EMBRACING DEVELOPMENTS IN TEACHING

HOW SEASONED TEACHERS WELCOME ETV
Excerpts from an interview with teachers from Flora, Apayao

Mrs. Matea Tungpalan
57 years old, Math teacher, Flora Central Elementary School, 36 years of teaching experience
“Magandang gamitin ang mga ETV tapes dahil makikita mo talaga ang interes ng mga bata sa lesson, at para sa aming mga teachers, malaking tulong dahil malaki ang natitipid naming oras sa paggawa ng visual aids.”

Mrs. Tomasa Tomas
Master Teacher, Flora East Elementary School
“Nung umpisa, parang hesitant ako gumamit, pero napansin ko, dahil very
visual ang dating sa estudyante ng mga concepts, mas madali nilang mauuunawaan ang lesson. Naging less ang cases ng abseteeism. Talagang excited ang mga bata pag may schedule ng viewing.”

Mrs. Buena Gabriel
Master Teacher I, grade 3 teacher
“Napakalaking tulong nitong ETV para sa ating slow learners. Effective ang paggamit ng mga kwento at makulay ang mga illustrations sa pagpapaliwanag ng mga lessons. Sa experience ko sa paggamit nitong ETV, naging mas participative ang mga slow learners at tumaas significantly ang kanilang marka sa pagsusulit.”

CONTRIBUTIONS OF THE EDUCATIONAL TELEVISION SHOWS TO FILIPINO STUDENTS AND TEACHERS

The ABS-CBN Foundation has been conducting regular studies aimed at shaping the best teaching methods and production elements required to create quality educational shows through regular formative and evaluative researches aimed at verifying and improving our shows’ contribution to children’s learning and attitude towards learning. We have also considered findings conducted by independent and external researchers and evaluators.

SINESKWELA

Findings from all studies established Sien’skwela’s contribution to the science learning of young Filipino students.

Dr. Milagros Ibe’s 1995 independent study with the University of the Philippines-Institute of Science and Mathematics Education, among 2000 elementary science pupils from the National Capital Region concluded that:

  • Pupils exposed to Sine’skwela regularly achieved higher scores (between 22-24%) in Science achievement tests from those who were not exposed to the show;
  • Sine’skwela facilitated understanding of Science concepts;
  • It also improved science process skills such as observing, relating, associating, ordering, explaining and interpreting; and
  • The show also seemed to have enhanced the student’s reading ability and understanding of printed English.

A follow-up study also conducted by Dr. Ibe across 6 regions outside NCR validated these findings.

The most recent findings on the benefits of Sine’skwela came from an Evaluation Report of the Department of Education’s World Bank funded project, the Third Elementary Education Project or TEEP. The evaluation entitled “Summary Report on the Review of Educational Video Tapes on Science (Sine’skwela)” released in May 2002, said that, “the episodes are very educational…As an aid to instruction, the learners will gain more knowledge on science and health content. Language use is within the knowledge of elementary pupils. Even out of school children will benefit from these educational TV lessons. Even parents will surely enjoy watching the different episodes with their children. The viewers will have interest to research on additional information in order to enrich their knowledge…Are good motivation for them to develop the science skills and attitudes necessary for science learning. The material is consistent with Dep-Ed – BEC for the subject and grade level it was intended. Concepts developed contribute to enrichment, reinforcement or mastery of the identified objectives. Information is accurate and up to date. The manner of presentation is suitable for target viewers/listeners.”

Studies clearly indicate that Sine’skwela, when used as an instructional supplement, effects better learning in Science than regular classroom instruction alone.

MATH TINIK

In June 2000, the Math Tinik Impact Study was conducted to determine whether the show made a difference of viewing children’s cognition, behavior and other Math process skills. The study also wanted to find out if the show instilled a deeper understanding and appreciation of Math among Filipino children.

The impact study was carried out in two public elementary schools in Metro Manila. Eighty primary school pupils came from M.H. Del Pilar Elementary School and ninety intermediate school pupils came from Bago Bantay Elementary School.

The impact results were very encouraging. Among the significant findings from this one study were:

  • A marked improvement observed among primary students’ attitude towards Math after reviewing the results of a Math Attitudinal Test administered to them;
  • The show’s success in imparting mathematical concepts to intermediate level students (Grades 5 & 6) as shown in their academic tests which resulted in a 10.1 mean average for exposed students compared to the 4.67 of unexposed students;
  • The children’s demonstrated reduced fear of Math and heightened interest on the subject matter documented during the study through teacher’s anecdotes;
  • Children’s active and attentive participation in their class while demonstrating self-confidence;

One of the most recent findings for Math Tinik came from the TEEP Evaluation Report. The report enumerated the following strong points of the show:

  • Concepts developed contribute to the enrichment, reinforcement and mastery of math skills.
  • Almost all mathematical concepts and skills in the learning episodes have been fully developed and within the experience of pupils;
  • All learning episodes projected practical application of concepts and skills in real life;
  • Almost all episodes projected and promoted pupil-teacher interaction;
  • The story lines adopted in almost all-learning episodes were suited and appealing to elementary school children;
  • Almost all episodes provided challenging situations and learning tasks for pupils to do, reflect and discuss; and
  • Most of the learning episodes had value integration such as honesty, dignity of labor, sharing, thrift, teamwork, cooperation and sportsmanship.

All studies for Math Tinik have consistently provided evidence that the show, if used as a teaching aid, was effective not only in teaching mathematical concepts but also in altering negative perceptions about Math and behaviors of students towards the subject.

PAHINA

For Pahina, several evaluative studies were carried out from 1999 to 2001. Again, most of the results were encouraging.

A significant finding is the high viewership among teacher respondents in a study done in November 2001, the PAHINA Episode Guide Study. According to the results, 75% of teachers studied (N=223) watch PAHINA. More importantly, 72% of them used the show in their classes. Inspiringly, 65% of these teachers required their students to view the show.

When asked by the researchers what these teachers think about the show, some of the statements mentioned were:

  • As a supplementary material, the show was very effective in providing new and additional insights;
  • The show stimulated the students’ interest in the lessons/literary pieces featured in the episodes;
  • It promoted better comprehension of the featured literary pieces;
  • The show is within the level and experiences of the target audience; and
  • The show promoted Philippine Culture.

EPOL/APPLE

The most recent encouraging report also came from the Department of Education’s TEEP.

The report was written in May 2002 said that, “with the on set Epol/Apple, the problems on how to teach English are minimized.” (Summary Report on the Review of Educational Video tapes on English (Epol/Apple).

The same report mentioned that schools have positive feedback on the advantages of viewing the show.

The report also declared that the lessons presented in Epol/Apple were within the scope of the current educational objectives of the Department of Education.

HIRAYAMANAWARI

Ms. Virginia Jugo Regalado’s “A Look at Hirayamanawari: Promoting Calues Education On Television Using the Fantasy Genre (March 1996)” stated that “the show advocated very good values, which were designed to help children in their growth and development.”

Dr. Milagros Ibe’s 1996 study entitled “A Qualitative Evaluation of Hiraya and Bayani”, affirmed that:

  • The episodes in Hirayamanawari present many and varied opportunity for teaching values;
  • According to the teachers, the episodes were helpful in enhancing pupil’s interest and learning in Sibika and Hekasi; and
  • The pupils’ enthusiasm in answering assigned questions and their eagerness to retell the episodes were clear indications that they enjoyed the shows.

BAYANI

A 100% comprehension rating from 85% of episodes tested (Bayani Comprehension Study, November 1998)

The same study illustrated that 85% of the children who watched the episodes cited concrete instances where they could exhibit heroic deeds in their everyday life.

More importantly, the show was successful in helping children realize that children are also capable of acts of heroism. The show also inspired child viewers to emulate heroic deeds exhibited by the protagonists. (Sajid Bulig Study, October 1998)

Exposure to the show likewise encouraged child viewers to take on admirable deeds such as:

  • Bravery
  • Perseverance
  • Solidarity
  • Self-sacrifice
  • Altruism

The May 2002 TEEP Report for Bayani commended the show as a very good resource material in teaching Sibika at Kultura (SK) for Grades 1 to 3 and Heograpiya, Kasaysayan at Sibika (HEKASI) for Grades 4 to 6.