International Journal of Arts, Sciences and Education

Oral and Silent Reading and Its Effect on Reading Comprehension Levels of Grade 7 Students Under the MATATAG Curriculum

Jayson Dignos — 2025-06-30

This study aims to examine the reading levels of seventh-grade students, specifically in oral and silent reading, as well as their level of comprehension under the MATATAG Curriculum. It was conducted at Lagao National High School, General Santos City, during the third quarter of the 2024-2025 school year. The study used a quasi-experimental design, where the performance levels of 33 students in oral reading and 34 students in silent reading were assessed based on pre-test and post-tests. The test used was derived from the PHIL IRI to measure comprehension levels. The effectiveness of the prepared lesson plans was also evaluated in terms of content, appropriateness, and technical quality through expert validation. The study found that students in oral reading started at the instructional level and progressed to the independent level in the post-test. Meanwhile, in silent reading, most students were at a frustration level initially but showed a slight improvement in the post-test. Although there was no significant difference in the pre-test and post-tests in oral reading, a significant difference was found in silent reading. In terms of mean gain percentage, oral reading scored 5.18, while silent reading scored 8.39. Based on the findings, it was proven that supplemental instruction in both oral and silent reading is effective in improving comprehension levels. However, reading strategies need further enhancement to better support students, particularly those at the frustration level. In this regard, the implementation of remedial reading programs is recommended to improve students' reading skills.

Experiences of Educators in Teaching Listening Skills: A Phenomenological Study on a Rural Public School

Rodolfo Agon — 2025-06-30

Purpose: This study aims to examine and understand the experiences of teachers in teaching listening skills to students in a rural public school. A phenomenological approach was used as a method to describe and share their personal experiences, challenges, and strategies used to improve students’ listening skills.

Methodology: Through interviews and in-depth data analysis, various issues were identified, such as the lack of knowledge about strategies, limited teacher training, and environmental factors that may affect the effective teaching of listening.

Significance: Effective strategies were discovered, including the use of modern technology, integration of interactive activities, and providing contextualized learning experiences. The study shows that it is essential to provide adequate support and training to teachers to enhance their ability to teach listening effectively.

Importance: This highlights the need to enrich teaching methods to improve the listening skills of students in rural public schools.

Students’ Contextual Ability: Basis for Developing the Multimodal Filipino Aptitude Test (MFAT)

Jaspher Kim Sabuga-a — 2025-06-30

The test is not merely a measure of knowledge but a step toward more effective learning. Through the Multimodal Filipino Aptitude Test (MFAT), we gain a deeper understanding of students’ contextual reading abilities across various text types. This study aims to develop and validate the Multimodal Filipino Aptitude Test (MFAT) to assess the contextual reading skills of Grade 7 students in the Tampakan district. A test-retest design was used with 159 students from three public high schools to determine the instrument's reliability. Data were gathered using multimodal assessments involving written, visual, and multimodal texts. Results showed that students demonstrated a moderate level of comprehension across all text types. The MFAT was also proven to be a reliable and valid assessment tool. Continued refinement of the assessment is recommended to better address students’ needs and improve teaching strategies.

Keywords: multimodal filipino aptitude test, contextual ability, multimodal assessment, comprehension skills

Travelog: Hidden Treasures in the Empire of Cotabato Through the Lens of a Filipino Teacher

Ma. Ana Carla Perez — 2025-06-30

Abstract

The research titled Travelog: Hidden Treasures in the Empire of Cotabato Through the Lens of a Filipino Teacher aims to examine the reactions of netizens to a travelogue shared on a social media platform, one hour, one day, and one week after its publication. Using the qualitative method of photo-elicitation, the researcher discussed the hidden treasures in the Empire of Cotabato, such as waterfalls, resorts, and other natural landscapes featured in the travelogue, to understand how these were received by netizens.

Based on the research results, the travelogue received high ratings in terms of quality, with the expression of ideas achieving the highest mean score of 4.80 (SD=0.40), followed by relevance and content. Overall, the travelogue received a descriptive rating of "Highly Acceptable," with a total mean score of 4.59 (SD=0.56), indicating the high quality of the travelogue's creation.

In discussing the reactions of the netizens, the data showed a rapid increase in the number of likes, hearts, shares, views, and comments from one hour, one day, and one week. After one week, the post had garnered 122 likes, 405 hearts, and 13,332 views, indicating continued interest and active participation from the public. These reactions reflect the successful dissemination of information about the hidden treasures in Cotabato and their wide acceptance on social media.

Development, Validation, and Acceptability of the Module in Cebuano Binisaya of Noli Me Tangere.

JAMES LLOYD CALUNSAG — 2025-06-30

This study looks into how well students understand and use Sinugbuanong Binisaya, while also evaluating the effectiveness and acceptability of a Noli Me Tangere module translated into the language of Grade 9 students at Notre Dame Siena Colloege of Polomolok for the academic year 2024–2025. The research followed a descriptive-developmental design, with teachers chosen through Purposive Sampling and students selected through complete enumeration. It focused on assessing the translated text and module in terms of clarity, grammar, rhetorical accuracy, usefulness, and overall appropriateness, while also gauging how both teachers and students felt about the module. The findings showed that students demonstrated a strong command of Sinugbuanong Binisaya, and the module was positively received regarding its objectives, content, and design. There were no significant differences in how teachers and students accepted the module. Overall, the study concluded that teaching Noli Me Tangere in the native language helped improve students' understanding of the text and fostered a deeper appreciation of the culture and language. The study recommends expanding this approach to another schools and local languages in the Philippines, alongside providing additional training for educators to further improve the quality of language-based teaching.

Factors Influencing the Listening Skills of Grade 10 Students for the Development of Audio Material

EDNA QUINILOG — 2025-06-30

The study examined the demographic profile of students and their reception of audio material as a teaching tool. Findings revealed that Tagalog students slightly outnumbered those who spoke Ilokano and Hiligaynon. In terms of technological devices used for listening, smartphones had the highest usage, followed by television and radio. Most students reported giving full attention when listening, often using notes or accompanying books to aid comprehension. However, challenges remained in maintaining focus, particularly among students who listened without full attention. External factors such as environmental noise and competing technologies influenced listening either positively or negatively. Additionally, internal factors like emotional state and teacher strategies significantly affected attention and comprehension.The study further determined that the audio materials were of high quality and well-received by students. They’re valid in terms of objectives, content, design, and technical quality, indicating thoughtful development and effective delivery. Student reception was highest regarding the presentation and format, although content could still be improved. Technical quality emerged as a key factor in student engagement. Importantly, a meaningful correlation was identified between the students’ demographic characteristics and their reception of audio materials, suggesting that student characteristics influence learning preferences and effectiveness. This underscores the importance of considering student diversity when developing instructional materials. The study recommends continuous enhancement of audio-based tools, with attention to demographic differences and factors affecting student attention. By optimizing content and addressing distractions, educators can design learning environments that are inclusive and responsive to diverse needs student needs and improve listening outcomes.

STUDENTS' PROFICIENCY IN TEACHING PHILIPPINE LITERATURE SUBJECT: A BASIS IN DEVELOPING POLYMEDIA MATERIALS

Haipa Nalud — 2025-06-30

This study examines students' proficiency in teaching Filipino literature in the Philippines through the development of polymedia materials. Conducted at Sultan Kudarat State University, Palimbang Campus, during the second semester of the 2024-2025 academic year, it utilized a Research and Development (R&D) design. The research evaluated students' skill levels, the effectiveness and validation of the developed polymedia materials, and their acceptance among teachers and students. Data were gathered through assessments, expert validation focusing on content and technical aspects, and an acceptability evaluation using mean and standard deviation.

Findings indicated that students faced challenges in analyzing literary works and applying effective teaching strategies. However, the polymedia materials proved to be highly effective and were positively received by both teachers and students, highlighting their potential as supplementary teaching tools for Philippine literature. Based on these results, the study recommends the integration of polymedia to enhance students' teaching proficiency while continuously refining its content and technical aspects for improved educational outcomes.

Mga Susing Salita: akseptabilidad, balidasyon, kasanayan, pagtuturo ng Filipino, Panitikan ng Pilipinas, polymedia

ANALYSIS OF THE THIRD QUARTER EXAMINATION IN FILIPINO 7 MATATAG CURRICULUM: BASIS FOR THE DEVELOPMENT OF A STANDARDIZED ASSESSMENT

GAY MARIE OJEDA — 2025-06-30

ABSTRACT

The exam is an important tool in education used to measure the knowledge and skills of students. In order to improve the quality of education, it is essential to analyze the exam to ensure its accuracy, fairness, and alignment with the goals of the curriculum. This study focuses on the validity analysis of the Filipino 7 exam for the Third Quarter as a basis for developing a standardized exam in a division in South Cotabato for the academic year 2024-2025. It used a quantitative research design, specifically the t-test validity, to assess the exam’s validity. Through purposive sampling, 220 respondents were selected for the initial exam evaluation, while 49 underwent the pretest and post-test. The analysis showed that the exam had high quality, balance, and a well-structured format, with proper distribution of difficulty levels and discrimination of the questions. The results also indicated high validity and reliability, confirming its credibility as an effective tool in assessing the knowledge and skills of students. Changes based on expert recommendations further improved the quality of the exam. Despite the uneven distribution of some topics, it proved effective in assessing key skills in Filipino. Overall, it has the potential to become a standardized assessment that will contribute to more accurate and fair evaluation of students.

KATAGA WORKTEXT IN TEACHING FILIPINO: A WEALTH OF WISDOM IN EFFECTIVE COMMUNICATION AND JOURNALISM

JOLLE MAY BAYRON — 2025-06-30

The general objective of the study is to ascertain the level of availability and use of Filipino references under the MATATAG Curriculum, in particular, the ones located in libraries, teacher-owned references, and student-owned resources. Validation of the KATAGA worktext shall also be studied by way of the standards of objectives, content, format and language, presentation, and exercises. The study also assessed the acceptance level of students and teachers relative to the quality and structure of KATAGA based on these standards. This research intends to find out if there is a significant relationship between the acceptance level of KATAGA and the availability of teaching materials in the Filipino subject.

The study followed a Research and Development (R&D) design, which focuses on a systematic way of developing, validating, and evaluating teaching materials. The research was conducted at the Junior High School of Koronadal National Comprehensive High School, involving selected teachers and students from the Special Program in Journalism through purposive sampling.

Using Analysis of Variance (ANOVA) for the analysis, it was found that there is no significant relationship of the use of previous teaching materials of teachers with acceptance of the worktext by teachers and students. However, the study has essentially shown that the design, content, and presentation quality of KATAGA worktext are major factors affecting its acceptance. The major findings of the study reinforce that teaching materials must be of high quality and well-structured to facilitate the learning of the Filipino subject.

THE LANGUAGE PREFERENCES IN DOMAINS OF COMMUNICATION AMONG MARINDUQUEÑOS

Susan Pineda — 2025-06-30

Language varieties in different speech communities exist in different groups of speakers. For example, in the province of Marinduque, it was observed that the native speakers use different kind of languages in communicating to various groups of speakers in several domains. This paper is an attempt to identify the language preferences of the speakers in different domains. These domains include the family, the school, and the church. This also analyzes the factors that influence the speakers’ choices of using one language in a particular domain.

This study adopted Fishman’s (1965) theory on language use “Who speaks what language to whom and when” applies to this study. In this theory, all utterances made by the native speakers from the oral language samples are bases in claiming that they vary in their language use in situational domains like the family, the school and the church presented in a box at the lower portion of the paradigm. It is presumed that in the three categories of domains, the native speaker is likely to use the more or the most appropriate language in dealing with different categories of speakers. He/she also considers the subject matter of the social interaction and the purpose of the conversation.

The results show that in different settings of conversations, the local language (Marinduque Tagalog) is preferred by the native speakers in the three domains, however, most defined in the family domain. The native speakers are more comfortable in their interaction as they find it simpler to express themselves using the local language. Standard Tagalog (Manila Tagalog) and English are used only in the church and school domains by the professionals and native speakers who are exposed to both languages. The factors identified influencing the language preferences of the speakers in the family, the school, and the church domains are the following: transfer of residence, local language area, mores and tradition, educational attainment, and language contract. Specifically, native speakers in the church domain agreed that transfer of residence, mores, and traditions, and gender influence the most the native speakers, whereas in the school domain, the enumerated significant factors are educational attainment, geographical location, and mores and traditions. It was very clear then that the native speakers are still loyal in the use of Marinduque Tagalog both in formal and informal conversations in different domains. Specifically in Western Marinduque, Marinduque Tagalog is preferably used in formal conversations particularly with lay ministers and nuns. In Eastern Marinduque, Marinduque Tagalog is also the choice of the family members and school officials including the students in both formal and informal conversations.

FINTECH AS AN ENGINE TO A MORE INCLUSIVE FOOD SERVICE INDUSTRY IN QUEZON PROVINCE

Anna Peachy Maguyon — 2025-06-30

ABSTRACT

The research aims to investigate the role of Financial Technology (Fintech) as an engine on the inclusion within food service industry in Quezon Province. Specifically, it study aims to determine the use of fintech product as to payment, digital banking, and financing; analyze the effect on level of financial inclusion as to connectivity, access, management, and transaction volume; identifying potential barriers and challenges hindering the widespread adaptation of fintech solution in business transaction; whether there is significant relationship in the usage of fintech product and impact factors on inclusion; and creating model of innovation. Descriptive method was used particularly quantitative research. The respondent are 210 willing owner/manager that are all user of fintech. The research include the towns and cities near the growth corridors of Quezon wherein there is concentration of business specified by the Department of Trade and Industry. Moreover, the data gathered are analyzed and interpret. The result reveals that in terms of usage, payment got the highest result. While in terms of financial inclusion, majority got the high result except management. It is identified that there is a lot of concern when it comes to security on financial data while using fintech platform. However, overall regression analysis confirms that the use of FinTech products has a significant positive effect on financial inclusion within the food service industry in Quezon Province. A model of innovation is developed based on the results.

Keywords: access, connectivity, digital banking, financial inclusion, financing, fintech, management, payment, transaction volume

Laboratory Lapses: Investigating Common Issues and Violations in Chemistry Laboratory Courses among Future Science Educators

Willa Mae Paredes — 2025-08-06

Laboratory work is a cornerstone of science education and teacher preparation, yet localized studies on safety compliance among pre-service science teachers remain limited. This mixed-methods study addresses that gap by examining the frequency, nature, and contributing factors of safety issues in Chemistry laboratory courses taken by Bachelor of Secondary Education (BSEd) Science students at Marinduque State University – College of Education. Quantitatively, 54 students enrolled in Inorganic, Organic, and Analytical Chemistry courses responded to a structured survey covering five safety domains: personal protective equipment (PPE) use, emergency preparedness and supervision, chemical labeling, handling, and waste disposal, equipment usage and calibration, and laboratory etiquette. Composite means clustered narrowly within the “Rarely” range (2.00–2.09 on a 1–5 scale), and inferential tests (one-way ANOVA: F(2,12) = 0.86, p = 0.43; Spearman’s ρ = –0.05, p = 0.84) indicated no significant differences by course type. Thematic analysis of open-ended responses (n = 120) revealed five key drivers of safety lapses: insufficient training and orientation, carelessness or overconfidence, time pressure, resource deficiencies, and weak supervision and communication. Based on these insights, the study recommends scaffolded refresher drills, clear waste disposal signage, regular equipment audits, peer-appointed safety champions, and safety culture initiatives tailored to teacher-preparation contexts. By integrating both statistical patterns and lived experiences, this research addresses a critical gap in chemistry education scholarship and offers actionable strategies to improve laboratory safety compliance—from “Rarely” to “Never.”

Knowledge Applied Realistic Assessment (KARA) in Araling Panlipunan 8: Development and Validation

Kirsha Kara Castillo — 2025-06-30

Knowledge Applied Realistic Assessment (KARA) for Araling Panlipunan 8 was crafted and validated. Assessment is based on the Most Essential Learning Competencies (MELCs) of the Department of Education. Traditional assessment sometimes focused on rote memorization rather than using practical assessment that promotes analysis, problem-solving as well as higher-order thinking skills.

This study utilizes the Research and Development (R&D) wherein it needs a number test experts in the validation of the assessment tool. In addition, this study needs 30 Grade 9 students of Concepcion National High School to check its reliability. Knowledge Applied Realistic Assessment underwent a content validation with the use of Content Validity Index (CVI) and a series of reliability testing by employing Kuder-Richardson 20, Test-Retest, and Split-Half methods.

The results indicated that KARA gained a perfect content validity score (S-CVI= 1.00), it affirms that the entire assessment tool measures the intended learning competencies in Araling Panlipunan 8 under the (MELCs). This study exhibited a strong internal consistency because it acquired a score ranging from 0.81 – 0.84 in KR-20 in all four quarters. The reliability statistics of KARA in test-retest produced a high correlation ranging from 0.88-0.97, which confirms that the assessment tool is reliable. In split-half method, KARA demonstrated an acceptable to good reliability across all four quarters.

With these results, it suggests that KARA is a valid and reliable assessment tool in assessing students’ competence in analyzing, in interpreting and in applying knowledge in actual scenarios. This study promotes another innovative assessment that highlights the value of applying knowledge in Araling Panlipunan 8.

ONE TOWN, ONE PRODUCT (OTOP) NEXT GEN’S MARKET AND PRODUCT STRATEGY IN QUEZON PROVINCE

Maria Concepcion Natividad — 2025-06-30

This research aims to enhance the market and product strategies of the One Town, One Product (OTOP) Next Gen initiative in Quezon Province by evaluating the market viability and product competitiveness of small and medium-sized enterprises (SMEs). Specifically, it will address the following inquiries regarding how the market viability of SMEs participating in the OTOP Next Gen Program will be evaluated in terms of both physical and digital marketplaces; how the product competitiveness of SMEs within this program will be assessed based on design, packaging, brand equity, quality, product line, and product mix; whether there is a significant difference between market viability and product competitiveness; which factors of product competitiveness significantly affect the market viability of SMEs; and what type of business model can be formulated for market and product strategy based on the summary of findings. The research used a descriptive survey method with a quantitative focus, gathering data from 68 willing SME owners and OTOP Hubs across 12 municipalities in Districts 1 and 2, as specified in the Department of Trade and Industry’s master list. Moreover, opinions were collected from 198 purposefully chosen and willing OTOP customers from Quezon to evaluate consumer perceptions. The study successfully assessed the market potential and competitiveness of small and medium-sized enterprises (SMEs) involved in the OTOP Next Gen Program in Quezon Province. Both business owners and consumers regard OTOP products as viable and competitive.

Keywords: market, market viability, OTOP, product competitiveness, product strategy, small and medium-sized enterprises

Factors Influencing the Listening Skills of Grade 10 Students for the Development of Audio Material

EDNA QUINILOG — 2025-06-30

Keywords: Audio Material, Learning Preferences, Listening Comprehension, Student Demographics, Technological Devices

Panimula

Sa mabilis na pagbabago ng mundo, ang kasanayan sa pakikinig ay isang pundasyon ng epektibong komunikasyon. Ito ay hindi lamang isang pasibong gawain kundi isang aktibong proseso ng pag-unawa sa wika, kultura, at pananaw ng iba. Sa edukasyon, ang kakayahang makinig nang mabuti ay mahalaga sa akademikong pagkatuto, pakikilahok sa talakayan, at pagbuo ng malalim na pagunawa sa mga aralin. Sa kabila ng kahalagahan nito, maraming mag-aaral ang nahihirapang mapaunlad ang kanilang kasanayan sa pakikinig, lalo na sa mga pormal na konteksto ng pag-aaral tulad ng sa silid-aralan.

Sa pandaigdigang konteksto, kinikilala ng mga eksperto ang pakikinig bilang isang mahalagang kasanayan na nagtataguyod ng matagumpay na komunikasyon at akademikong performans. Gayunpaman nahaharap ang bawat mag-aaral sa hamon ng epektibong pakikinig, na maaaring makaaapekto sa pang-unawa nila sa mga lektura at talakayan (Zhang & Zhang, 2020). Ayon kay Rost (2019), ang kakulangan sa kasanayang nakapagdudulot ng mababang antas ng partisipasyon sa klase at kawalan ng interes sa mga akademikong gawain. Bilang tugon, maraming paaralan at unibersidad sa buong mundo ang nagsisimulang gamitin ang mga kagamitang awdyo at iba pang teknolohiyang panturo upang mahasa ang kasanayan sa pakikinig (Vandergrift & Goh, 2018).

Sa Pilipinas, ang pakikinig ay bahagi ng pangunahing kasanayan sa Filipino at Ingles batay sa K to 12 kurikulum. Sa kabila nito, ipinakita ng ulat ng DepEd (2021) na maraming mag-aaral ang may mababang kasanayan sa pakikinig, na nagiging hadlang sa kanilang akademikong pagganap. Ayon kay Garcia (2020), bagaman may mga pagsusumikap na isulong ang epektibong pakikinig gamit ang mga pamamaraan sa pagtuturo, madalas itong hindi nabibigyan ng sapat na pansin kumpara sa iba pang kasanayan tulad ng pagbasa at pagsulat. Bukod dito, kakaunti ang lokal na materyal na nakapokus sa pagpapalakas ng pakikinig gamit ang makabagong teknolohiya, na nagiging isang pangunahing limitasyon sa epektibong pagkatuto.

Sa lokal na antas, partikular sa mga pampublikong paaralan, ang kakulangan ng angkop na awdyo materyal ay nagiging hadlang sa pagpapaunlad ng kasanayan sa pakikinig. Ayon kay Cruz (2022), maraming guro ang nahihirapang magpatupad ng mabisang pamamaraan sa pagtuturo ng pakikinig dahil sa limitadong mapagkukunan ng lokal na awdyo materyal na tumutugma sa pangangailangan ng kanilang mga mag-aaral. Dagdag pa rito, sinabi ni Lopez (2021) na karamiha sa mag-aaral ang walang interes sa tradisyonal na paraan ng pagtuturo ng pakikinig lalo na kung walang ginagamit na awdyo na materyal na makatawag-pansin sa kanila. Samakatuwid, kinakailangang magkaroon ng mas maraming makabuluhang inisyatiba upang mapaunlad ang kakayahan sa pakikinig ng bawat mag-aaral sa pamamagitan ng kontekstuwalisadong awdyo materyal.

Datapuwa may mga umiiral na pag-aaral hinggil sa pakikinig, may ilang mahahalagang puwang na dapat tugunan upang higit na mapabuti ang kasanayang ito. Una, kulang ang malalim na pagsusuri sa mga hamon na naranasan ng kabataang ma-aaral sa paggamit ng awdyo na materyal at ang dulot nito sa akademikong performans. Ikalawa, limitado ang pananaliksik sa kalidad at disenyo ng mga awdyo materyal na angkop sa iba't ibang antas ng kahirapan sa pakikinig. Ikatlo, Limitado pa lamang ang bilang na nagsusuri sa integrasyon ng teknolohiya sa pagpapahusay ng kasanayan sa pakikinig at ang epekto nito sa motibasyon ng kabataang mag-aaral. Ikaapat, may pangangailangan para sa pagsasakonteksto ng mga awdyo materyal upang mas tumugma sa interes at kultura ng mga mag-aaral sa lokal na antas. Ikalima, kulang ang mga pag-aaral na nagtatasa sa epekto ng makabagong awdyo materyal sa kasanayan sa pakikinig sa klase at kung paano ito maaaring magamit sa bawat estratehiya ng pagtuturo (Goh, 2018; Hamouda, 2020; Andrade, 2021; Tannacito & Grosser, 2022; Santos, 2023; Ramirez, 2020; Gonzales, 2022; Torres, 2023).

Sa harap ng mga hamong ito, mahalagang magsagawa ng pag-aaral na nakatuon sa pagbuo ng awdyo na materyal na angkop sa konteksto. Ang paglinang ng epektibong kagamitang pampagtuturo ay hindi lamang makatutulong sa pagpapaunlad ng kanilang kasanayan sa pakikinig kundi magpapataas din ng kanilang interes at partisipasyon sa pagkatuto. Gamit ang pag-aaral na ito, inaaasahang mabibigyang-linaw kung paano maaaring maisama ang mga makabagong estratehiya sa pagtuturo ng pakikinig gamit ang awdyo materyal upang makalikha ng mas makahulugang karanasan sa pag-aaral para sa kabataang mag-aaral.

Layunin ng Pag-aaral

Ang layunin ng pag-aaral na ito ay upang makabuo ng awdyo na materyal na makatutulong sa pagpahuhusay ng kasanayan sa pakikinig ng kabataang mag-aaral sa ikasampung baitang ng Mataas na Paaralang Pambansa ng Tupi. Layunin din ng pag-aaral na masuri ang demograpikong propayl ng kabataang mag-aaral, kabilang ang kanilang etnisidad, kagamitan sa tahanan sa pakikinig, at gawi sa pakikinig. Tinukoy rin ang mga salik na nakaiimpluwensiya sa mga gawaing pakikinig. Inasahang masuri ang lebel ng kalidad ng nabuong awdyo na materyal batay sa layunin, nilalaman, kalidad, at teknikal na aspeto. Kasama rin sa layunin ng pag-aaral ang pagsusuri ng antas ng pagtanggap ng mga mag-aaral sa materyal batay sa layunin, nilalaman, pormat, at presentasyon nito. Higit pa rito, layunin ng pag-aaral na tuklasin kung may makabuluhang ugnayan ang antas ng pagtanggap ng kabataang mag-aaral sa demograpikong propayl nila.

Teoretikal na Balangkas

Ang pag-aaral ay nakabatay sa Experiential Learning Theory, Cognitive Load Theory ni Sweller (2020), at Multimedia Learning Theory ni Mayer (2020). Binibigyang-diin ng Experiential Learning Theory ang kahalagahan ng aktibong pakikinig bilang bahagi ng pagkatuto, kung saan ang mga tagapakinig ay nagpoproseso ng tunog at impormasyon, nagmumuni-muni, at inilalapat ang natutuhan sa praktikal na sitwasyon (Beard, 2021). Ayon naman sa Cognitive Load Theory, mahalaga ang tamang pamamahala ng impormasyon sa mga awdyong materyal upang maiwasan ang labis na kognitibong pasanin, at mapadali ang pagproseso ng kaalaman sa tulong ng malinaw na pagsasalita, tamang bilis ng pagbigkas, at organisadong daloy ng impormasyon (Sweller, 2020). Samantala, ipinapakita ng Multimedia Learning Theory na ang pagsasanib ng tunog at sinasalitang teksto sa mga awdyong materyal ay nakatutulong sa mas epektibong pagkatuto (Mayer, 2020), kaya’t ang pagbuo ng dekalidad na audio material ay nakikitang mahalagang estratehiya sa pagpapaunlad ng kasanayan sa pakikinig ng kabataang mag-aaral.

Metodolohiya ng Pag-aaral

Ginamit sa pag-aaral ang kwalitatibong disenyo, partikular ang Participatory Rapid Appraisal (PRA), upang makakalap ng datos mula sa komunidad sa pamamagitan ng aktibong partisipasyon ng mga kalahok. Ayon kina Khan et al. (2020), ang PRA ay nagbibigay ng pagkakataon sa mga lokal na komunidad na magbahagi ng kaalaman para makabuo ng angkop na solusyon. Tinutukoy rin sa pananaliksik ang demograpikong propayl ng mga mag-aaral sa rural na lugar ng Tupi kaugnay ng kanilang karanasan sa pakikinig. Bilang interbensiyon, bumuo ang mananaliksik ng istandardisadong audio material na isinalang sa masusing balidasyon upang masukat ang kalidad nito.

Gamit ang purposive sampling, pinili ang mga kalahok batay sa kanilang karanasan sa pakikinig (Etikan et al., 2016). Ang mga ginamit na instrumentong gaya ng talatanungan at gabay para sa FGD ay dumaan sa Content Validity Index (CVI). Ginamit din ang Likert Scale (Vagias, 2006) sa pagsusuri ng demograpikong datos at ang validation tool nina Catalan at Marcelo (2022) upang masuri ang kalidad ng audio material.

Sumunod ang mananaliksik sa mga proseso ng pagkuha ng pahintulot mula sa pamunuan ng unibersidad, dibisyon, at paaralan bago ang aktuwal na pangangalap ng datos. Pinunan ng mga mag-aaral ang balidado at CVI-verified na survey at lumahok sa panayam upang matukoy ang mga salik na nakaaapekto sa kahusayan sa pakikinig. Ipinabalideyt ang audio material sa mga eksperto sa South Cotabato.

Sa pagsusuri ng datos, ginamit ang descriptive quantitative approach para sa demograpikong propayl (Babbie & Wagner, 2020), tematikong pagsusuri para sa mga salik sa pakikinig (Moustakas, 1994), at balidasyon para sa pagtanggap sa materyal. Ginamit din ang Two-Tailed T-test upang masukat ang ugnayan ng demograpikong propayl sa antas ng pagtanggap ng materyal.

Resulta at Diskusyon

Demograpikong Propayl ng bawat Mag-aaral ayon sa Etnisidad

Makikita sa ibaba ang Talahanayan 1 na nagpapakita ng demograpikong propayl ng kabataang mag-aaral batay sa etnisidad.

Talahanayan 1. Propayl Batay sa Etnisidad

Etnisidad	Mean	SD	Deskriptibong Antas
Tagalog	3.00	2.39	Bahagyang mataas
Ilokano	0.25	1.09	Hindi mataas
Hiligaynon	2.00	2.45	Hindi mataas
Kabuoan	1.75	1.98	Hindi mataas

Ipinakikita sa Talahanayan 1 ang mean, standard deviation (SD), at deskriptibong antas ng mga pangkat etniko. Nangunguna ang mga Tagalog (mean = 3.00, SD = 2.39), na may bahagyang mataas na bilang kumpara sa mga Ilokano (mean = 0.25, SD = 1.09) at Hiligaynon (mean = 2.00, SD = 2.45).

Ayon kay Santos (2021), ang pagkakaiba-iba ng etnikong pinagmulan ay maaaring makaaapekto sa pananaw at karanasan ng mga kalahok dahil sa impluwensiya ng kultura at wika. Dagdag pa ni Dela Cruz (2022), ang ganitong pagkakaiba ay may epekto rin sa diskarte ng mga mag-aaral sa pagkatuto, lalo na sa pag-unawa ng akademikong teksto.

Demograpikong Propayl ng mga Mag-aaral Batay sa Kagamitan sa Tahanan sa Pakikinig

Talahanayan 2. Propayl Batay sa Kagamitan sa Tahanan sa Pakikinig

Kagamitan sa Tahanan	Mean	SD	Deskriptibong Antas
Radyo	3.75	2.17	Mataas
Telebisyon	4.75	1.09	Napakataas
Smartphone	5.00	0.00	Napakataas
Laptop	2.75	2.49	Bahagyang mataas
Kabuoan	4.06	1.44	Mataas

Ipinakikita sa Talahanayan 2 ang mean, standard deviation (SD), at antas ng paggamit ng kagamitang pambahay para sa pakikinig. Pinakamataas ang paggamit sa smartphone (mean = 5.00, SD = 0.00) at telebisyon (mean = 4.75, SD = 1.09), habang bahagyang mataas lamang sa laptop (mean = 2.75, SD = 2.49). Sa pangkalahatan, mataas ang paggamit ng mga kagamitang ito (mean = 4.06, SD = 1.44).

Ipinakikita ng datos na smartphone at telebisyon ang pangunahing gamit sa pakikinig, habang laptop ang may pinakamababang paggamit. Ayon kina Anderson at Jiang (2018), patuloy ang pagtaas ng paggamit ng smartphone sa edukasyon. Sinusuportahan ito ng datos mula sa estadistika na nagsasabing 96% ng mga kabataang edad 18–24 ay umaasa sa smartphone para sa online learning at media consumption.

Demograpikong Propayl ng Kabataang Mag-aaral Batay sa Gawi sa Pakikinig

Talahanayan 3. Propayl Batay sa Gawi sa Pakikinig

Gawi sa Pakikinig	Mean	SD	Deskriptibong Antas
Nagbibigay nang pansin at nakikinig nang buo	5.00	0.00	Napakataas
Gumagamit ng mga tala o kasamang aklat	5.00	0.00	Napakataas
Nagpapahinga at hindi nakikinig nang buo	1.90	0.70	Hindi mataas
Nakikinig nang wala sa pokus	1.15	0.36	Lubos na hindi mataas
Kabuoan	3.26	0.27	Bahagyang Mataas

Ipinakikita sa Talahanayan 3 ang mean, standard deviation (SD), at antas ng gawi sa pakikinig ng mga respondente. Napakataas ang mean ng mga mag-aaral na nagbibigay ng buong pansin at gumagamit ng tala o aklat (mean = 5.00, SD = 0.00), samantalang mababa sa mga nagpapahinga o hindi nakikinig nang buo (mean = 1.90, SD = 0.70) at sa mga nawawalan ng pokus (mean = 1.15, SD = 0.36). Sa kabuuan, ang mean ay 3.26 (SD = 0.27), na tumutukoy sa bahagyang mataas na antas.

Ipinakikita ng datos na karamihan sa mga mag-aaral ay may positibong gawi sa pakikinig, ngunit may ilan ding nahihirapang manatiling nakatuon. Ayon kay Rost (2016), ang aktibong pakikinig at paggamit ng tala ay nakatutulong sa pagkatuto. Dagdag pa nina Vandergrift at Goh (2018), ang kawalan ng atensiyon ay maaaring makaapekto sa pag-unawa ng impormasyon.

Paglalahad ng Resulta sa Isinagawang FGD sa Tematikong Pagsusuri

Salik na Nakaiimpluwensiya sa bawat Mag-aaral sa Gawaing Pakikinig

Talahanayan 4.

Salik na Nakaiimpluwensiya sa mga Mag-aaral sa Gawaing Pakikinig

Lumitaw na Tema

(Emerging Themes)

Pinangkat na mga Tema

(Clustered Theme)

Mahalagang Pahayag (Significant Statement

1. Panlabas na Salik na Nakaaapekto sa Pakikinig ng Kabataang Mag-aaral

· Ingay sa Kapaligiran

· Paggamit ng teknolohiya

· Personal na Salik

“Bilang isang mag-aaral naapektuhan ang aking pakikinig sa dahilan na maingay at magulong kapaligiran.”

“Ang paggamit ng teknolohiya tulad ng cellphone habang nagkaklase.”

“Pag maraming problemang iniisip.”

2. Sikolohikal at Sosyal na Salik

· Pamilya at kaibigan

bilang Inspirasyon

· Guro bilang tagapagdaloy ng kaalaman

· Kaklase bilang personal na distraksiyon

“Ang aking pamilya at kaibigan ang tumutulong sa akin na magpursige sa pag-aaral.”

“Ang aking guro, dahil sa araw-araw na pagpasok ko sa eskwelahan sila ang nakakasama ko para ako ay turuan at pakinggan ang kanilang itinuturo na makakatulong sa kin upang ako ay matuto.”

“Ang mga tao na nakaapekto sa aking pakikinig ay ang aking kaklase dahil ang kanilang ingay ay nagbibigay sa akin ng dahilan upang mawala sa pakikinig.”

3. Epekto ng Pamamaraan ng Guro sa Pagtuturo

· Mas Pinadali at Pinagaan ang Pakikinig

· Natutulungang makinig nang mabuti

“Malaking epekto sa aking buhay ang estratehiya para mapadali at magiging magaan ang aking pakikinig.”

“Nakakaapekto ito dahil tulad nga ng estratehiya na ginagamit ng guro, natutulungan akong makinig ng mabuti sa mga tinuturo sa silid-aralan at sa emosyonal, tinutulungan akong makinig at binibigyan ng payo.”

4. Solusyon sa Paglutas sa Suliranin sa Pakikinig

· Tahimik at masayang Pakikisama

· Pagbibigay ng Pokus sa Guro

· Pag-aaral nang Mabuti

· Suporta mula sa Pamilya at Kaibigan

“Nalulutas ito sa pamamagitan ng tahimik na kapaligiran at masayang pakikisama.”

“Malulutas ko ito sa pamamagitan ng pagtuon ng pansin sa mga salita ng guro.”

“Sa pamamagitan ng paglalaan ng oras at pag-aaral nang mabuti.”

“Ginagawa ang nakakaya ko upang makinig sa tulong din ng pag-unawa ng aking pamilya at kaibigan.”

Lumitaw na Tema 1: Panlabas na Salik na Nakakaapekto ng Mag-aaral

Ang pakikinig ay isang mahalagang kasanayan sa pagkatuto, ngunit ito ay maaaring maapektuhan ng mga salik. Batay sa pagsusuri, lumitaw ang apat na pangunahing tema na may malaking impluwensiya sa kakayahan ng bawat respondente sa pakikinig. Kabilang dito ang ingay sa kapaligiran, paggamit ng teknolohiya, personal na salik, at kaklase bilang distraksiyon. Ang mga ito ay naging hadlang hadlang sa mas epektibong pakikinig ng bawat mag-aaral sa klase.

Ingay sa Kapaligiran

Ito ang pangunahing mga salik na may epekto sa pakikinig ng bawat mag-aaral. Pito sa dalawampung mag-aaral ang nagsasabing ingay sa kapaligiran ang isa sa mga salik na ito. Ang mga tunog mula sa paligid, kabilang ang mga kaklaseng maingay o iba pang distraksiyon, ay nakapagpababa ng konsentrasyon sa pakikinig.

Tugon ng mag-aaral:

“Bilang isang mag-aaral naapektuhan ang aking pakikinig sa dahilan na maingay at magulong kapaligiran.”

(Kalahok 1, Line 1-2)

Ayon kay Brownell (2012), ang ingay sa kapaligiran ay ang pangunahing hadlang sa epektibong pakikinig, sapagkat nakagagambala ito sa pagpoproseso ng impormasyon at nakababawas ng konsentrasyon ng kabataang mag-aaral. Sinusuportahan ito ng pag-aaral nina Smith at Johnson (2020), na nagpakikita na ang mga tunog mula sa paligid, tulad ng ingay mula sa kaklase o iba pang distraksiyon, ay maaaring humantong sa mas mababang antas ng pang-unawa at retensiyon ng aralin. Dagdag pa rito, ipinakita rin sa pananaliksik ni Garcia (2021) na ang patuloy na pagkalalantad sa maingay na kapaligiran ay nagdudulot ng stress sa bawat mag-aaral na nagiging hadlang sa kanilang kakayahang makinig nang mabuti at makilahok sa talakayan.

Paggamit ng Teknolohiya

Habang malaki ang naitutulong ng teknolohiya sa edukasyon, Nakapagdudulot din ito ng distraksiyon sa pakikinig ng bawat kabataan. Anim sa dalawampung mag-aaral ang nagsasabing ang teknolohiya ay isang faktor na may impluwensiya sa pakikinig. Ang sobrang paggamit ng mga gadget ay maaaring magdulot ng pagbaba ng atensiyon sa mga aralin.

“Ang paggamit ng teknolohiya tulad ng cellphone habang nagkaklase.”

(Kalahok 6,Line 9)

Ayon sa pag-aaral nina Chandra at Patel (2021), bagaman nakatutulong ang teknolohiya sa edukasyon, maaari din itong maging pangunahing distraksiyon na nakaaapekto sa focus at active listening ng mga respondente sa loob ng silid-aralan. Samantala, ipinakita nina Santos at Rivera (2022) na ang sobrang paggamit ng gadget lalo na sa hindi tamang konteksto ay nagreresulta sa pagbaba ng atensiyon sa leksiyon at kakayahang magproseso ng impormasyon nang epektibo.

Personal na Salik

Bukod sa panlabas na salik, may mga personal na dahilan din kung bakit nagiging mahirap ang pakikinig ng mga kabataan. Tatlo sa dalawampung mag-aaral ang nagpapatunay nito. Kabilang dito ang emosyonal na estado, stress, at iba pang iniisip na maaaring makasagabal sa kanilang konsentrasyon.

"Pag maraming problemang iniisip."

(Kalahok 17, line 27)

Nakaaapekto ang kapaligiran sa kakayahan ng kabataang mag-aaral sa pakikinig, kaya mahalagang gamitin ang angkop na estratehiya upang mapanatili ang atensiyon sa klase. Ayon kina Brown at Miller (2021), ang tahimik at maayos na kapaligiran ay nagpabubuti sa pakikinig at pag-unawa. Ipinakita rin ni Johnson (2022) na makatutulong ang teknolohiya gaya ng noise-canceling headphones at digital platforms sa pagbawas ng distraksiyon. Samantala, ayon kina Lee et al. (2023), nakatutulong ang interaktibong audio materials sa pagpahuhusay ng auditory processing skills. Sa kabuoan, ang paggamit ng modernong estratehiya at kagamitan ay mahalaga sa paglinang ng epektibong pakikinig.

Lumitaw na Tema 2: Sikolohikal at Sosyal na Salik

Ang kakayahan ng mag-aaral sa pakikinig ay hindi lamang naiimpluwensiyahan ng panlabas at personal na salik, kundi kasama na rin ang mga indibidwal na nakapaligid sa kanila. Mula sa pagsusuri, lumitaw ang tatlong pangunahing pangkat ng indibidwal na may mahalagang papel sa pakikinig ng mga mag-aaral: (1) pamilya at kaibigan bilang inspirasyon, (2) guro bilang tagapagdaloy ng kaalaman, at (3) kaklase bilang distraksiyon. Ang mga grupong ito ay maaaring positibong makaimpluwensiya sa pakikinig ng mag-aaral o maging hadlang sa kanilang atensiyon at konsentrasyon.

Pamilya at Kaibigan bilang Inspirasyon

Ang suporta mula sa pamilya at kaibigan ay isang mahalagang salik na nakapagpalalakas ng determinasyon ng isang mag-aaral na makinig nang mabuti sa klase. Labindalawa sa dalawampung mag-aaral ang nagsasabing ang kanilang pamilya at kaibigan ang kanilang inspirasiyon sa pakikinig. Ang kanilang paghihikayat at gabay ay nagiging motibasyon upang mapanatili ang interes sa pag-aaral.

"Ang aking pamilya at kaibigan ang tumutulong sa akin na magpursige sa pag-aaral.”

(Kalahok 3, line 47-48)

Inihahayag nina Lim at Wong (2021), ang emosyonal at akademikong suporta mula sa pamilya at kaibigan ay may mahalagang papel sa pagpapanatili ng motibasyon ng kabataang mag-aaral upang aktibong makinig sa klase. Samantala, ipinakita nina Cruz at Bautista (2022) na ang paghihikayat at gabay mula sa malalapit na tao ay nagpalalakas ng kumpiyansa at determinasyon ng bawat mag-aaral na nagreresulta sa mataas na antas ng atensiyon at pakikilahok sa pag-aaral.

Guro bilang Tagapagdaloy ng Kaalaman

Samantala, apat naman sa dalawampung mag-aaral ang nasasabing ang guro bilang tagapagdaloy ng kaalaman sa kanilang mga gawaing pakikinig. Ang guro ay isa sa pinakamahalagang elemento sa pagkatuto ng isang mag-aaral. Dahil dito, malaki rin ang kanilang impluwensiya sa kakayahan ng mag-aaral na makinig. Ang malinaw at organisadong paraan ng pagtuturo ng guro ay may epekto sa atensiyon at pang-unawa ng bawat mag-aaral.

“Ang aking guro, dahil sa araw-araw na pagpasok ko sa eskwelahan sila ang nakakasama ko para ako ay turuan at pakinggan ang kanilang itinuturo na makakatulong sa kin upang ako ay matuto.”

(Kalahok 20,61-63)

Sa pag-aaral nina Tan at Lee (2021), ang paraan ng pagtuturo ng guro ay may epekto sa atensyon at kakayahan ng mga mag-aaral na makinig nang mabuti. Ang malinaw, organisado, at interaktibong istratehiya ng guro ay nakatutulong sa mas epektibong pagproseso ng impormasyon. Samantala, ipinakita nina Santos at Villanueva (2022) na ang papel ng guro bilang facilitator of learning ay nakaaapekto sa kabataang mag-aaral sa kanilang akademikong pag-unawa pati na rin sa kanilang listening comprehension at kritikal na pag-iisip.

Kaklase Bilang Distraksiyon

Bagaman maaaring makatulong ang kaklase sa pagbabahagi ng kaalaman, maaari din silang maging dahilan ng pagkawala ng atensiyon sa pakikinig. Apat sa dalawampung mag-aaral ang nagsasabing isa sa mga pangunahing salik ay ang kaklase bilang distraksiyon. Ang ingay o mga hindi inaasahang interaksiyon sa klase ay maaaring makagambala sa proseso ng pakikinig.

“Ang mga tao na nakaapekto sa aking pakikinig ay ang aking kaklase dahil ang kanilang ingay ay nagbibigay sa akin ng dahilan upang mawala sa pakikinig.”

(Kalahok 12, line 49-50)

Natuklasan din na may mahalagang papel ang mga taong nakapaligid sa kabataan sa paghubog ng kanilang kakayahan sa pakikinig. Ayon kay Smith at Garcia (2021), ang positibong suporta mula sa pamilya at guro ay nakapagpatataas ng atensiyon at pagkatuto ng bawat mag-aaral. Samantala, ipinakita sa pag-aaral ni Torres (2022) na ang distraksiyon mula sa mga kaklase ay isa sa mga pangunahing dahilan ng pagbaba ng konsentrasyon sa klase.

Lumitaw na Tema 3: Epekto ng Pamamaraan ng Guro sa Pagtuturo

Ang kakayahan sa pakikinig ng kabataang mag-aaral ay maaaring maapektuhan ng mga salik, kabilang ang mga kaparaanan ng guro sa kaniyang pagtuturo. Batay sa pagsusuri, lumitaw ang apat na pangunahing aspekto kung paano ito nakaaapekto ang pamamaraan ng pagtuturong guro (1) mas pinadali at pinagaan ang pakikinig, (2) Natutulungang makinig nang mabuti. Ito ay may direktang epekto sa pag-unawa ng isang mag-aaral sa kanyang mga aralin at sa kanyang kakayahang makisabay sa mga talakayan sa klase.

Mas Pinadali at Pinagaan ang Pakikinig

Lima sa dalawampung mag-aaral na mas pinadali at pinagaan ang pakikinig dahil sa pamamaraan ng guro. Ang epektibong estratehiya ng guro ay nagdudulot ng mas madaling daloy ng pagkatuto, kaya’t nagiging mas maayos at magaan ang proseso ng pakikinig para sa mga mag-aaral.

"Malaking epekto sa aking buhay ang estratehiya para mapadali at magiging magaan ang aking pakikinig.”

(Kalahok 1, line 98-99)

Ayon sa pag-aaral nina Kim at Robertson (2021), ang epektibong estratehiya sa pagtuturo ay nagpadadali sa proseso ng pakikinig sa pamamagitan ng wasto at sistematikong daloy ng impormasyon para sa kabataang mag-aaral. Samantala, ipinakita nina Cruz at Bautista (2022) na ang mga teknik tulad ng scaffolding at interactive discussion ay nakatutulong upang gawing magaan at epektibo ang pag-unawa ng bawat mag-aaral sa kanilang mga aralin.

Natutulungang Makinig nang Mabuti

Ang tamang pamamaraan ng pagtuturo ay naging gabay sa bawat mag-aaral na mapaunlad ang kanilang kahusayan sa pakikinig lalo na sa pag-unawa ng mahahalagang impormasyon. Dalawa sa dalawampung mag-aaral ay nagsasabing sila ay natutulungang making nang mabuti.

(Kalahok 12 , line 115-116)

Ayon sa pag-aaral nina Zhang at Li (2021), ang epektibong estratehiya sa pagtuturo ay mahalaga sa pagpabubuti ng kasanayan sa pakikinig ng bawat mag-aaral, partikular sa pagproseso at pag-unawa ng mahahalagang impormasyon. Samantala, ipinakita nina Cruz at Delgado (2022) na ang malinaw at sistematikong paraan ng pagtuturo ay nagpatataas ng atensiyon ng bawat kabataan na nagreresulta sa mabilis at epektibong pagkatuto.

Lumitaw na Tema 4: Solusyon sa Paglutas sa Suliranin sa Pakikinig

Ang paggamkt ng tamang pamamaraan sa pagtuturo ay may mahalagang papel sa pagpapabuti ang kakayahan ng bawat mag-aaral sa pakikinig. Batay sa pagsusuri, lumitaw ang apat na pangunahing solusyon pakikinig: (1) tahimik at masayang pakikisama, (2) pagbibigay ng pokus sa guro, (3) pag-aaral nang mabuti, (4) suporta mula sa pamilya at kaibigan, at (5) panalangin. Sa pamamagitan ng malinaw at epektibong paraan ng pagtuturo, nagiging mas madali para sa kabataang mag-aaral na intindihin ang mga aralin at mapanatili ang kanilang atensyon.

Tahimik at Masayang Pakikisama

Anim sa dalawampung mag-aaral na nagsasabing ang tahimik at masayang pakikisama ang isa sa mga pangunahing solusyon. Ang pagpili ng tamang kapaligiran ay isang kritikal na hakbang upang mapanatili ang pokus sa pakikinig. Ang isang tahimik at maayos na paligid ay nakatutulong upang maiwasan ang distraksiyon at mas maintindihan ang aralin.

"Nalulutas ito sa pamamagitan ng tahimik na kapaligiran at masayang pakikisama.”

(Kalahok 1, line 132)

Ayon sa pag-aaral nina Nguyen at Tran (2021), ang tahimik at maayos na kapaligiran sa silid-aralan ay may positibong epekto sa kakayahan ng bawat mag-aaral na makinig at magpokus sa kanilang mga aralin. Samantala, ipinakita nina Santos at Villareal (2022) na ang masayang pakikisama sa loob ng klase ay nagtataguyod ng produktibong pagkatuto dahil ito ay lumilikha ng komportableng kapaligiran na nagpapababa ng antas ng stress at distraksyon.

Pagbibigay ng Pokus sa Guro

Ang pagtuon ng pansin sa mga sinasabi ng guro ay isa sa mga pinakaepektibong pamamaraan upang mapanatili ang kalidad ng pakikinig at maiwasan ang pagkawala ng atensiyon. Anim din sa dalawampung mag-aaral ang nagsasabi tungkol dito.

"Malulutas ko ito sa pamamagitan ng pagtuon ng pansin sa mga salita ng guro.”

(Kalahok 9, line 170)

Ayon kay Smith (2020), ang pagbibigay ng pokus sa guro ay mahalagang estratehiya upang mapanatili ang kalidad ng pakikinig at maiwasan ang pagkawala ng atensiyon sa klase. Sinusuportahan ito ng pag-aaral nina Johnson at Lee (2021), na nagpakikita na ang aktibong pakikinig sa guro ay may direktang epekto sa akademikong performans ng kabataang mag-aaral. Dagdag pa rito, ipinahayag nina Brown at Miller (2022) na ang pagtuon ng pansin sa guro ay hindi lamang nagpabubuti sa kakayahang umunawa ng mga aralin kundi sa pagpapanatili rin ng impormasyon sa mahabang panahon. Ang mga natuklasang ito ay nagpahihiwatig ng kahalagahan ng paggabay ng kaguruan sa pagpahuhusay ng kasanayan sa pakikinig sa loob ng silid-aralan.

Pag-aaral nang Mabuti

Apat sa dalawampung mag-aaral na nagsasabing ang pag-aaral nang mabuti ang isa sa mga solusyon sa suliranin sa pakikinig. Bukod sa pakikinig sa klase, mahalaga rin para sa bawat mag-aaral na maglaan ng oras sa pag-aaral upang mapalalim ang pang-unawa nila sa mga aralin.

"Sa pamamagitan ng paglalaan ng oras at pag-aaral nang mabuti.”

(Kalahok 15, line 137)

Ayon sa pag-aaral nina Chen at Liu (2021), ang regular na paglalaan ng oras sa pag-aaral ay nakatutulong sa pagpapalalim ng pang-unawa ng bawat mag-aaral sa kanilang mga aralin na nagpahuhusay din sa kanilang listening comprehension sa klase. Samantala, ipinakita nina Dela Cruz at Herrera (2022) na ang epektibong study habits ay may direktang epekto sa akademikong tagumpay dahil ito ay nagpalalakas sa bawat mag-aaral na iproseso at maalala ang mahahalagang impormasyon mula sa kanilang mga leksiyon.

Suporta mula sa Pamilya at Kaibigan

Malaking tulong din ang pagkakaroon ng suporta mula sa pamilya at mga kaibigan upang mapanatili ang motibasyon sa pakikinig at pagkatuto. Anim sa dalawampung mag-aaral na nagsasabing ang isa sa mga solusyon ay ang suporta mula sa pamilya at kaibigan.

"Ginagawa ang nakakaya ko upang makinig sa tulong din ng pag-unawa ng aking pamilya at kaibigan.”

(Kalahok 18, line 156-157)

Ayon sa pag-aaral nina Tan at Lim (2021), ang emosyonal at akademikong suporta mula sa pamilya at kaibigan na mahalaga sa pagpapanatili ng motibasyon ng kabataang mag-aaral sa pakikinig at pagkatuto. Samantala, ipinakita nina Reyes at Bautista (2022) na ang positibong ugnayan sa mga mahal sa buhay ay nagtataguyod ng kumpiyansa at determinasyon ng mga estudyante, na nagreresulta sa mas mataas na antas ng atensyon at mas epektibong pagproseso ng impormasyon sa klase.

Antas ng Kalidad ng Awdyo na Materyal

Talahanayan 5.	Antas ng Kalidad ng Awdyo na Materyal
Domeyn		Mean	SD	Deskriptibong Antas
Layunin		4.75	0.42	Napakabalido
Nilalaman		4.70	0.40	Napakabalido
Kalidad		4.50	0.43	Napakabalido
Aspektong Teknikal		4.73	0.42	Napakabalido
Kabuoan		4.67	0.42	Napakabalido

Ipinakikita sa Talahanayan 5 na ang audio material ay may mataas na kalidad sa lahat ng domeyn: layunin (mean = 4.75, SD = 0.42), nilalaman (mean = 4.70, SD = 0.40), kalidad (mean = 4.50, SD = 0.43), at aspektong teknikal (mean = 4.73, SD = 0.42), na may kabuuang mean na 4.67 at SD na 0.42—lahat ay nasa antas na napakabalido.

Ipinakikita ng datos na ang audio material ay epektibong gamit sa edukasyon. Ayon kina Smith at Thomas (2023), nakasalalay ang bisa ng audio sa malinaw na layunin at kalidad ng produksiyon. Dagdag nina Liu at Zhang (2021), mahalaga ang maayos na pagrekord at pag-edit upang maiwasan ang hadlang sa pag-unawa. Ayon din kay Field (2021), ang kalidad ng teknikal na pag-edit, gaya ng pagtanggal ng ingay, ay kritikal sa epektibong paggamit ng audio sa pagkatuto.

Antas ng Pagtanggap ng Awdyo na Materyal

Talahanayan 6.	Antas ng Pagtanggap ng Awdyo na Materyal
Domeyn		Mean	SD	Deskriptibong Antas
Layunin		4.54	0.50	Lubos na Tinanggap
Nilalaman		4.40	0.55	Tinanggap
Pormat		4.55	0.51	Lubos na Tinanggap
Presentasyon		4.62	0.48	Lubos na Tinnagp
Kabuoan		4.53	0.51	Lubos na Tinanggap

Ipinakikita sa talahanayan na ang audio material ay lubos na tinanggap sa mga domeyng layunin (mean = 4.54, SD = 0.50), pormat (mean = 4.55, SD = 0.51), at presentasyon (mean = 4.62, SD = 0.48), habang tinanggap naman sa nilalaman (mean = 4.40, SD = 0.55). Ang kabuoang mean ay 4.53 (SD = 0.51), na nagpapakita ng mataas na antas ng pagtanggap. Ayon kay Mayer (2019), mahalaga ang malinaw na presentasyon sa pagkatuto. Dagdag pa nina Clark at Lyons (2020), ang epektibong audio ay nagpapalakas ng motibasyon, habang binigyang-diin ni Paivio (2021) na ang mental imagery mula sa audio materials ay nagpapahusay sa retention at komprehensyon.

Makabuluhang Ugnayan ng Demograpikong Profayl ng mga Mag-aaral sa Antas ng pagtanggap ng Awdyo na Materyal

Talahanayan 7.	Makabuluhang Ugnayan ng Demograpikong Propayl ng mga Mag-aaral sa Antas ng pagtanggap ng Awdyo na Materyal
Domeyn	Mean	SD	T-cal	P-Value	Interpretasyon
Demograpikong Propayl	3.02	1.23	5.0715	0.0001	May Makabuluhang Ugnayan
Antas ng Pagtanggap	4.53	0.51	5.0715	0.0001	May Makabuluhang Ugnayan

=0.05 level of significance

Ipinakikita sa Talahanayan 7 ang ugnayan sa pagitan ng demograpikong propayl at antas ng pagtanggap sa awdyo na materyal. Ang demograpikong propayl ay may mean na 3.02 (SD = 1.23), habang ang pagtanggap ay may mean na 4.53 (SD = 0.51). Ang t-cal na 5.0715 at P-value na 0.0001 (p < 0.05) ay nagpapahiwatig ng makabuluhang ugnayan.

Ipinahihiwatig ng datos na ang mga salik gaya ng etnisidad, kagamitang ginagamit sa pakikinig, at gawi sa pakikinig ay may impluwensiya sa pagtanggap sa materyal. Ayon kay Mayer (2019), ang pagtanggap sa audio-based na materyal ay naiimpluwensiyahan ng personal na karanasan at kasanayan sa teknolohiya. Suportado ito nina Liu at Zhang (2021), na nagsabing ang pagiging pamilyar sa digital tools ay may kaugnayan sa pakikibagay sa audio learning. Dagdag nina Smith at Thomas (2023), ang epektibong paggamit ng audio ay nakadepende rin sa kakayahan ng mag-aaral na iproseso ang impormasyong naririnig.

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Bottom of Form

Konklusyon

Ipinakita sa pag-aaral na ang pagkakaiba sa demograpikong katangian ng kabataang mag-aaral tulad ng etnisidad, kagamitang ginagamit sa tahanan, at gawi sa pakikinig ay may epekto sa kanilang karanasan sa paggamit ng awdyo na materyal. Natukoy rin ang mga salik na panlabas (ingay, teknolohiya) at panloob (emosyon, estratehiya sa pagtuturo) na nakaimpluwensiya sa pakikinig, kaya mahalagang isaalang-alang ang mga ito upang mapabuti ang kapaligiran sa pagkatuto.

Lumabas sa pag-aaral na ang awdyo na materyal ay may mataas na bisa sa layunin, nilalaman, kalidad, at teknikal na aspekto, kaya’t epektibo itong pantulong sa pakikinig. Bagaman positibo ang pagtanggap ng mga mag-aaral, lalo na bilang alternatibong estratehiya sa pagtuturo, kailangan pa ring pagbutihin ang nilalaman upang higit na matugunan ang kanilang pangangailangan. Napatunayan ding may makabuluhang ugnayan ang demograpikong propayl sa antas ng pagtanggap, kaya mahalagang ipagpatuloy ang pagpapaunlad ng materyal upang ito’y maging mas angkop sa iba’t ibang uri ng mag-aaral.

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