIONALE
Richmond and Cristina (2020) estimated that 90 percent of all students are unable to attend
school in person because of the pandemic; many countries are using distance learning
methodologies to reach all their students.
The COVID-19 pandemic has created the largest derangement of the educational system in
history. But, COVID-19 cannot destroy our children’s education and their future. So, DepEd
decided to forego face-to-face classes and adopt various distance learning modalities as modes of
instruction due to the pandemic. Learners started their class for SY 2020-2021 through either
modular, TV- or radio-based instruction, online, or a combination of the said modalities.
Municipal LGU of Labangan and other stakeholders donated 64 walkie-talkies to Tabak
National High School. Therefore, the school chose blended learning; and radio-based instruction
is one of the modalities to ensure educational continuity. Radio is capable of delivering highquality educational programming to highly diversified audiences located across broad
geographical expansion (Couch, 2013, as cited in Osorio, et al. (2019).
Furthermore, Elliott et al.; (2017) emphasized that Interactive Radio Instruction (IRI) is
distinct from most other forms of distance education in that its primary goal has been to improve
educational quality. Unlike many distance learning programs which primarily design to address
access issues, IRI was used first as a classroom tool to counteract low levels of teacher training,
poor achievement among learners, and limited resources.
The walkie-talkie assessment as a tool in learning modality in this time of pandemic result
is very positive and satisfying. However, the school record of students says otherwise. The PreTest of First Quarter of English 7 students of Tabak National High School revealed that out of 43
students, 22 got Poor in the level of competency. It implied that 51.16% or more than half of the
class failed the English First Quarter Pre-Test Assessment.
These motivate the researcher to conduct a study and implement an intervention strategy
that will solve the cause of the problem.
IV. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY
During the current pandemic, curriculum specialists have looked to develop or repurpose audio material (Richmond, 2020) to align with national education standards. The
provision of curriculum-aligned content can enable children to continue working toward planned
learning outcomes.
This study used Interactive Radio Instruction (IRI) to enhance the chosen delivery modality
of Tabak National High School. The researcher will provide IRI learning materials for the teachers
to use in radio-based instruction.
In response to the immediate education emergency, IRI has the potential to enable the most
isolated students to engage in education. (Wittels and Maybanks, 2016) highlighted
that majority have radio access. In countries with low connectivity rates, IRI can help governments
mobilize pre-existing tech to ensure learning goes on.
IRI is appropriate in this new normal because only a few people had access to computers to
participate in distance learning. Radio makes it possible for everyone to access. Interactive
instruction is both active and scripted. The teacher guides the students throughout the lesson, even
parents and guardians can help. It is like having another adult in the room. And that adult is always
positive, always encouraging, always assuming that you are getting it right so that you feel safe
trying it out.
The researcher gave an intervention to students to assess the walkie-talkie learning modality.
The IRI method was employed once a week.
V. ACTION RESEARCH QUESTIONS
This study will assess the effectiveness of the walkie-talkie learning modality on the
Performance of Tabak National High School Students.
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of the students in terms of age, sex, and parents’
educational status?
2. What is the impact of walkie-talkies as learning media on students?
3. What is the level of English competency of Grade 7 students?
4. How effective is Interactive Radio Instruction on learners?
5. What is the implication of this study to teaching and learning?
VI. ACTION RESEARCH METHODS
A. Participants and or other Sources of Data and Information
The subjects of this study were the 22 Grade 7 English students of Tabak National High
School; these students got a Poor level of competency during the Pre-Test Assessment.
The respondents were chosen based on the result of the First Quarter Pre-Test Score. So, the
researcher used purposive sampling.
B. Data Gathering Methods
The study utilized a descriptive survey design that involved both qualitative and
quantitative research methodologies.
The instruments for the collection of data for qualitative questions were school records
and questionnaires with demographic questions. According to Dillman et al., (2014)
questionnaires may include demographic questions in addition to valid and reliable research
instruments.
The study used the T-Test formula through Statistical Package for the Social Sciences
(SPSS) software to analyze the quantitative data of the study.
VII. DISCUSSION OF RESULTS AND REFLECTION
1. The First Cycle
In the first cycle, the researcher employed the Interactive Radio Instruction method to
improve students’ competency. The first cycle consisted of three steps; look, think, and act. Steps
Look and Think were administered during the first week of the school year 2021. Meanwhile, the
Step Act was administered for two weeks.
2. The Second Cycle
The second cycle was the verification cycle. In the second cycle, the researcher verified if
the students’ competency had improved through Interactive Radio Instruction. The researcher
employed the same method in the first cycle. The second cycle consisted of the same step as the
first cycle. The first meeting of the second cycle was on October 11, 2021. The second meeting
was on October 18, 2021, and the third was on October 26, 2021.
a. Look.
The researcher gathered information by observing the students’ records and learning
materials like modules and the Daily Lesson Log. The researcher conducted the observation during
the first week of the class.
The researcher also distributed the Pre-Test of the First Quarter. The Pre-Test was composed
of English 7 First Quarter Most Essential Learning Competencies (MELCs). The competencies are
1. supply other words or expressions that complete an analogy; 2. Identify the genre, purpose,
intended audience, and features of various viewed texts such as movie clip, trailer, newsflash,
internet-based program, documentary, video;3. Use the passive and active voice meaningfully in
varied contexts;4. Use the past and past perfect tenses correctly; 5. Use direct and reported speech
appropriately; 6. Use phrases, clauses, and sentences appropriately and meaningfully; 7. Use
appropriate reading strategies to meet one’s purpose (e. g. scanning, skimming, close reading, etc.).
It was a 21-item test in which every MELC had three items.
b. Think
In this stage, the researcher analyzed the data from the observation. The data was the
students’ Pre-Test. After analysis, the researcher found that out of 43 students, 22 have a poor level
of English Competency. It is more than 50% of the class population.
The researcher planned the best intervention to be implemented based on the result of the
Pre-Test. The researcher decided to employ the appropriate intervention to improve students’
competency and concluded to use Interactive Radio Instruction in the class. The researcher
believed that through this method, students’ competency would improve.
c. Act
In this phase, the researcher made interactive radio instruction learning materials; and
applied the IRI method in the class.
After implementation, there was significant progress in students’ performance. The result
showed that students’ level of competency had improved. The tables below present the results of
the improvement.
Variable
Table 1. Demographic Profile of 22 Grade 7 Students
Categories
Number of Responses
Age
11-13
20
14-16
1
17-19
1
Sex
Male
10
Female
12
Parents’
Elementary Graduate
10
Educational
High School Graduate
11
Status
College Graduate
1
Others:
Table 1 shows that the age of the participants falls mainly in Category 1 between 11-13.
Only 1 in Category 2, and also in Category 3. Twelve of the participants belong in Category 2
Female; and ten belong to Category 1, Male. The educational status of the participants’ parents is
mainly high school graduates. However, there is only one difference from Elementary Graduate
Category. And only one in College Graduated Category.
Table 2. Assessment on Walkie-Talkie Learning Modality
How would you rate a walkietalkie as a learning tool?
How do you rate your learning
with the use of a walkie-talkie?
How satisfied are you with a
walkie-talkie as a learning media
tool?
Please rate walkie-talkie on:
a. ease of use
b. ease of learning
c. power and completeness
Excellent
(5)
1
Very Good
(4)
20
Good
(3)
1
2
18
2
4
17
12
3
10
18
21
Fair
(2)
Poor
(1)
Total
22
22
1
22
22
1
1
22
22
Table 2 describes the assessment of the walkie-talkie learning modality in this time of the
covid-19 pandemic. Twenty students rate the tool as Very good. Eighteen students said that
walkie-talkie was Very good in terms of learning. Seventeen learners were satisfied with this
learning media tool. Twelve also responded Excellent for ease of use. Eighteen answered Very
good for ease of learning. And 21 answered Very good for its power and completeness. It can be
deduced that walkie-talkie has a positive impact on students as a learning media tool.
Legend:
Very Good
19-21
Good
16-18
Average
13-15
Poor
12 and below
Table 3 explains that the Level of English Competency of 22 students during the pre-test
of the first cycle is Poor; since the students’ scores during the pre-test of the first cycle ranges from
4 to 10 only.
For students whose parents’ educational background is from Category 1 Elementary
Graduate, the scores range from 4 to 6. And students whose parents belong to Category 2 High
School Graduate and Category 3 College graduate, scores are range from 7 to 10.
Legend:
Very Good
19-21
Good
16-18
Average
13-15
Poor
12 and below
Table 4 displays that the Level of English Competency of seventeen students belongs to
the Average level since the scores range from 13 to 15. Only five students got Poor with a score
of 12. It can be interpreted that there is an improvement in students’ competency in English.
Legend:
Very Good
19-21
Good
16-18
Average
13-15
Poor
12 and below
Table 5 illustrates that the Level of English Competency of 9 students during the pre-test
of the second cycle is Average; since the students’ scores range from 13 to 15. And 13 students
belong to the Good level. It can be decoded that students’ level of competency is continuously
improving.
Legend:
Very Good
19-21
Good
16-18
Average
13-15
Poor
12 and below
Table 6 illustrates that the Level of English Competency of two students during the posttest of the second cycle is Average since the score is 14. Fifteen students fall on the Good level.
And five students reached the Very Good level. It can be inferred that there is much improvement
in the students’ level of competency in English.
Table 7. Effectiveness of IRI on Learners
Table 7 exhibits the effectiveness of IRI on learners’ improvement in English competency.
The pre-test mean of the first cycle is 7.95 and falls on Poor level. After two weeks of
implementing IRI, the post-test mean is 13.05 and falls on the Average level. There was an increase
of 5.1.
On the second cycle, the pre-test mean is 16 and falls on the Good level of competency.
After two weeks of intervention, the post-test mean is 17.09, which falls on the Good level of
competency. There was also an increase of 1.09.
It implies that there was a continuous improvement in learners' level of competency. And
the IRI intervention was effective.
Conclusions and Recommendations
The following conclusions and recommendations are drawn based on the analysis gathered:
First, parents’ educational status plays a vital role in learners’ performance. The pre-test of
the first cycle showed that students whose parents are from Category 2 High School Graduate and
Category 3 College Graduate scored a little higher than those whose parents are from Category 1
Elementary Graduate.
Second, the impact of walkie-talkies as a learning media tool is outstanding. But the
learning materials used were not aligned to radio instruction. There must be learning materials
designed for RBI classes.
Third, the effectiveness of Interactive Radio Instruction on students was evident. The result
suggests it so. Moreover, radio-based instruction teachers must design interactive radio instruction
learning materials. And the institution should give proper training and workshop on RBI teachers
for professional growth.
Fourth, the above findings stressed that it students' level of competency started on a Poor.
Yet, after the intervention was implemented, the level of competency of students was increased to
Good level. It explains that the levels of learning competency have improved. The researcher
suggests a constant follow-up of students from parents and teachers.
Fifth, the researcher recommends further research on this area.
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