Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 5 (2024)

Radio-based Instruction (RBI) Approach to Teaching: The Lived Experiences of Teacher-Broadcasters in the New Normal Education Setting

Nelson C Teves Jr

Discipline: Psychology

 

Abstract:

The COVID-19 pandemic has wreaked havoc on several sectors of society, particularly the education sector. This has caused abrupt shifts in the educational landscape and methodologies, which were manifested through the implementation of several distance learning modalities, such as online, modular, and blended learning. From these modalities, several instructional media and alternatives emerged. One of which was the implementation of Radio-based Instruction (RBI), wherein educational institutions selected teachers to play the role of teacher-broadcasters and deliver instruction on air. However, the implementation has posed many challenges on the part of these teachers. Thus, this study was conducted to investigate the issues faced by teachers in the Bayawan City Division and explore their lived experiences as broadcasters, anchors, and scriptwriters. By adopting Colaizzi's method of data analysis, one emergent theme, “Diverse Challenges Encountered,” was identified, which comprises the following eleven specific problems that serve as subthemes: 1) Novelty of the Method; 2) Difficulties in Learner’s Engagement; 3) Technological Divide; 4) Lack of RBI Knowledge; 5) Scarcity of Resources; 6) Uncertainty in Gauging Student’s Learning; 7) Intricacies in Scriptwriting; 8) Struggles in Content Delivery; 9) Physical and Environmental Barriers; 10) Teacher’s Personal and Psychological Barriers; and 11) Inevitable Time Constraints. The findings revealed that the entirety of the teachers’ lived experience in the implementation of the RBI in the new normal has never been easy and mainly revolves around various challenges encountered in their pedagogical adaptations. They were forced to "adapt rapidly" and experienced several complexities and impediments, implying that educational institutions were not fully equipped and prepared for its implementation during the pandemic. Educational institutions can further investigate ways to address or mitigate these challenges and improve the overall implementation of Radiobased Instruction (RBI) as a viable alternative educational approach in basic education schools



References:

  1. Aliyyah, R.R., Rasmitadila, R., Humaira, M.A., Mujahidin, E., Rachmadtullah. (2020). Are the assessment criteria and the role of educational stakeholders able to make outstanding teacher?, International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 06, ISSN: 1475-7192. doi:10.37200/IJPR/V2416/PR260902
  2. Barron, M., Cobo, C., Munoz-Najar, A., & Sanchez Ciarrusta, I. (2021). The changing role of teachers and technologies amidst the COVID 19 pandemic: key findings from a cross-country study. World Bank Blogs- Education for Global Development. https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross
  3. Boholano, H., & Jamon, B. (2021). Teachers Lived Experiences In The New Normal In Philippine Public Schools: A Phenomenology. International Journal of Research. 8. 773-782.
  4. Bondoc, B. N. (2020). Learning in the new normal: From teacher to 'broadcaster'. https://www.pna.gov.ph/articles/1113875
  5. Calo, R. M., Calo, B. A., & Bustamante, R. L. (2021). Students’ struggles and their coping mechanisms in the new normal. doi: 10.13140/RG.2.2.22952.49922
  6. CIRT Radio y Televisión Mexicanas. (2020). Whatsapp, tele y radio: los más usados para educar durante la pandemia. https://cirt.mx/whatsapp-tele-y-radio-los-mas-usados-para-educardurante-la-pandemia/
  7. Conrad, R.-M., & Donaldson, J. A. (2011). Engaging the online learner: Activities and Resources for creative instruction. Jossey-Bass Guides to Online Teaching and Learning (Vol. 38). John Wiley & Sons. ISBN-978-1-1180-1819-4
  8. Cullinane, C., & Montacute, R. (2020). COVID-19 and Social Mobility Impact Brief #1: School Shutdown (p. 11). The Sutton Trust. https://www.suttontrust.com/wp-content/uploads/2020/04/COVID-19-Impact-Brief-School-Shutdown.pdf
  9. Daniel, S.J. (2020) Education and the COVID-19 pandemic. Prospects 49, 91–96. https://doi.org/10.1007/s11125-020-09464-3
  10. Denzin, N. K., & Lincoln, Y. S. (2005). Handbook of qualitative research. (3rd ed.). California: Sage Publications.
  11. Department of Education Aide Memoire. (2021). The Proper Use of DepEd Radio as a Blended Distance Learning Delivery Modality. https://depedcalabarzon.ph/wpcontent/uploads/2021/04/oua_aidemem oire_0421037_the-proper-use-of-deped-radio-as-a-blended-distance-learning-deliverymodality_2021_04_10.pdf?fbclid=iwar1mhhds87hs1ceq1bp2vz_hmnoxmdyk-iwdhtxnzyi4duwt9wnnrk-vhyg
  12. DepEd Order No. 012, s. 2020. (2020). Adoption of the basic education learning continuity plan for school year 2020-2021 in light of the COVID-19 public health emergency.
  13. DeWitt, P. (2020). Teachers work two hours less per day during COVID-19: 8 key EdWeek survey findings. Education Week. https://www.edweek.org/teaching-learning/teachers-work-two-hours-less-per-day-during-COVID-19-8-key-edweek-survey-findings/2020/05
  14. Ocampo, D. J. S., Lucasan, K. L. M., Junette Gonzales, Fontanos, N., Romero, D. P., & Villafranca, C. (2020). Policy investigations in support of the filipino learner: The up cids erp research agenda 2019-2024. https://doi.org/10.13140/RG.2.2.25023.53925
  15. Gewin, V. (2020). Five tips for moving teaching online as COVID-19 takes hold. Nature,580(7802), 295–296. https://doi.org/10.1038/d41586-020- 00896-7
  16. Hennink, M., Kaiser, B. N., & Marconi, V. C. (2016). Code saturation versus meaning saturation. Qualitative Health Research, 27(4), 591–608. https://doi.org/10.1177/1049732316665344
  17. Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education 17, 57. https://doi.org/10.1186/s41239-020-00234-x
  18. Hirsch, K. (2015). Phenomenology and educational research. International Journal of Advanced Research, 3 (8), 251-260. http://www.journalijar.com/article/5631/phenomenology-and-educational-research
  19. Jamon, B. E. V., Boholano, H. B., Cabanes-Jamon, M. G., & Pardillo, M. F. (2021). Teachers lived experiences in the new normal in Philippine public schools: A phenomenology. International Journal of Research, 8(02), 773-782.
  20. Kaden, U. (2020). COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher. Education Sciences, 10 (6), 165. https://doi.org/10.3390/educsci10060165
  21. Khan, K. S., Mamun, M. A., Griffiths, M. D., & Ullah, I. (2022). The Mental Health Impact of the COVID-19 Pandemic Across Different Cohorts. International Journal of Mental Health and Addiction 20, 380–386 (2022). https://doi.org/10.1007/s11469-020-00367-0
  22. Ko, S., & Rossen, S. (2017). Teaching Online: A Practical Guide (4th ed.). Routledge. https://doi.org/10.4324/9780203427354
  23. Kumar, S., Basumatary, D., Kumar, A., & Dev, M. (2019). A study on Using Interactive Radio Instruction-Educational Program to Improve the Quality of the primary Education in Tribal Area. Think India Journal, 22(14), 8889-8897.
  24. Legard, R., Keegan, J., & Ward, K. (2003) In-depth Interviews. In: Richie, J. and Lewis, J., Eds., Qualitative Research Practice: A Guide for Social Science Students and Researchers, pp. 139-168. Sage, London.
  25. Magsambol, B. (2020). No student left behind? During pandemic, education ‘only for those who can afford’. Rappler. https://rappler.com/newsbreak/indepth/education-only-for-people-whocan-afford-coronavirus-pandemic. Date Accessed, 24 June 2020
  26. Magsambol, B. (2020). Over 200,000 students transfer from private to public schools amid pandemic. Rappler. https://rappler.com/nation/students-privateschools-transfer-to-publiccoronavirus-pandemic. Date Accessed, 18 July 2020
  27. Mertens, G., Gerritsen, L., Duijndam, S., Salemink, E., & Engelhard, I. M. (2020). Fear of the coronavirus (COVID-19): Predictors in an online study conducted in March 2020. Journal of anxiety disorders, 74, 102258. https://doi.org/10.1016/j.janxdis.2020.102258
  28. Middlemiss, T., Lloyd-Williams, M., Laird, B. J., & Fallon, M. T. (2015). Symptom control trials in patients with advanced cancer: a qualitative study. Journal of pain and symptom management, 50(5), 642-649. doi: 10.1016/j.jpainsymman.2015.05.009
  29. Motala, S., & Menon, K. (2020). In search of the ‘new normal’: Reflections on teaching and learning during Covid-19 in a South African university. Southern African Review of Education, 26(1), 80-99. https://hdl.handle.net/10520/ejc-sare-v26-n1-a6
  30. Nabe-Nielsen, K., Nilsson, C. J., Juul-Madsen, M., Bredal, C., Hansen, L. O. P., & Hansen, Å. M. (2021). COVID-19 risk management at the workplace, fear of infection and fear of transmission of infection among frontline employees. Occupational and environmental medicine, 78(4), 248–254. https://doi.org/10.1136/oemed-2020-106831
  31. Nuñez, F. (2021). Radio in Education in the Face of COVID-19. Institute for the Future of Education.  https://observatory.tec.mx/edu-bits-2/radio-education-and-covid19.
  32. Peters, M. A., Rizvi, F., McCulloch, G., Gibbs, P., Gorur, R., Hong, M., Hwang, Y., Zipin, L., Brennan, M., Robertson, S., Quay, J., Malbon, J., Taglietti, D., Barnett, R., Chengbing, W., McLaren, P., Apple, R., Papastephanou, M., Burbules, N., … Misiaszek, L. (2022). Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project. Educational Philosophy and Theory, 54(6), 717–760. https://doi.org/10.1080/00131857.2020.1777655
  33. Polit, D. F. & Beck, C.T. (2013). Nursing research: Principles and methods, (8th ed.). USA: Lippincott Williams & Wilkins.
  34. Rasmitadila, R., Widyasari, W., Humaira, M. A., Tambunan, A. R. S., Rachmadtullah, R., & Samsudin, A. (2020). Using Blended Learning Approach (BLA) in Inclusive Education Course: A Study Investigating Teacher Students’ Perception. International Journal of Emerging Technologies in Learning (iJET), 15(02), pp. 72–85. https://doi.org/10.3991/ijet.v15i02.9285
  35. Ross-Hain (2020). “Transitions In Tumultuous Times: Teachers’ Experiences With Distance Learning Amidst The COVID-19 Pandemic. Theses and Dissertations.3387. https://commons.und.edu/theses/3387/
  36. Serafini, G., Parmigiani, B., Amerio, A., Aguglia, A., Sher, L., & Amore, M. (2020). The psychological impact of COVID-19 on the mental health in the general population. QJM: monthly journal of the Association of Physicians, 113(8), 531-537. Advance online publication. https://doi.org/10.1093/qjmed/hcaa201
  37. Suárez, J. A. (2020). Los retos de educar en pandemia: clases por internet, radio y televisión. France24. https://www.france24.com/es/am%C3%A9rica-latina/20200912-los-masvulnerables-educacion-pandemia-clases-internet-radio-television
  38. Tanhueco-Tumapon, (2020). Education and the New Normal. Available online at www.manilatimes.net, Date Accessed, 26 July 2020.
  39. Toquero, C. M., & Talidong, K. J. (2020). Webinar Technology: Developing Teacher Training Programs for Emergency Remote Teaching amid COVID-19. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3), 200-203. doi: 10.30476/ijvlms.2020.86889.1044
  40. UNESCO, UNICEF, and the World Bank (2020). Tips for schools on how to strengthen communication with parents/caregivers During a crisis like the COVID-19 pandemic, strengthening communication, transparency, and trust is key to proper containment measures.
  41. Valdez, M. G., Paulican, J. B., & Adriatico, J. J. (2018). Exploring the Alternative Learning System Radio-based Instruction. Asia Pacific Journal of Social and Behavioral Sciences, 15. https://doi.org/10.57200/apjsbs.v15i0.141. 
  42. Watson, E. (2020). #Education: The Potential Impact of Social Media and Hashtag Ideology on the Classroom. Research in Social Sciences and Technology, 5(2), 40-56. doi.org/10.46303/ressat.05.02.3.
  43. Yorgancioğlu, D. (2020). Critical Reflections on the Surface, Pedagogical and Epistemological Features of the Design Studio under the “New Normal” Conditions. Journal of Design Studio, 2(1), 25-36. doi: 10.46474/jds.744577.
  44. Zafra, G. S. (2020). Ang Nagbabagong Paraan ng Pagkatuto sa Panahon ng Pandemya. Filipino Ngayon.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic