1

CHAPTER 4

The Efficacy of Using Audio-Visual Tools as a Learning Strategy on the

Academic Performance of the Senior High School Students in Buhi St.
Joseph’s Academy, Inc.

This chapter presents the analysis and interpretation of the study from which to

infer the answers to the problems under consideration. Descriptive and correlational

analyses were used in this process. The data relative to the Efficacy of Using Audio-

Visual Tools as a Learning Strategy on the Academic Performance of the Senior High

School Students in Buhi St. Joseph’s Academy, Inc. under the new normal were plotted

on tables, visualized through graphical presentations, analyzed and interpreted.

The topics were sequenced as follows:

1. The extent had using audio-visual tools affect academic performance along:

1.1 Student Motivation,

1.2 Interest and,

1.3 Learning Outcomes?

2. What is the academic performance of the senior high school students, in terms

of;

2.1 Written exam,

2.2 Performance Task, and

2.3 General Average?

3. The test of significant agreement on the rank orders of the used of audio-visual

tools that affects the academic performance of the respondents.

4. How significant is the relationship between the Audio-Visual Tools as a Learning

Strategy and the academic Performance of the Senior High School Students?
 2

5. The problems encountered by the respondents among the groups of

respondents.

6. The solution offered to address the problems encountered.

7. The test of significant agreement on the rank orders of the problems encountered

and the solutions offered.

8. Policy recommendations formulated to enhance the awareness and social

responsive of the learners based from the findings of the study..

The Efficacy of Using Audio-Visual Tools as a Learning

Strategy on the Academic Performance of the Senior High
School Students in Buhi St. Joseph’s Academy, Inc.

Visual aids are those instructional aids which are used in the classroom to

encourage students learning process Visual aids arouse the interest of learners and help

the teachers to explain the concepts easily. It is the best tool for making teaching

effective and the best dissemination of knowledge. It provides the learners with realistic

experience, which capture their attention and help in the understanding. They appeal to

the mind through the visual auditory senses. It is the instructional device that can be

heard as well as seen.

The Audio-Visual Act (Republic Act No. 106050, Section 9) ‘’The ODL

programs may be delivered using information and communication technology and other

approaches, such as the following: Print – textbooks, study guides, workbooks, course

syllabic, correspondence feedback and other print formats; Audio-Visual – radio, audio

cassettes, slides, film, videotapes, television, telephone, fax, audio-conferencing and

video-conferencing; Electronic/Computer Technology and Virtual Classrooms – internet,

CD-ROM, electronic mail, e-bulletin boards, podcasts, m-learning, i-lectures, e-learning

or online learning management systems; and Face-to-Face Sessions – conducted in

learning and study centers.”

 3

Below are the discussions of the extent had using Audio-Visual Tools affect

Academic Performance of the Senior High School Students along student motivation,

interest, and learning outcomes.

Student Motivation. The main concern in this context is to increase the students

engagement and interest in their studies because these tools can include videos,

animations, and interactive simulations that helps students to visualize complex

concepts and engage in active learning. In this study, the researcher, being one of the

concerned heads of the Students Motivation, opted to determine the effectiveness of

using audio-visual tools and how it affects the academic performance of the students.

Hence, from the findings of the study the extent of using Audio-Visual Tools affect

Academic Performance of the Senior High School Students along student motivation is

shown in Table 3 and Figure 5.

All the indicators rated “Much Evident”, in descending order were: The use of

audio-visual tools impact my motivation to learn in the classroom, (4.08); I find audio-

visual tools more engaging and interesting than traditional classroom teaching method,

(4.22); Audio-visual tools enhance my understanding of the subject matter being taught

by my teachers, (4.16); I believe that the use of Audio-Visual Tools is effective in

preparing me for examinations and assessments, (4.16).

 4

Table 3

The extent of using Audio-Visual Tools that affects the Academic Performance
of the Senior High School Students Along Student Motivation
BSJAI Senior High
Indicators School Learners

Student Motivation Wx I R
1. The use of audio-visual tools impact my motivation to learn in the classroom. 4.08 ME 4

2. I find audio-visual tools more engaging and interesting than traditional classroom teaching method. 4.22 ME 1

3. Audio-visual tools enhance my understanding of the subject matter being taught by my teachers. 4.16 ME 3

4. I believe that the use of Audio-Visual Tools is effective in preparing me for examinations and assessments. 4.18 ME 2

Average Weighted Mean 4.16 ME

Legend:
 4.50-5.00 – Very Much Evident (VME) Wx – Weighted Mean

BSJAI Senior High School Learners

4.25

W 4.2
E
I
G
H
T 4.15
E
D
M
E
A 4.1
N

4.05

4
1 2 3 4

BSJAI Senior High School Learners

Figure 5

The extent of using Audio-Visual Tools that affects the Academic Performance of the Senior High School Students
Along Student Motivation
 6

This simply manifests that the school coordinator are doing their job, and

responsibilities particular in using audio-visual tools as teaching strategies. Effective use

of audiovisual aids in classrooms has the potential to enhance student learning and

motivation. However, the success of this approach is significantly influenced by how

frequently such aids are used and the quality of the content presented.

Teachers must also be trained on how to incorporate these aids into their lessons

to maximize their impact on student motivation and learning. Additionally, policymakers

should provide schools with adequate resources to obtain the necessary tools and

technology to enhance audiovisual delivery. Ultimately, well-designed policies that

account for both the pedagogical and resource-related factors serve to boost student

motivation and engagement in learning.

Additionally, the use of these aids can positively or negatively impact a student's

motivation to learn. Principals and parents must work together to identify the best

approach to use audio-visual aids that will enhance students' motivation to learn. This

collaboration can lead to a more effective teaching method that meets the needs of each

student while also keeping them engaged and motivated.

According to Wibisono et al. (2018), Liao et al. (2019), Marheni et al. (2020),

and Sulnawir et al. (2020), student motivation in learning is crucial because it affects

the achievement of the best learning outcomes. Addition to that, Hannula (2020) and

Andre et al. (2020), states that motivation is a change in the energy that exists in a

student's psyche and is shown through attitudes and actions that are taken to achieve a

particular objective. Therefore, one of the factors affecting student achievement is

motivation to learn.

While audio-visual learning materials can be seen (images) and heard (sound) to

help transmit knowledge, attitudes, and ideas in educational materials (Sudarsana et

al., 2020; Pranata et al., 2021). This audio-visual piece of content includes a topical
 7

sound show as well as an animated interactive image that moves. If this is done,

students will be more inclined to take an active role in their education.

The use of audio-visual aids in classrooms has been proven to have a positive

impact on students' motivation and academic performance. When students are exposed

to visual aids such as images, videos or diagrams in addition to traditional lectures, they

are more likely to retain information and engage with the lesson. This is because visual

aids enhance the students' understanding and help to make the content more interesting

and memorable. Additionally, audio-visual aids can also provide a more interactive

learning experience, allowing students to participate in activities that require them to

think critically and solve problems. Overall, the use of AV aids in the classroom can be

an effective tool to increase students' motivation, engagement and academic success.

Student Interest. Students' interest in using audio-visual tools during learning has

increased in recent years. The use of videos, animations, and interactive tools has been

proven to enhance student engagement and promote active learning. Furthermore, audio-

visual aids help students to visualize complicated concepts, making it easier for them to

understand complex subject matter. This type of learning also provides flexibility, as

students can watch videos and educational programme at their own pace and

convenience, allowing them to comprehend topics at their own pace. Therefore,

integrating audio-visual tools in the learning process is an effective way to improve

students' interest and understanding of various subjects, thus making their education

experience enjoyable and more satisfactory. In this study, the extent using audio-visual

tools affect the academic performance of Senior High School Students along Student

Interest is viewed in Table 4 and Figure 6.

Looking closely, the data show that all the indicators were rated “Much Evident”, as

follows: This type of approach increases my productivity, (4.18); This kind of learning

strategies interest me to become an active learner, (4.24); It makes me more motivated to

 8

study and complete my task, ( 4.02); Using this audio-visual tools has an impact on me

and helps me develop my skills, (4.14).

 9

Table 4

The extent using audio-visual tools affect the academic performance

of Senior High School Students along Student Interest

BSJAI Senior High

Indicators School Learners

Interest Wx I R

1. This type of approach increases my productivity. 4.18 ME 4

2. This kind of learning strategies interest me to become an active learner. 4.24 ME 1

3. It makes me more motivated to study and complete my task. 4.02 ME 3

4. Using this audio-visual tools has an impact on me and helps me develop my skills. 4.14 ME 2

Average Weighted Mean 4.145 ME

Legend:

4.50-5.00 – Very Much Evident (VME) Wx - Weighted Mean

3.50-4.49 – Much Evident (ME) I - Interpretation

2.50-3.49 – Evident(E) R - Rank

1.50-2.49 – Fairly Evident (FE)

1.00-1.49 – Not Evident (NE)

 10

BSJAI Senior High School Learners

4.3

4.25

W
E 4.2
I
G 4.15
H
T
E 4.1
D
M
E 4.05
A
N
4

3.95

3.9
1 2 3 4

BSJAI Senior High School Learners

Figure 6

The extent using audio-visual tools affect the academic performance

of Senior High School Students along Student Interest
 11

There should be proper training and resources made available to teachers on

utilizing audiovisual aids in the classroom. Additionally, the curriculum should be

updated to incorporate audiovisual aids in a structured manner. This would ensure that

students are being exposed to a variety of learning methods that cater to different

learning styles. Furthermore, there should be a budget allocated towards the

procurement and maintenance of audiovisual aids in the classroom. This would help

ensure that schools are equipped with up-to-date technology that can aid in student

learning. Finally, it is critical that assessment metrics are developed to measure the

effectiveness of audiovisual aids in academic performance so that schools can adjust

and improve their current practices. In summary, integrating audiovisual aids into the

academic curriculum requires proper training, resources, budget allocation, and regular

assessments to ensure that students' interests in academics remain high.

Donald lukman 2018, Audio Visual aids arouse the interest of learners and help

the teachers to explain the concepts easily. Audio Visual aids are those instructional aids

which are used in the classroom to encourage teaching learning process. Therefore, any

device which by sight and sound increases the individual s’ practice outside that attained

through read labeled is an audio visual aids”. Visual aids are those instructional devices

which are used in the classroom to encourage learning and make it easier and

motivating. The material like models, charts, film strip, projectors, radio, television, maps

etc called instructional aids. When we use visual aids as teaching aid, it is one of the

aspects which root participation of students in the lesson because when students look at

visual model or aid, it is measured as a kind of contribution.

 12

Audiovisual media is one of the teaching tools that may be used to meet the

needs of students. According to Ashaver et al. (2019), audiovisual media is defined

precisely as software- and hardware-based content that can boost student engagement

in lessons supported by the medium's instructional materials. Audio and visual

components make up the two basic components of audiovisual media (Desrianti et al.,

2019).

According to Hughes et al. (2019), auditory and visual components in audiovisual

media can provide students with the information they need and enhance learning with a

variety of stimuli. Students may readily learn the content thanks to the stimuli.

Futhermore, Ode (2019) stated that in improving students’ learning motivation by using

audiovisual media, the abstract concept could be turned into the concrete ones. The

students can understand the material easily. In addition, by using audiovisual media, the

students can enjoy the learning process better (Kausar, 2019).

Acording to Nasution et al. (2019), low student interest in the learning process

lowers student achievement. Students are less likely to get bored when they learn about

ecosystems through audiovisual media, and they are also more likely to be interested in

the subject. This method also saves money and time because students aren't put in real-

world situations.

Further, Schools need to capacitate and strengthen the use of technology aids due

to various reasons. Firstly, Audio-Visual aids can be used to make learning more

engaging and interactive.

Learning Outcomes. Audio-visual tools are increasingly becoming an integral part

of learning, both in traditional classrooms and online environments. Learning outcomes

about these tools include the ability to effectively integrate them into lessons to enhance

student engagement and facilitate active learning. Additionally, learners should gain the
 13

knowledge and skills required to use audio-visual tools for research, presentation, and

communication purposes. Understanding the ethical and legal considerations related to

the use of multimedia in education is another important learning outcome. By becoming

adept at using audio-visual tools, learners can improve their communication, critical

thinking, and problem-solving skills, preparing them for success in the digital age. The

extent of using Audio-Visual tools that affects the Academic Performace of Senior High

School Students along Learning outcomes is shown in Table 5 and Figure 7.

Indicators that generally obtained a descriptive rating of “Much Evident”,

were: I absorb the lessons easily and can also give examples about the lessons we have

discussed, (4.28); By seeing and hearing about certain courses, I gain better

understanding of them, (4.16); I became more participative in class and easily

understand what procedures I will be doing next, (3.9);I can remember the concept of

our lesson for a longer period of time, (3.94).

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Table 5

The extent of using Audio-Visual tools that affects the Academic Performance

of Senior High School Students along Learning outcomes

BSJAI Senior High

School Learners
Indicators

Learning outcomes Wx I R
1. I absorb the lessons easily and can also give examples about the lessons we have discussed. 4.28 ME 1

2. By seeing and hearing about certain courses, I gain better understanding of them. 4.16 ME 2

3. I became more participative in class and easily understand what procedures I will be doing next. 3.9 ME 4

4. I can remember the concept of our lesson for a longer period of time. 3.94 ME 3

Average Weighted Mean 4.07 ME

Legend:

4.50-5.00 – Very Much Evident (VME) Wx - Weighted Mean

3.50-4.49 – Much Evident (ME) I - Interpretation

2.50-3.49 – Evident(E) R - Rank

1.50-2.49 – Fairly Evident (FE)

 15

1.00-1.49 – Not Evident (NE)

BSJAI Senior High School Learners

4.4

4.3
W
E
I 4.2
G
H
T
E 4.1
D
M
E 4
A
N
3.9

3.8

3.7
1 2 3 4

BSJAI Senior High School Learners

Figure 7

The extent of using Audio-Visual tools that affects the Academic Performance
of Senior High School Students along Learning outcomes
 16

Research has shown that when audio-visual (AV) aids are incorporated into the

learning process, students tend to have a better understanding of the material. AV aids

also cater to different learning styles, making it easier for students to grasp the content.

Thus, incorporating AV aids in the learning process has proven to be an effective way to

enhance learning outcomes for students.

Based on the research conducted by Sugiani, et. al (2020) on the effectiveness

of audiovisual media in improving student learning outcomes by using audiovisual media

to teach the mechanical engineering department's students. The research's findings

supported the effectiveness of audiovisual media in enhancing student learning

outcomes. Additionally, study by (Seçer et al., 2020) demonstrated that incorporating

audiovisual materials into lessons might increase students' motivation while also

producing beneficial learning outcomes. One instance of how technology is being utilized

to enhance education is the usage of audiovisual material. The use of audiovisual media

in ecological materials is crucial. Multimedia learning, including audio-visual

components, has the potential to improve student learning outcomes (Harahapet al.,

2019). Visual aids may make teaching and learning more efficient and simple.

According to research done by Ashaver & Igyuve (2013), the use of audio-visual

media has a number of advantages, including increased student involvement and

interest, and may be used as a resource for learning. For the classroom learning

process to be effective, a variety of learning resources and media must be available

(Harahapet al., 2020).

 17

Summary of Extent had using Audio-Visual

Tools affect Academic Performance

The use of audio-visual aids has become a popular teaching method in schools

worldwide. With the advancements in technology, teachers now have the ability to

enhance their lectures with graphics, videos, and other multimedia content. However,

the impact of audio-visual aids on academic performance remains a topic of debate

among educators. As a policy recommendation, schools should have a well-crafted

audio-visual policy that outlines the use of AV aids and their expected outcomes. The

policy should be communicated to teachers and students, and regular assessments

should be carried out to evaluate their effectiveness. Additionally, teachers should be

trained on the effective use of AV aids to ensure they are used to enhance learning

and not as a substitute for the traditional teaching methods.

Another policy recommendation is to ensure that the use of AV aids does not

result in a digital divide among students. Schools should provide equal access to

technology to all students irrespective of their socio-economic background to prevent

a situation where only a few students can afford or have access to the technology

needed for effective learning. Moreover, schools should invest in a reliable

technological infrastructure that enables the seamless integration of AV aids into the

curriculum. With these policies in place, the use of audio-visual aids can have a

positive impact on academic performance while providing an inclusive and equitable

learning environment.

The present study tackled on the extent had using audio-visual tools affect

academic performance along the four areas as summarized in Table 7 and Figure 9.

All the indicators were rated “Much Evident”, as follows: First on the list was

on Student Motivation, (4.16); followed by Student Interest, (4.145); and Learning

Outcomes, (4.07).
 18

This results conveyed that school heads, the teachers, and the students should

be should be trained the proper use of audio-visual tools for their teaching and learning

strategies.

It is important for teachers to be trained using audio-visual aids because these

tools provide multiple benefits in the classroom. These aids improve the quality of

teaching, enhance students' understanding of complex concepts, stimulate critical

thinking, and foster active participation among students. With the integration of

technology in every aspect of modern living, av aids also help teachers to keep up with

the latest trends and developments in education. Additionally, av aids help teachers to

better engage students and empower them to construct their own knowledge. As such,

adequate training in the use of audio-visual aids is essential for teachers to provide

effective and efficient instruction to their students.

Students need to have a good insight about using audio-visual aids because it

can significantly enhance their learning experience. AV aids such as videos, images,

and animations can help students understand complex concepts, provide visual

representation of abstract ideas, and make the learning process more engaging and

interactive. It also allows students to retain information better and recall it easily during

exams. Additionally, with the increasing use of technology in education, having a good

understanding of AV aids can equip students with important skills for their future careers.

Therefore, students who are well-versed in using AV aids are more likely to succeed

academically and professionally.

 19

Figure

Summary of Extent had using Audio-Visual Tools

affect Academic Performance

BSJAI Senior High

Legend: Indicators School Learners

4.50-5.00 – Very Much Evident (VME) Area Wx – Weighted Mean Wx I R

1. Student Motivation 4.16 ME 1
3.50-4.49 – Much Evident (ME) I - Interpretation
2. Student Interest
2.50-3.49 – Evident(E) R - Rank 4.145 ME 2

3. Learning
1.50-2.49Outcomes
– Fairly Evident (FE) 4.07 ME 3

1.00-1.49 – Not Evident (NE) Average Weighted Mean 4.125 ME

 20

BSJAI Senior High School Learners

4.18

4.16
W
E
I 4.14
G
H
T 4.12
E
D 4.1
M
E
A 4.08
N
4.06

4.04

4.02
Student Motivation Interest Learning Outcomes

BSJAI Senior High School Learners

Figure

Summary of Extent had using Audio-Visual Tools

affect Academic Performance

 21

In conclusion, the use of AV aids in the classroom has proven to have significant

benefits for both teachers and students. Teachers are able to deliver material in a way

that is engaging and interactive, leading to a better retention of information for students.

Additionally, AV aids allow teachers to cater to different learning styles, making lessons

accessible to all students. On the other hand, students are able to internalize information

more effectively when presented through AV aids, resulting in improved academic

performance. Overall, the incorporation of AV aids in classrooms can have a positive

impact on the learning experience for both teachers and students.

With the use of AV aids, teachers can explain complex concepts easily, making it

easier for students to understand and remember. Additionally, AV aids help to promote

creativity and critical thinking skills in students. Overall, the importance of AV aids in

schools cannot be overemphasized as they help to make the learning process more

effective and enjoyable for both teachers and students.

The Academic Performance of the

Senior High School Students

Using audio visual tools in education has shown significant improvements in

academic performance. Visuals and sounds stimulate the brain, making it easier for

learners to remember complex information. The audio visual tools also enhance the

learning experience and students can easily understand concepts that would have been

difficult through the traditional teacher-student approach. Audio visual tools have made

learning more interactive, engaging and effective, and have contributed to better

academic outcomes. Teachers can use audio visual tools to create an inclusive

environment where all students can learn and achieve their academic goals. Overall,

using audio visual tools in education has proven to be a successful approach to

promoting academic achievement.

 22

Republic Act No. 10912, also known as the "Continuing Professional

Development Act of 2016," does not specifically mention the connection between audio-

visual content and academic performance. However, it mandates that professionals in

various industries, including education, must engage in continuing education to maintain

their knowledge and skills. Thus, it is vital for educators to consider the effectiveness of

audio-visual tools in enhancing student engagement and learning outcomes. The use of

audio-visual materials as a supplement to traditional teaching methods can boost

student interest and improve information retention, ultimately leading to better academic

performance.

Below are the discussions of the academic performance of the senior high school

students in terms of written exam, performance task, and general average.

Written exam. In this context, students and educators alike have expressed

concern about the impact of using audio-visual aids during written exams. While such

aids can enhance the learning experience, they may also negatively affect the ability of

students to retain information without visual cues. Additionally, the use of such aids can

create a dependency that may hinder the development of critical thinking skills. Research

has shown that excessive use of audio-visual aids can impede long-term memory,

particularly for complex concepts that require deeper processing. Thus, educators must

strike a balance between the benefits and drawbacks of using AV aids during written

exams to ensure that students receive a balanced and effective education. In this study,

the researcher, being one of the concerned heads of the Academic Performance of the

Senior High School Students. Hence, the academic performance of the senior high

school students in terms of written exam is shown in Table 8 Figure 10.

 23

Indicators rated “Much Evident”, were: The results of my exams are high when my

teacher uses audio-visual tool as his/her instructional materials, (3.9); My score in written

exams is between 90-100%, (3.68); I am confident to take written exam every time my

teacher uses audio-visual tools, (3.96); I can prepare myself well for the examination with

the aid of audio-visual tools, (3.96).

24
 25

Table 8

The Academic Performance of the Senior High School Students

Along Written Exam

Indicators BSJAI Senior High

School Learners
Written Exam Wx I R
1. The results of my exams are high when my teacher uses audio-visual tool as his/her 3.9 E 3
instructional materials.

2. My score in written exams is between 90-100%. 3.68 E 4

3. I am confident to take written exam every time my teacher uses audio-visual tools. 3.94 ME 2

4. I can prepare myself well for the examination with the aid of audio-visual tools. 3.96 ME 1

Average Weighted Mean 3.87 ME

Legend:

4.50-5.00 – Very Much Evident (VME) Wx - Weighted Mean

3.50-4.49 – Much Evident (ME) I - Interpretation

2.50-3.49 – Evident(E) R - Rank

1.50-2.49 – Fairly Evident (FE)

1.00-1.49 – Not Evident (NE)

 26

BSJAI Senior High School Learners

4

3.95

W 3.9
E
I 3.85
G
H
T 3.8
E
D 3.75
M
E
A 3.7
N
3.65

3.6

3.55

3.5
1 2 3 4

BSJAI Senior High School Learners

Figure 10

The Academic Performance of the Senior High School Students

Along Written Exam

 27

This simply manifests that the school and the teachers are using the AV aids

effectively and handling the students thoroughly. Addition to that, teachers should ensure

that they are using AV aids that are relevant and engaging for their students, as this can

lead to better retention and understanding of the material.However, there are some

instances where students are not able to improve their examinations when the teacher

uses audio-visual tools. The best approach to increasing their understanding and making

the teaching more fun is to put too much effort into the data presented in the audio-visual

aids for them to be able to improve their examination. Additionally, the leading members of

the committee should include the principal, parent-teacher association, students, and staff

to access more AV aids for all classrooms, which may help the students with their

academics and also allow them to participate in the classroom.

Research about AV aids presented by Sukiman (2019) which includes visual and

audio materials, has shown that it can aid in the learning and retention of such information.

For instance, videos, animations, and pictures can help to illustrate complex concepts that

may be difficult to grasp when presented in text form. This helps to keep students

engaged, making it easier to understand and remember the material. Addition to that,

Leader Edutech 2021 states that, AV delivers a lively and interactive learning

environment for students while also providing teachers with the resources they need to

improve their classes and encourage students to strive for higher marks.

Furthermore, AV aids can complement traditional learning methods such as

lecturing and reading, making it easier for students to learn more effectively and efficiently.

This is particularly useful when studying for exams, as it enables students to cover more

material in less time. Research has shown that AV aids can help students to focus better,

reduce boredom, and increase their motivation to learn and found that utilizing AV aids

has not only helped students to ace their exams but also made my learning experience
 28

enjoyable. It can make learning more fun and can help students retain complex

information for a longer period, thus helping to improve their performance in examinations.

Further, the results were used to inform and educate the teachers and students

that using audio-visual tools is a learning strategy that enables students to improve their

performance in their examination, makes learning more fun, and can help students retain

complex information for a longer period of time.

Performance Task. A performance task using audio-visual tools is an excellent

opportunity for students to showcase their understanding and creativity in a meaningful

way. By incorporating technology such as visual aids, sound effects, and music, students

can create engaging and dynamic presentations that capture their audience's attention.

This type of assessment allows students to deepen their understanding of a topic while

also honing their communication and technological skills. Furthermore, audio-visual tools

provide a unique opportunity for students to express themselves creatively, making the

learning experience more enjoyable and memorable. Overall, a performance task utilizing

audio-visual tools is a valuable addition to any classroom and can enhance student

learning and engagement. In this study, the academic performance of the senior high

school students in terms of performance task is viewed in Table 9 and Figure 11.

Indicators rated “Much Evident”, were:I can accomplish the activities given to

us by our teacher every time he/she teaches us with audio-visual tools as his/her

instructional material , (4); My grades in Performance task is between 90-100%, (3.68);

I participate actively as compared to simple teaching, (3.98);I easily understand the

lesson when I see and heard it rather than taking it down , (4.2).
 29

Table 9

The Academic Performance of the Senior High School Students

in terms of Performance Task

BSJAI Senior High

Indicators School Learners

Performance Task Wx I R
1. I can accomplish the activities given to us by our teacher every time he/she teaches us with 4 ME 2
audio-visual tools as his/her instructional material.

2. My grades in Performance task is between 90-100%. 3.68 ME 4

3. I participate actively as compared to simple teaching. 3.98 ME 3

4. I easily understand the lesson when I see and heard it rather than taking it down. 4.2 ME 1

Average Weighted Mean 3.965 ME

Legend:

4.50-5.00 – Very Much Evident (VME) Wx - Weighted Mean

3.50-4.49 – Much Evident (ME) I - Interpretation

2.50-3.49 – Evident(E) R - Rank

1.50-2.49 – Fairly Evident (FE)

1.00-1.49 – Not Evident (NE)

 30

BSJAI Senior High School Learners

4.05

W 3.95
E
I
G 3.9
H
T
E 3.85
D
M
E 3.8
A
N
3.75

3.7

3.65

3.6
1 2 3 4

BSJAI Senior High School Learners

Figure 11

The Academic Performance of the Senior High School Students

in terms of Performance Task
 31

It means that, teachers should help students in academic performance is a crucial

aspect of a successful education system. By providing the necessary support and

resources to teachers, students can receive individualized attention, guidance, and

encouragement to reach their full potential. conducting or using audio-visual tools helps

students understand complex concepts better but also increase their retention and recall

of information. Audio-Visual Tools helps students to capture different learning styles and

break down complex ideas into easily digestible sections. Conducting AV aids in the

classroom is crucial for effective learning and academic success. Audio-visual aids

incorporate various forms of multimedia such as videos, images, and presentations to

help students grasp concepts better and learn more efficiently. They can also help

enhance the learning process by providing a visual representation of complex topics and

providing an engaging platform that can keep students motivated and focused during

class lectures.

Moreover, av aids help stimulate multiple senses and can provide diverse

opportunities for students to learn in different ways. This can help create a fun and

interactive learning environment that can boost creativity, curiosity, and critical thinking

skills.

Atmaja (2018), investigated the use of audiovisual aids to improve students' reading

skills, claiming that these aids allowed students to discern the primary concept, meaning

of the word, and purpose of the supplied material. Students' comprehension dramatically

improved as they detected both explicit and implicit information. Futhermore, Sukma

(2018) argued in her study, "The Effect of Audio-Visual Media on Students' Participation

in the English Classroom," that information, when presented in the form of audiovisuals,

gives students with stimulus to acquire new knowledge well beyond what is offered. She

indicates that audiovisual media is crucial in encouraging students to participate actively

in the classroom.
 32

According to Kustandi (2018), students benefit from using audio-visual learning

materials while they are participating in classroom instruction since they can more

readily absorb and retain the teachings that have been provided by teachers (teachers).

Additionally Donald Lukman (2018) states that, Visual aids distribute the learners

with true knowledge, which detention their devotion and help in the understanding of the

ancient marvels. They demand to the mind through the visual auditory senses. When we

use visual aids as teaching aid, it is one of the aspects which root participation of

students in the lesson because when students look at visual model or aid, it is measured

as a kind of contribution.

Using of visual learning aids in teaching and learning process provides good

performance to the learners. Therefore, public secondary school subject teachers should

use visual leaning aids effectively so that to fulfil students needs in relation to the

intended goals and objectives. Subject teachers should be creative enough on selecting

improvising visual learning aids. Visual learning aids such as pictures and real objects

are proper and effective only if they help learners to achieve the goal (Nacino et al,

2018).

In conclusion, audio-visual aids are vital in a student’s performance. They provide an

ideal platform for teachers to cater to the different learning style in a classroom, create

interactive environments, and make the learning process enjoyable and engaging.

General Average. The effect of audio-visual (AV) aids on students' general average

greatly depends on the quality and relevance of the aids used in the learning process.

Educational research has shown that incorporating multimedia aids in teaching can

enhance students' understanding, improve their retention of information and increase

their motivation to learn. However, if the aids are poorly designed or irrelevant to the

topics being taught, they may have a negative impact on students' performance. It is
 33

therefore important that educators carefully select appropriate AV aids that complement

the curriculum and align with the learning goals to achieve maximum effects on students'

general average. The academic performance of the senior high school students is

presented in Table 10 and Figure 12.

It is noteworthy that, all the indicators were rated “Much Evident”, as follows: My

general average is between 90-100%, (3.76);I can maintain my good grades, (3.74); I

am aware that I can have good grades with the help of audio-visual tools, (3.88); Audio-

visual tools help me in achieving good grades, (4.02).

 34

Table 1

The Academic Performance of the Senior High School

Students in terms of General Average

BSJAI Senior High

Indicators School Learners
General Average Wx I R
1. My general average is between 90-100%. 3.76 ME 3

2. I can maintain my good grades. 3.74 ME 4

3. I am aware that I can have good grades with the help of audio-visual tools. 3.88 ME 2

4. Audio-visual tools help me in achieving good grades. 4.02 ME 1

Average Weighted Mean 3.85 ME

Legend:

4.50-5.00 – Very Much Evident (VME) Wx - Weighted Mean

3.50-4.49 – Much Evident (ME) I - Interpretation

2.50-3.49 – Evident(E) R - Rank

1.50-2.49 – Fairly Evident (FE)

 35

1.00-1.49 – Not Evident (NE)

BSJAI Senior High School Learners

4.05

W 3.95
E
I
G 3.9
H
T
E 3.85
D
M
E 3.8
A
N
3.75

3.7

3.65

3.6
1 2 3 4

BSJAI Senior High School Learners

Figure 12

The Academic Performance of the Senior High School

Students in terms of General Average

 36

When AV aids fail to help students achieve good grades, it is important to turn to

other effective study methods. A good place to start is by seeking help from tutors or

teachers to ensure there is a clear understanding of the subject matter. It is essential to

further supplement learning with reading textbooks, taking notes and preparing

summaries. Practice is also very important and students should attempt mock exams or

sample questions to get used to exam patterns. Additionally, scheduling a quiet and

conducive study environment can help one focus and retain information better.

Another strategy that can help students to succeed academically is adopting

good study habits. Time management also matters, and students should plan their

study schedules accordingly, prioritizing topics based on their understanding and

difficulty levels.These techniques, when implemented effectively, will improve academic

outcomes beyond what AV aids may have offered. This measures, ensures the ability of

students to get good grades when the teachers uses the different audio-visual aids as

their teaching method.

According to Zamora (2019), it is essential to recognize the potential grades

when using audio-visual tools in the learning process. First and foremost, students who

regularly incorporate audio-visual tools into their studies typically receive higher grades

than those who don't. This is partly due to the increased interest and engagement that

audio-visual tools provide, which can help learners better absorb and retain information.

However, it is important to note that simply using audio-visual tools does not

guarantee success. In fact, some students may struggle to grasp the concepts

presented through these tools, leading to lower grades. Additionally, using audio-visual

tools alone is not enough to guarantee a full understanding of the material - students

must still put in the effort to develop their comprehension skills and actively engage with

the materials presented.

 37

Summary of the Academic Performance of

the Senior High School Students

The Academic Performance of the Senior High School Students in Buhi St. Joseph’s

Academy Inc. , the School heads, Staff , and Teachers were identified and subjected to

attain orientation, training, and workshops on the process of conducting and

implementing audio-visual tools in the school. The School, Principal, School Head,

Teachers, Staff and Non-Teaching staff should implement more training about the best

use of AV aids as a teaching strategies.

The level of awareness of the learners in Buhi District along the four areas was

summarized in Table 12 and Figure 14.

The indicator rated “Much Evident”, was on: Written Exam, (3.87); Performance

Task, (3.965), and General Average, (3.85).

 38

Table 12

Summary of the Academic Performance of the

Senior High School Students

BSJAI Senior High

Indicators School Learners

Area Wx I R

1. Written Exam 3.87 ME 2

2. Performance Task 3.965 ME 1

3. General Average 3.85 ME 3

Average Weighted Mean 3.895 ME

Legend:

4.50-5.00 – Very Much Aware (VMA) Wx – Weighted Mean

3.50-4.49 – Much Aware (MA) I - Interpretation
2.50-3.49 – Aware (A) R - Rank
1.50-2.49 – Fairly Aware (FA)
1.00-1.49 – Not-At-All (NAA)
 39

BSJAI Senior High School Learners

3.98

3.96

W 3.94
E
I 3.92
G
H
T 3.9
E
D 3.88
M
E
A 3.86
N
3.84

3.82

3.8

3.78
1 2 3

BSJAI Senior High School Learners

Figure 14

Summary of the Academic Performance of the

Senior High School Students

 40

The use of Audio-Visual (AV) aids has been a common method of teaching

in the education sector. The use of technological tools such as projectors, videos, and

interactive boards has been reported to make learning more interactive and meaningful.

The effectiveness of AV aids has been attributed to their ability to create a multi-sensory

learning environment. However, their effect on academic performance remains

debatable. While some studies have reported a significant improvement in academic

performance among students who use AV aids, others have not found such a

correlation.

It is essential to note that the effectiveness of AV aids on academic

performance depends on numerous factors such as the type of technology, the subject

matter, and the quality of the content. The quality of technology used plays a significant

role in determining the extent to which students understand and retain the content. Poor

quality technology may negatively affect the learning experience and ultimately lead to

poor academic performance. It is also crucial to ensure that the content presented using

AV aids aligns with the curriculum and is relevant to the learning objectives. Overall, the

effect of AV aids on academic performance depends on identifying the right balance

between technology usage and traditional teaching methods. Audiovisual (AV) aids are

an important part of modern education methods, providing valuable support to teachers

and learners. Teachers are no longer restricted to chalkboards and textbooks; they are

now able to use visual and auditory materials to enhance their lessons and engage

students. However, the effectiveness of AV aids is largely dependent on the way they

are used. Teachers need to provide clear and concise explanations, and careful

selection of relevant materials to create an effective learning experience for students.

National authorities play an important role in directing the use of AV aids in

education. For instance, the U.S Department of Education has outlined guidelines for

AV aids in schools. According to these guidelines, the importance of AV is emphasized

 41

for students with disabilities or who are English language learners, as visual and auditory

aids can help them overcome language barriers and better understand academic

content. Additionally, national authorities recommend the use of AV aids to support

flipped classroom models, where students learn through videos and other multimedia

materials outside class and then engage in active learning during class time.

Insights when using AV aids include the need for teachers to be creative in

their selection of materials, taking into consideration the learning styles of different

students. Teachers must also be skilled at using AV aids to create engaging and

interactive learning experiences for students. Students should be given opportunities to

collaborate, review, and reflect on their learning during and after classes. Indeed, the

use of AV aids in classrooms has transformed the learning landscape and improved the

quality of educational experiences for students.

Audio-visual aids (AV aids) have become an essential tool in modern-day

education. The positive impact of AV aids in schools includes an increase in student

engagement, a deeper understanding of complex concepts, improved memory retention,

and an overall improvement in academic performance. However, the negative impact of

AV aids may occur when teachers become over-reliant on them, leading to a lack of

personal interaction with their students. Additionally, access to such aids may be limited

in some schools, which results in unequal opportunities for students to learn. Therefore,

while AV aids have brought a revolution in the field of education, caution must be applied

to ensure equitable access and maintain a balanced teaching approach.

Numerous studies have been conducted on the academic performance of

students. According to a research conducted by Oduwole et al. (2018), there is a strong

correlation between academic qualification and economic development. The study

revealed that students who performed better in their academic pursuits are more

successful in their professional careers, leading to increased economic development of

 42

their respective countries. Similarly, a study by Demir (2018) showed that academic

performance is not only dependent on intelligence or mental ability, but also on the

learning environment. The study found that students who have supportive families,

competent teachers and conducive learning environments are more likely to perform

better academically.

It is evident from these studies how important academic performance is in

shaping both the future of the students as well as that of the society. Hence, it is crucial

for educational institutions to create environments that supports learning and

encourages academic excellence. This can be achieved through recruitment of

competent teaching staff, provision of quality learning resources, and the promotion of a

positive learning culture. Ultimately, the success of students will translate to the success

of the society as a whole.

Test of Significant Agreement on the Rank Orders of the

Level of Integration in the School Curriculum and the
Level of Awareness on DRRM Among the Grade 12 Learners

To test the significant agreement on the rank orders of the level of integration in

the school curriculum and the level of awareness on DRRM among the Grade 12

learners, the Kendall’s Coefficient of Concordance (W) was used. Table 13 shows

the results.

The Summation of squares of the difference on the level of integration of DRRM

in the school curriculum were: school disaster management, (815); disaster

preparedness, (801.5); adaptability, (516); and resiliency, (818); and for the level of

awareness, were: prevention and mitigation, (805); related knowledge and

information, (776.5); risk perceptions, (522); and disaster response, (651.95).

 43

The Coefficient of Concordance W and the computed X 2 values of the level of

integration resulted to: school disaster management, 0.82 and 18.90 (p<0.05);

disaster preparedness,0.98 and 29.40 (p<0.005); adaptability, 0.96 and 23.04

(p<0.005); and resiliency, 0.83 and 24.90 (p<0.01) were all greater than tabular X 2

value not only at 0.05 level of significance, thus the alternative hypothesis was

accepted.
 44

Table 13

Test of Significant Agreement on the Rank Orders of the Level of Integration

of DRRM in the School Curriculum Among the Grade 12 Learners

Level of Integration of DRRM in the Level of Awareness of the Respondents

Indicators School Curriculum On DRRM
School Prevention Related Risk Disaster
Disaster Disaster Adaptability Resiliency and Knowledge & Perceptions Response
Management Preparedness Mitigation Information
Sum of squares of the 815 801.5 516 818 805 776.5 522 651.95
difference
Number of 11 11 9 11 11 11 9 10
cases
Number of groups 3 3 3 3 3 3 3 3
Of respondents
Coefficient of 0.82 0.98 0.96 0.83 0.81 0.78 0.97 0.88
Concordance W
Computed X2 18.90 29.40 23.04 24.90 24.30 23.40 29.10 23.76
Value
Degree of 10 10 8 10 10 10 8 7
Freedom
Tabular X2 Value
0.05 18.31 18.31 15.51 18.31 18.31 18.31 15.51 14.07
0.025 21.16 21.16 18.17 21.16 21.16 21.16 18.17 16.62
0.01 23.21 23.21 20.09 23.21 23.21 23.21 20.09 18.48
0.005 25.19 25.19 21.95 25.19 25.19 25.19 21.95 20.28
0.001 29.59 29.59 26.12 29.59 29.59 29.59 26.12 24.32
Decision on
Alternative Accepted Accepted Accepted Accepted Accepted Accepted Accepted Accepted
Hypothesis (H1)
Significance of
Agreement 0.05 0.005 0.005 0.01 0.01 0.01 0.001 0.005
 45

On the other hand, the Coefficient of Concordance W and the computed X 2 values of

the level of awareness yielded to: prevention and mitigation, 0.81 and 23.40 (p<0.01);

related knowledge and information, 0.78 and 23.40 (p<0.01); risk perceptions, 0.97 and

29.20 (p<0.001); and disaster response, 0.88 and 23.76 (p<0.005), thus, the alternative

hypothesis was accepted. Implying that, a significant agreement existed.

This means that the different groups of respondents were unanimously agreed along

the different aspects as to the level integration and their level of awareness on the

Disaster Risk reduction and Management (DRRM) Program in the school curriculum.

Since the Grade 12 learners have the same perceptions among the three types of

schools.

Further, the school disaster management reduced disaster risks through systematic

efforts to analyze and manage the causal factors of disasters, including through reduced

exposure to hazards, lessened vulnerability of the area, and property, wise management

of land and the environment, and improved preparedness for adverse events, specially,

the continuous spread of the COVID-19 virus, it is necessary to observed and follow the

IATF protocols, which are: the social distancing, proper hygiene, be health conscious or

boost immune system, the handwashing, and much as possible be vaccinated.

The National Disaster Risk Reduction and Management Plan, s. of 2016– 2028,

strongly pointed out that there must be a functional, integrated, and coordinated system

to assist all the residents all the way through their early recovery. Success of such

endeavor is dependent on both the local and national

 46

governments’ level of political commitment. Early recovery is the transition starts

immediately after the onset of the disaster and priorities to produce immediate results for

vulnerable populations and promote opportunities for response that evolves over-time

into a longer term recovery.

As mentioned in the implementation of Republic Act No. 10121, the Schools should

have plan and commitment in making effort to create a conducive learning atmosphere

and process to enable the students to develop their potentials, express religious and

self-control, personality, intelligence, good morals, and skills needed for themselves,

their communities, and the country. It is evident that whenever authority is shared,

responsibility is dispersed and resources are scattered, emergency management,

command and control can hardly operate in an expedient manner.

Understanding, managing, and reducing disaster risks provide a foundation for

building resilience to disasters. Risk represents the potential for hazards to cause

adverse effects on our life; health; economic well-being; social, environmental, and

cultural assets; infrastructure; and the services expected from institutions and the

environment. Risk management is a continuous process that identifies the hazard(s)

facing the community, assessed the risk from these hazards, develops and implements

risk strategies, reevaluates and reviews these strategies, and develops and adjusts risk

policies, and changes in the socioeconomic and demographic characteristics of a

community, as well as the community’s goals. Although some residual risk will always be

present, risk management strategies can help build capacity for school and communities

to become more resilient to disasters.

Downing, (2018), cited that preparedness are pre-disaster activities conducted within

the context of disaster risk management and is based on a good risk analysis. This

covers development/improvement of the whole strategy of preparedness, policy,

institutional structure, warning and predicting ability, as well as plans that will determine
 47

relevant steps to assist the community at risk in saving their lives and assets by being

cautious to disasters and to take the correct steps in alleviating threats that would

happen or the actual disaster itself. While UNISDR, in the Guidance Notes on Safer

School Construction, stated that preparedness is the knowledge and capacity developed

by the government, professional organizations conducting emergency response and

post-disaster recovery, the community and individuals to effectively anticipate, respond,

and recover from the impact of hazard or

condition that could and would happen.

According to Thomalla, (2016), included in the inconsistent public consultation in the

law drafting and the exclusion of local authorities, were: insufficient interdisciplinary

engagement; and limited executive authority to promote interdepartmental integration.

However, perseverance, strong advocates and supportive events and an increasing

awareness of the importance of prevention led to the passing of Three (3) Disaster

Management Bills, the promulgation in 2003 of the Disaster Management Act No. 57 of

2002 and the adoption of the National Disaster Management Framework in 2015,

revealed on internationally reputed for its emphasis on prevention and its comprehensive

approach to disaster risk reduction. The Comprehensive Disaster Management Law

(Law No. 24) was enacted by the National Disaster Management Agency, it spurred

disaster risk reduction legislative reform in Indonesia by revealing serious gaps in

preparedness for emergency response. To its credit, the government saw the

shortcomings quickly, introduced ad-hoc legislation, institutions and policies, and most

importantly recognized that the system needed more than patching or recovering.
 48

Test Significant is the relationship between the Audio-Visual Tools

as a Learning Strategy and the academic Performance of

the Senior High School Students

The present study tested the significant relationship between the Audio-Visual

Tools as a Learning Strategy and the Academic Performance of the Senior High School

Students of the Grade 12 learners using the Spearman Rank Order Coefficient

Correlation, and t-Test. Table 14 discloses the results.

The summation of squares of the difference on the level of integration and the

level of awareness was (157,762).

Apparently, the computed rs value and the computed t-value of 0.9785 on the

level of integration and the level of awareness on DRRM of 89.86 (p<0.001) with an

infinitum (∞) degrees of freedom at 0.001 level of significance was greater than the the

tabular t-value. Thus, the alternative hypothesis was accepted.

Therefore, the researcher was 99.999% sure, that there is a highly significant

relationship between the level of integration of DRRM in the school curriculum and the

level of awareness among the three groups of respondents along the above-mentioned

aspects, as it well presented in the preceeding tables, because the advantages of

integrating disaster risk reduction in the school curriculum is to build knowledge, skills,

and attitude necessary to prepare for and cope with disasters specially most of the

present condition with the COVID-19 pandemic as well as in helping learners, the school

leaders, and the community return to normal life.

 49

Table 14

Test of significant Relationship between the Level of

Integration of DRRM in the Curriculum and the Level
of Awareness among the Grade 12 Learners

Level of Integration and the

Indicators Level of Awareness
Sum of squares of 157,762
the difference
Number of cases 353
Computed rs value 0.9785
Degree of Freedom Infinitum(∞)
Computed t-value 89.86
Tabular t-value
0.05 1.645
0.025 1.960
0.01 2.326
0.005 2.576
0.001 3.291
Decision on Alternative Accepted
Hypothesis (H1)
Significance of Relationship 0.001
Between two Units

Moreover, the school disaster management committee, should prepare the ‘School

Disaster Management Plan’ and evaluate and update at regular intervals (once a year

and after a disaster) the following: 1) The Principal or the Head Teacher must ensure

that all staff and students are fully familiar with the School Disaster Management Plan; 2)

Identify Evacuation Centres and Temporary Learning Centres and make arrangements

with LGU or land/property owners; 3) Prepare and support the organization and delivery

of Awareness Programs on disaster management for school community; 4) Facilitates

the organization of training on disaster management issues; 5) Identify and advise on

purchase of equipment for emergency situations; 6) Carry out regular review of the

structural safety requirements of the school for various hazards (earthquake, fire,

cyclone, floods, etc.); 7) Recommend funding arrangements for carrying out

 50

preparedness and mitigation measures in the school through school funds and other

sources; and 8) Prepare guidelines and procedures for emergency drills.

As technology advances, incorporating audio-visual (AV) aids in classrooms has

become a commonly accepted learning strategy. In a research study conducted by

Shukla et al. (2018), AV aids were found to significantly enhance the learning

experience of students. According to the authors, these aids facilitate greater

engagement, understanding, and attention retention. They further suggest that the use

of AV aids in conformity with the curriculum can lead to a more holistic, vivid, and

informative learning experience.

Similarly, another research study by Mashael et al. (2018) found an increased

level of student enthusiasm and satisfaction with the use of AV aids in the classroom.

According to the authors, combining AV aids with traditional teaching methodologies

results in multi-sensory learning experiences, leading to an overall increase in student

participation and achievement. The study also recommended that teachers blend

different AV aids into lesson plans to cater to the learning styles, preferences, and

abilities of different students.

In conclusion, while there are countless benefits of using audio-visual aids in

classrooms, it is important for educators to implement them appropriately and stylishly to

ensure effectiveness.

According to the studies by Shukla et al. and Mashael et al. (2018), AV aids

enable students to be more engaged and informed about what they are learning.

Therefore, incorporating them into lesson plans not only enhances attention retention but

also multiplies participation and achievement in the classroom.

The Problems Encountered by the Respondents

Among the Senior High School Students
 51

One major problem encountered by the Senior High School Students in Buhi St.

Joseph’s Academy, Inc. is the lack of audio-visual tools in the campus as a learning

strategy and the lack of understanding regarding to the use of audio-visual tools. These

problems are reflected in Table 15 and Figure 15.

The indicators rated “Much Serious” were: Lack of audio-visual tools used,

(3.84); Technical problems such as connectivity issues, audio or video problems,

hardware issues, or compatibility problems with the software or device being used, (4.24);

Lack of user understanding regarding the audio-visual equipment’s operation or use,

(3.68); Using audio-visual tools in a wrong way or wrong purpose, (3.24).

 52

Table 15

Problems Encountered by the Respondents Among the

Senior High School Students

BSJAI Senior High

Indicators School Learners

Problems Encountered Wx I R

1. Lack of audio-visual tools used. 3.86 MS 2

2. Technical problems such as connectivity issues, audio or video problems, hardware issues, or
compatibility problems with the software or device being used.
4.26 MS 1

3. Lack of user understanding regarding the audio-visual equipment’s operation or use. 3.68 MS 3

4. Using audio-visual tools in a wrong way or wrong purpose. 3.24 MS 4

Average Weighted Mean 3.76 MS

Legend:

4.50-5.00 – Very Much Serious (VMS) Wx – Weighted Mean

3.50-4.49 – Much Serious (S) I - Interpretation
2.50-3.49 – Serious (S) R - Rank
1.50-2.49 – Fairly Serious (FS)
1.00-1.49 – Not Serious (NS)
 53

BSJAI Senior High School Learners

4.5

W 3.5
E
I
G 3
H
T
E 2.5
D
M
E 2
A
N 1.5

0.5

0
1 2 3 4

BSJAI Senior High School Learners

Figure 15

Problems Encountered by the Respondents Among the

Senior High School Students
 54

Clearly, the data revealed that, the topmost problem encountered by the

respondents was the technical problems such as connectivity issues, audio or video

problems, hardware issues, or compatibility problems with the software or device being

used. Secondly, another pressing problems are the Lack of audio-visual tools used

which means that, there is no enough tools that can be used by the teachers and

students for their teaching and learning strategies. Third, Lack of user understanding

regarding the audio-visual equipment’s operation or use which means that, teachers and

students are not expert in using the audio-visual tools. Lastly, Using audio-visual tools in

a wrong way or wrong purpose.

The Republic Act No. 10912 or the Continuing Professional Development (CPD)

Act of 2016 includes provisions that require educational institutions, government

agencies, and professional organizations to integrate audio-visual aids in their training

and professional development programs. The law recognizes the importance of AV aids

in facilitating effective learning and enhancing the competencies of professionals in

various fields. With the use of AV aids during training and workshop sessions, learners

are given the opportunity to fully understand and internalize the concepts being

discussed.

A number of studies have been conducted over the years to investigate the

problem in using audio-visual aids in education. One such study was conducted by P. B.

Bigelow in 2018. In his research, Bigelow found that one of the problems with using AV

aids was that they could be distracting. Specifically, he found that students often focused

more on the visual aspect of the presentation and, as a result, missed important auditory

information.

Another study on the topic was conducted by W. K. Lester & M. L. Larkin

(2018). Their research revealed that another problem with using audio-visual aids was

that they were not always accessible to everyone. They found that students who were
 55

visually impaired, or who had other disabilities, often struggled to access the information

presented through AV aids. As a result, these students may not receive the same benefit

from the lesson as their peers.

Finally, a more recent study was conducted by R. S. Allen & W. C. Cattaneo

(2019). Their research identified the problem of teacher discomfort with using audio-

visual aids. Allen and Cattaneo found that many teachers lacked confidence in their

ability to use technology effectively in the classroom. This discomfort could lead to a lack

of engagement with the AV aids, and may also result in the teachers avoiding their use

altogether. This could have a negative impact on student learning, as students are often

more engaged when AV aids are incorporated into the lesson.

The Solutions Offered to Address

the Problems Encountered

With the Problems encountered, corresponding solutions were drawn to enhance

the learners’ understanding in the efficacy of using audio-visual tools as a learning

strategy on the academic performance of the senior high school students in Buhi St.

Joseph’s Academy, Inc. Table 16 and Figure 16, feature the solutions offered.

Indicators rated “Much Needed ” were: There should be adequate used audio-

visual tools for each subject area, (3.86); There should be good internet connectivity

with no audio or video problems nor software & hardware problem, (4.26); The school

should conduct trainings to decentralize the audio-visual tools services within the

working committee and teachers for the planning and implementation of appropriate

materials and equipment, (3.68); Teachers should be provided with Seminar-

Workshop to make them fully equipped in using effective audio-visual tools, (3.24).
 56

Table 16

The Solutions Offered to Address the Problems Encountered

BSJAI Senior High

Indicators School Learners
Solutions Offered Wx I R
1. There should be adequate used audio-visual tools for each subject area. 3.86 MN 2

2. There should be good internet connectivity with no audio or video problems nor software & hardware 4.26 MN 1
problem.

3. The school should conduct trainings to decentralize the audio-visual tools services within the working 3.68 MN 3
committee and teachers for the planning and implementation of appropriate materials and equipment.

4. Teachers should be provided with Seminar-Workshop to make them fully equipped in using effective 3.24 M 4
audio-visual tools.

Average Weighted Mean 3.76 MN

Legend:

4.50-5.00 – Very Much Needed (VMN) W – Weighted Mean

3.50-4.49 – Much Needed (MN) I - Interpretation

2.50-3.49 – Needed (N) R - Rank

1.50-2.49 – Fairly Needed (FN)

1.00-1.49 – Not Needed (NN)

 57

BSJAI Senior High School Learners

4.5

W
E 3.5
I
G 3
H
T
E 2.5
D
M
E 2
A
N 1.5

0.5

0
1 2 3 4

BSJAI Senior High School Learners

Figure 16

The Solutions Offered to Address the Problems Encountered

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In a way, it is the main goal of the of the efficacy of using audio-visual tools as a

learning strategy on the academic performance of the senior high school students in

Buhi St. Joseph’ Academy, Inc. to implement a teaching and learning approach using

the audio-visual tools. The School Head are expected to: ensure that: there should be

good internet connectivity with no audio or video problems nor software & hardware

problem, there should be adequate used audio-visual tools for each subject area, the

school should conduct trainings to decentralize the audio-visual tools services within the

working committee and teachers for the planning and implementation of appropriate

materials and equipment, and lastly, teachers should be provided with Seminar-

Workshop to make them fully equipped in using effective audio-visual tools.

One study conducted by Emmanuel O. Okon and Uwemedimo A. Johnson

titled "The Use of Audio-Visual Aids in Teaching: A Case Study of Secondary School

Students in Uyo Local Government Area of Akwa Ibom State, Nigeria" explored the

effectiveness of using audio-visual aids (AVA) in teaching. The researchers surveyed

150 secondary school students in Uyo Local Government Area and found that the use of

AVA significantly increased students' motivation and academic achievement. The study

concluded that incorporating AVA not only improves students' ability to retain

information, but also enhances their critical thinking skills.

Similarly, another study titled "Effect of Audio-Visual Aids on the Academic

Performance of Senior Secondary School Students in Mathematics in Lgos State,

Nigeria" by Oluwatoyin T. Olowogboyega and Ismaila I. Oyefolu examined the impact

of using AVA in teaching mathematics to senior secondary school students. The study

involved 200 students and found that those who were taught using AVA had higher

mean scores compared to those who were taught using traditional methods. The authors

suggested that incorporating AVA in mathematics classrooms could help to bridge the
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gap between theory and practical applications, as well as improve students' overall

academic performance.

Overall, these studies highlight the potential benefits of incorporating AVA in

teaching strategies and suggest that educators should consider this approach to

enhance students' learning experiences.

Test of Significant Agreement on the Rank Orders

of the Problems Encountered, and Suggested
Solutions among the Groups of Respondents

To determine the significant agreement of the respondents’ perceptions on the

problems encountered and suggested solutions, the summation of Squares of the

difference were (630.5) on problems encountered, and (741) on solutions offered. Table

17 reveals the results.

The Coefficient of Concordance (W), with a computed X2 value resulted to:

problems encountered, 0.49 and 16.17 at (p>0.05); and 0.58 and 19.14 (p>0.05). Thus,

the alternative hypothesis was rejected. It indicates that there is no significant agreement

on the rank orders of the problems encountered and the solutions offered among the

three groups of respondents.

This implies that, the respondents’ perceptions were different from each other, in

terms of the problems encountered during the disaster or the calamities, and of that of

the solutions considering their priority needs were also different from each other.
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Table 11

Test of Significant Agreement on the Rank Orders of the Problems

Encountered and the Solutions Offered

Indicators Problems Solutions

Encountered Offered

Sum of squares of the 630.5 741

difference
Number of cases 12 12
Number of groups of 3 3
respondents
Coefficient of Concordance W 0.49 0.58
Computed X2 value 16.17 19.14
Degree of Freedom 11 11
Tabular X2 Value
0.05 19.68 19.68
0.025 22.62 22.62
0.01 24.72 24.72
0.005 26.76 26.76
0.001 31.26 31.26
Decision on Alternative
Hypothesis (H1) Rejected Rejected
Significance of
Agreement ns ns

Based from the different indicators cited in Table 15 for the problems encountered,

for instance in Tambo National High School, and Sta. Justina NHS, the topmost

perceived problem was the insufficiency of food supply during and after disaster, but for

San Vicente NHS, the first rank was the poor system of communication, coordination

and management orientation, which also same perceptions on the solutions offered

based on their basic or priority needs during and aftermath of the disaster, so the ranks

orders of the different indicators are not similar with each other among the three groups

of respondents.
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On the other hand, the general findings for the solutions, found on Table 16, the

identified three topmost priority needs of the three schools were: allocation of budget to

address the disaster vulnerabilities, provision to improve equipment and facilities, and

provide sufficient stocks and medical supplies. But, taken into consideration of the

different indicators, the three schools rank orders for solutions were different from each

other. Therefore, there is no significant agreement as to the perceived problems and the

solutions offered.

Zamora, (2011), mentioned that, the lack of cooperation and coordination and

cooperation on Disaster Risk Reduction and Management in the Philippines has not

been considered as effective. The large-scale devastation brought by the typhoon has

highlighted the problems once again. First, the coordination in disaster risk reduction and

management between the different levels of government is difficult. That is visible in that

the implementation of national policies differs from region, province and barangay;

Second, the cooperation between the local government and non-governmental

organizations is intricate and bureaucratic. The Philippine government leads the disaster

response and every project undertaken requires the permission of local officials. The

Philippine Government is unable the situation without international support; and Third,

the collaboration between the different organizations, donor agencies and other actors is

complicated. Recovery efforts following a disaster are typically very complex with

numerous actors and international entities involved, all pursuing their own approaches.

This results in various different concepts, training methods and materials for Disaster

Risk Reduction. While some argue for a standardized training curriculum, others give

preference to diversity and instead suggest sharing of lessons learned for successful

Disaster Risk Reduction initiatives.

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Policy Recommendations Formulated Based

from the Findings of the Study

The following policy recommendations were arrived:

1. School heads should recommend funding arrangements for carrying out

preparedness and mitigation measures in the school through school funds and other

sources.

2. The school heads should prepare the School Disaster Management Plan and

evaluate and update at regular intervals (once a year and after a disaster).

3. The LGUs should provide additional facility for evaluation centers to avoid

overcrowded among calamity victims.

4. DRRM coordinators should provide information and the delivery of awareness

programs on disaster management for connecting community networks, and promote a

culture of resilience of school community.

5. The teachers should facilitate the organization of training on disaster management

issues for emergency situations of the school for various hazards (earthquake, fire,

landslide, floods, etc.).

6. Head Teachers must ensure that all staff and students are fully familiar with the

School Disaster Management Plan.

7. The school DRRM coordinators or focal persons should prepare guidelines and

procedures for emergency drills.

8. The LGUs should empower and maintain formal links between schools and local

disaster management authorities to establish organizational support structures such as

the school risk reduction management service, and coordinators.

9. The MDRRM committees must involve teachers, non-teaching personnel, learners,

parents, community and other

stakeholders in the MDRR management strategies.

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10. DepEd should develop and institutionalize Early Warning System (EWS)

information sharing between LGUs/communities and with the national government.

11. The MDRRM personnel should conduct simulation exercises at various levels to

test plans and skills, and Develop and implement Standard Operating Procedures for

deployment for and coordination with rapid assessment teams, SRR, evacuation, etc.,

12. LGUs, NGOs, BFP, DOH, Red Cross, and other agencies should provide

adequate medical and food supplies particularly to affected families especially, the

children.

13. The LGU Officials must priorities the restoration and rehabilitation activities to the

affected families.

14. LGUs, NGOs, NGAs, public and private businesses should help to provide the

local entrepreneur on alternative livelihood activities while in the evacuation centers.

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