Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X
DIVISION OF ILIGAN CITY

ILIGAN CITY NATIONAL HIGH SCHOOL

APPROVAL SHEET

This research proposal entitled “Assessing the Strength of Radio-Based Instruction in

Delivering Learning through the Modified Capacity Assessment Grid (MCAG)” prepared
and submitted by Faridah R. Faisal of Iligan City National High School-Annex in Tambacan has
been reviewed/evaluated and recommended for acceptance and approval.

School Research Team:

Chairman: Richard S. Talaid
Assistant School Principal II
Designated School Head

Co-Chairman: Jose E. Salvador, PhD Nida B. Gumera

Assistant School Principal II OIC, Assistant School Principal
Senior High School Junior High School

Members: Vicente B. Lluisma Jr. Aimee R. Pareño

Head Teacher V Master Teacher II/Research Coordinator

Chris T. Sagarino Christine G. Lacastesantos

Teacher II/Research Coordinator Teacher II/Research Coordinator

Reviewed: Michael John R. Daub, PhD

SEPS, Planning and Research

Recommending Approval:

Blaire D. Castillon, PhD.

EPS, Technology and Livelihood Education

Approved:

Shambaeh A. Abantas-Usman, PhD

Assistant Schools Division Superintendent

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February 9, 2022

RICHARD S. TALAID
Assistant School Principal II
Designated School Head

Sir:

Respectfully endorsing to your office the research proposal of Faridah R. Faisal entitled
“entitled “Assessing the Strength of Radio-Based Instruction in Delivering Learning
through the Modified Capacity Assessment Grid (MCAG)” for you and your team’s
approval.

Sincerely,

RICARDO S. APIONG
Secondary School Principal I
ICNHS-Tambacan

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ASSESSING THE STRENGTH OF RADIO-BASED INSTRUCTION IN
DELIVERING LEARNING THROUGH THE MODIFIED CAPACITY
ASSESSMENT GRID (MCAG)

An Action Research Proposal

Prepared by:

FARIDAH R. FAISAL
Researcher

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I. Context and Rationale

The health crisis made by the COVID-19 pandemic brought significant disruptions

and the quality of education is put to adverse risk. During the first few months of the

pandemic, both the schools and learners were not able to carry out teaching-learning

activities. School were closed and teaching was suspended. As education is imperative,

the transition to the new normal had to be embarked. Distance learning in different

platform was implemented and blended instruction became a trend. Modular learning

with radio-based instruction was made to function.

The present educational platform in the Division of Iligan City adopts the modular

print learning delivery modality with the tangible supplementation of the radio broadcast

in the radio-based instruction modality. Radio-Based Instruction has been operating for

a good number of months now to supplement the module and worksheet prepared by

the teachers and as an alternative learning delivery significantly intended to teach

learners who are unable to attend face-to-face classes, who are in remote areas, and

who do not internet connectivity. Radio-based instruction then is a venue where learners

continue their education despite the pandemic crises.

The existence and operation of radio-based instruction is a novel situation in the

Division of Iligan City. This novelty of the radio-based instruction resulted in queries on

its advantage and benefits, specifically to the isolated learners. These queries invoke

the people’s curiosity and doubt as to the effectiveness of radio-based instruction.

Although, this instruction is used only to supplement learning, there is a need to assess

its effectiveness because learning supplementation is as important as learning

implementation (Bonderud, 2020). Radio-based instruction help to motivate the learners

(Dodd, 2015) and can fill learning gaps typical of a remote learning.

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 As a teacher broadcaster of Iligan City Division, the research is enthused to

explore the strength of radio-based instruction in delivering learning in the new normal

learning environment to provide answers and clarifications on its effectiveness an

alternative tool or supplementary learning delivery modality. The researcher believes

that the strengths of the radio-based instruction will speak and reveal its effectiveness.

To accomplish this endeavor, a capacity assessment grid (CAG) modified from

Mckinsey will be employed. This grid will be endowed with educational concepts to

make applicable to the learning environment and to educational tools, like the radio-

based instruction.

II. Action Research Questions

This study will assess the strengths of the radio broadcast instruction materials in

delivering learning to Iligan City National High School learners in the new normal

learning environment to give a dimension to the foregoing instruction’s effectiveness.

Specifically, it will seek to answer the following questions:

1. What is the level of the workability of the modified capacity assessment grid (MCAG)

in assessing the strength of radio-based instruction?

2. What are the strength levels of radio-based instructions in delivering learning in the

new normal learning environment in terms of:

2.1. Awareness and Preparedness

2.2. Availability and Capability

2.3. Time Allotment

2.4. Quality of Learning Instruction and;

2.5. Responsiveness and Learning Feedback

2. Are there significant differences on the strength levels of the radio-based instruction

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 in the modified assessment capacity grid (MCAG)

3. What significant insights can be drawn based on the results of the study?

III. Proposed Innovation, Intervention and Strategy

It is every teacher’s dream to have quality education. They want to have learners

who are performing very well in class. The researcher as a teacher innovates to

examine the strengths of the radio-based instruction that will reveal its effectiveness. In

such endeavor, she adapted a strength assessment tool from Mckinsey’s capacity

assessment grid (CAG). This tool will be used in this study as modified capacity

assessment grid (MCAG).

The utilization of MCAG is founded on the Theory of Instruction which

significantly offers explicit guidance on how to better help people learn and develop. As

such, it brings the implication that any tool, method, or instruction utilized in teaching

and learning must be capable of producing positive results. There is always a need to

assess tools, methods, or instruction of its effectiveness to see if it is useful or to what

extent it is effective in teaching and learning.

With the employment of MCAG, the strengths of the radio-based instruction will be

explored and assessed to unfold its effectiveness. With MCAG, validated to be a

suitable tool, it is believed that the authentic strength of radio-based instruction can

result; therefore, reliable findings for its effectiveness be ascertained.

IV. Action Research Method

a. Participants and/ or Other Sources of Data and Information

The (50) learners of Iligan City National High School who have access to radio-

based instruction will be the respondents of the study. Purposive sampling will be

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utilized as the respondents are purposely selected because they have access to radio-

based instruction.

For the level of workability of the modified capacity assessment tool, 20 master

teachers of the aforementioned school will be requested as respondents.

b. Data Gathering Method

The gathering of data will come in two phases. The diagram below displays how

the data will be gathered:

Phase 1: Workability of MCAG

Administration of The master teachers

Yusoff (2019) will validate the
(Validation for Tool modified capacity
Workability) assessment grid
(MCAG) using the six
(6) validation steps
introduced by Yusoff
(2019)

Phase 2:
Strength of Radio-Based Instruction

Administration of MCAG
(Assessment of the
Strength of Radio-
Based Instruction)
MCAG will be
administered to the
student respondents

c. Data Analysis Plan

The data analysis plan will be driven by a statistical design. The ollowing

statistical design will be applied in analyzing the data:

The Problems The Tools

Research Question 1 Yusoff (2019)

Research Question 2 Weighted Mean

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 Research Question 3 Kruskal Wallis H test

Research Question 3 Descriptive-Narrative

V. Action Research Work Plan and Timeliness

The table shows the complete time frame of the research conducted.

MONTH January February March April May June July

24-25 2, 2022 3, 5, 6, 7-6, 2022

and 26- 2022 2022 2022 2022

28,

2022

Activities

Conceptualizin
g of Research

Developing
MCAG &
Validating it
Construction of
Questionnaire

Proposal
Submission

Proposal
Analysis,
Verification

Research
Presentation

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VI. Cost Estimates

This table shows the detailed expenses estimated during the conduct of

research.

Materials Needed Estimated Cost

Encoding 2000.00

20 reams of coupon bond 4000.00

Ink (printer) 4000.00

meals 3000.00

Food Allowance 4000.00

Communication Expenses 500.00

Book Binding 1500

Internet Fee 2,500.00

Special Paper 500

Certificate Frame 1000.00

Notary 500.00

Photocopy 1000.00

Envelope, Notebook, Pen 3000.00

Total Cost P 23,500.00

VII. Plans for Dissemination and Utilization

After completing the research, a report on the results of the research

conducted will be submitted to the Schools Division Superintendent along with a

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 proposal for program or policy development regarding the use and effectiveness of

Radio – Based Instruction Materials.

Phase Activities Persons Time Resources Success

Involved Frame Indicator
Planning Research Proposal Principal, School February Funds for Personal Presence of
to School Head for Head, Asst. 26, 2022 materials Funds innovation for
the school Principal, and other implementation
implementation of Teachers, EPS expenses
the proposed that will be
innovation strategy incurred
Implementat  School Learners, RBI March- NA NA Attendance
ion implementati Staff and April 2022
on of the members,
output of the Teacher-
research Broadcasters,
study Teachers, EPS,
 Post CID chief
evaluation of
the research
study
implementati
on
 Possible
revisions for
proposal to
district level
for adoption
based on
the result of
the post
evaluation
 District
proposal of
outputs for
possible
adoption
Evaluation  Faculty Teachers, April-May NA NA Learners’
feedback on School Principal, 2022 Academic
the learners’ Asst. School Performance
developmen Principal
t of their
academic
performance

VIII. References:

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 Damani, K., and Mitchell, J., (2020). Rapid Evidence Review: Radio.

Edtechhub.org

McBurnie, Chris (2020). The role of interactive radio instruction in the coronavirus

(covid-19) education response. Edtechhub.org

Prahmana, R., Hartanto, D., et al., (2021). Community radio-based blended

learning model: A promising learning model in remote area during pandemic era.

Journal homepage: www.cell.com/heliyon

Ugochukwu, I., and Ezeah, G. (2020). Impact of Interactive Radio Instruction (IRI)

on Achievement in Literacy and Life Skills among primary one Nomadic Pupil in North-

West, Nigeria. Journal of Critical Reviews

Yayen, M., and Marensil, F. (2021). Learning Thru Radio: The Effectiveness of

Radio-Based Instruction (RBI) to Grade 6 Pupil and Parents inn Barangkas Elementary

School. European Journal of Humanities and Educational Advancements (EJHEA).

Retrieved at: https://www.scholarzest.com

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