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INTRODUCTION
Broadcasting has been a key ideological and avant-garde tool for helping the
Filipino Children when it comes to mass education. Through years, the media is
continuously working on providing not only the information and entertainment but most
of all changing lives. The media uphold its commitment for educating the masses as it is
a tool for education is undeniably efficient and effective especially when the medium
television is being used. It has both visual and audal medium which made television at
ease to capture the attentions of the young audiences. Thus, the idea of Educational
Television has made its legacy to the Philippine History of Broadcasting as well as in the
certain target audience accord to a specified information and goal directives. Sometimes
instructions, descriptions, narrations and expositions were used for the effectiveness of
the program. Here in the Philippines, there are many ETV programs produced in different
effort and concerns on responsible broadcasting. Here, the ETV programs follow a
curriculum for subject topics and uses a “media mechanized” way of teaching the lessons.
The program considers the demographics (age, location, income of the family) and
psychographics (viewing habits, viewing motivations). The intellectual statuses were also
considered to know if the audience could understand the depictions and intricacies of
lessons being discussed in the ETV program. Consultations from education professionals
were conducted to assure if the program is “child friendly” and effective tool for learning
the specified subject sphere. In local setting, ETV programs focuses on the subjects like
Science and Technology, Health, English and Mathematics. Moreover, it is not just
merely explaining concepts, rules and theories the programs also promote essential
cultural and ethical values which made ETV an excellent way of teaching. The ETV
programs also received recognition from the Department of Education and Anak TV seal,
The advent of changes in technology which brings out new interests for children
was a new challenge to the Educational Broadcasting Industry. The birth of mp3 players,
PSP and other game consoles and social networking services is one of the constraints of
teaching the young audience. The insufficient budget and attention for ETV programs
was also an issue. Before blaming to it, the main issue is that, Do ETV programs could
adjust and adapt to the new trends of media technology? Do the changes on curriculum
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could adapt to it? Do the students and the teachers needs were met on the ETV programs?
What are the possible innovations have to make to produce to upgrade the ebbing
This research will focus on the efficiency and affectivity of the ETV programs. It
will answer the needs of the students and teachers for a specific educational program. The
problems were the subjects to be taught, the curriculum basis, the strategies, the values,
the entertainment aspect and lastly the impact or change of such program to the learning
of the students. It is a good focus of research since nowadays the technologies and
economic crisis is a big agent that hinders the learning of the students in Academics.
Education is a fundamental need of a citizen to achieve the affluent life and help the
economic growth of the country. Media, as a responsible institution for educating the
masses should exert time, money and effort for doing quality programs for children. Here
the research will provide a standard on what should an ETV programs cater to the
growing and ever changing mass audience. The research will yield results that will give a
status or idea that will reveal interventions for next generation media education. This will
evaluate the educational television programs as basis for broadcast program development.
3
An evaluative analysis of identified Educational Television Programs according
to perceived needs as basis for Broadcast program Development has the following
problems that will be answered at the end of the study.
2. What are the needs of the students and teachers that have to be sufficed by
and entertainment?
3. What is the current performance assessment of the students for the use of ETV
program?
Hypotheses:
1. There is no viewership profile of the students, thus they are not watching any of
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2. The educational television programs do not suffice the need for innovations in
programs. Values in aspect of social, cultural, family and personal doesn’t need to
3. The students who watch the identified ETV programs don’t show any recognition
The evaluative analysis for Educational television programs will help the
researchers to find out what are the aspects to be improved or innovate to create an
informative and effective television program. The researchers will discover the
interrelated and interdependent factors use to analyze the scrutiny of variables of the
study.
To the community and the country, nowadays, educational programs were current
concern of responsible broadcasting in the Philippines. Programs that promote academic
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progress and cultural values were used by the media as a tool for educating the children.
Nowadays, recession, insufficient teachers, school equipments, books and other
deficiencies hinder the effective learning for the elementary students especially students
in the elementary level. Media as institution and as it uphold its commitment to promote
education and public welfare needs to do a response on it. Any results from the research
will help to conceptualize possible change suitable for educational television programs.
The study will utilize 12 identified Educational TV programs from the identified
VHF channels specifically, GMA7, ABS-CBN and QTV 11. The research will be guided
by a needs analysis survey guide. It will also conduct a descriptive survey to 20 education
students and 20 broadcast communication students. The respondent will be selected
through stratified purposive sampling and the study will take 3 months, 2nd semester,
2010-2010. UE-CAS and UE-CED students will be the subject of the study.
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Conceptual Framework
Subjects Entertainm
ent
English, Television
Values
Mathemati Audio- Program
cs, visual
Culture Developmen
Science
and Executiona t
Filipino
Technolog l device
Values
y. History,
Social Content
Sciences quality
The evaluative analysis for ETV programs will use this paradigm to identify the
needs for the three major criteria for evaluating an ETV program. The needs specified on
the diagram will modify the focus of the study. The researchers have clustered three
aspects of the needs in broadcast program; subjects (prescribed by the DepEd and the
station itself); values education which can be found on each episode to promote Filipino
culture; the entertainment value as a motivation for its audience. The paradigm will help
the researchers to scrutinize and analyze main problem and what could be its
corresponding solutions.
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Independent Intervening Variable Dependent Variable
Variable
Student’s viewership profile, Program Content
ETV program needs of the student from the
program
The researchers considered scrutinizing the three variables for the study. ETV
programs as the independent variable has the intervening variable which affects the ETV
program. The dependent variable which is the program content as the needs of the
students change, or the demands of the student’s towards ETV program changes. This
concept treatment will help the researchers to further analyze the evaluation that will
come out at the end of the study.
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Theoretical Framework
Outputs
Activities
Participation Outcomes – Impact
Inputs
Short term Medium term
Long term
What
Current are Short Mediu Long
Our
Situation things What Term m Term
target
s to do we Term
audien
invest? do? Learni Conditi
Priorities ce
ng Action ons
Evaluation
The researchers will utilize the paradigm of association evaluation or the input –
output analysis and its impact or results. This framework has a design which effectively
summarizes the process of evaluation of ETV programs. First, the researchers will
identify current issues of ETV programs. Then, the current issues will initialize certain
methods or inputs to be used followed by actions using tools and modifying its target
audiences or respondents. Subsequently, the research outcomes will be modified and
analyzed according to the levels of its effects. Lastly, results will be reported. The steps
followed from Program – Action Model is transparent to the conceptual framework of the
researchers.
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Definition of Terms
provides live or recorded content, such as movies, newscasts, sports, and public affairs
Cable channel is a television channel available via cable television. Such channels are
usually also available via satellite television. Alternative terms include non-broadcast
channel or programming service, the latter being mainly used in legal contexts.
does not involve broadcasting for public viewing; the programs can be seen only on
Educational television is the use of television programs in the field of education. It may
children’s TV series.
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Educational TV stations are television stations that are dedicated to giving information
General Education (GE): A program of courses in the arts and sciences that provides
nature and provide students with fundamental skills and knowledge in mathematics,
Instructional television (ITV) is a type of television program that is designed for use in
schools. Programs on instructional television may be less than one half hour long to help
their integration into the classroom setting. These shows are often accompanied by
teachers' guides that include material to help use this program in lessons.
documentaries, news, and reality television, or fictional as in comedy and drama. They
entertaining as is the case in situation comedy, reality TV, or game shows, or for income
as advertisements.
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Program format is a license to produce and to broadcast a national version of a
copyrighted foreign television program and to use its name. Formats are a major part of
the public, for the public. It is neither a commercial nor a state-owned, both free from
UHF - The Ultra High Frequency spectrum is everything from 300 megahertz to 3.0
gigahertz. One of the bands within this spectrum is the TV UHF band, which goes from
470 megahertz (channel 14) to 806 megahertz (channel 69). Each of these stations
VHF - The Very High Frequency spectrum is everything from 30 megahertz to 300
megahertz. It is divided into many bands for different purposes (police, fire, aircraft,
etc.)
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CHAPTER II
This chapter includes different literature and studies local and foreign. Each of the
research gathered were selected according to its relevance to the researcher’s study. This
FOREIGN LITERATURE
senses and focus the mind on reality (Siepmann, 1964). He connotes that television can
insistent present.
interesting history, which reflects both the concept and the execution of public service in
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government and industry. This has been also a history of how unique a relationship
among broadcasters, advertisers, the federal government, and its agencies which has been
worked out. Public-service broadcasting responds to indefinite demand that the interest of
the public should be considered by all broadcasters, commercial and noncommercial the
like.
one phase of serious television service offered either locally or via a network. Various
proportion to the total number of televised programs are issues faced by the earlier years
of ETV.
Types of programs
funds).
time they are broadcast during Sundays or at hours before and after the “prime” evening
time during the week because of the reason that their participating advertisers want some
assurance of large viewing audience and mostly it is produced with healthy budgets.
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The most common seen type of public-service program in commercial channels
consists of news or public affairs and may or may not be sponsored. The general lack of
indeed a public service or educational may in itself be a healthy state of affairs, as far as
broadcasts as these have been defined. This programming constitutes one important
rationale for the encouragement of these stations by both government and the large
private foundations for the reason that they were supposed to “fill the gaps” in broadly
educational programming which commercial outlets will not provide. Various systems
have been devised for pooling the resources of the educational stations in the United
National Educational Television and Radio Center, that have its headquarters in
New York, offices Washington, and a distribution center in Ann Arbor, Michigan--- these
D.C., and Urbana, Illinois, another organization, also distributes taped programs. As of
1964, more than eighty agencies in the United States, including certain educational
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broadcasting materials are for rental, at various rates, to noncommercial television
stations.
television for many years. No one can calculate its effects with precision. In fact during
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World War II, television and radio was used for the public-service “spot” announcements
educational television of all types. First, twice as many people prefer “light”
entertainment such as comedy, game shows, domestic play lets and the likes, as prefer
“heavy” entertainment which consists of serious dramas, ballet, opera, and so on. Even
the college-educated viewers select such programs a mere 9 percent of the time when
despite the well-meaning claims concerning their importance to the communities they
serve. The reasons appear to run something like this: few people watch public-service
high-end budgets, and the prime time of the day. On the other side, public-service
programs were only given low budgets and sloppy productions, and presented at odd and
inconvenient hours.
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The fact remains that most public-service programs on commercial channels
probably do not affect the thinking of more than a small minority of the viewers served
by any television station and they affect the behavior and even the smaller number.
channels are entirely different from those on commercial stations, because of the reason
According to Wilbur Schramm that it is quite probable that, whatever the effects
individual community than the size of the audience would lead one to suspect.
The audiences for educational television are relatively small and public-service
broadcasting. Parting to the topic is that Wilbur Schramm observes that children in the
United States are trained to think of television as a form of entertainment, and to reserve
the very notion of education and learning experiences for other facets of their lives, and
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thus discouraged from selecting such broadcasts in favor of those which are more
amusing.
The use to which television will be put during the next decades by Americans will
depend in part upon the attitudes toward television learned in school and as well as at
“ it is reasonable assumption, however, that the use the child is taught to make of
serious television in the elementary school years will largely determine the extent to
which he continues to use it through the teens; and if the chance is lost, then the full
usefulness of educational television will not become apparent to him, if at all, until he is
through school and on his own” The challenge in here is that how the public-service
television will offer another method of introducing such programs in a different manner
to the teachers, administrators, and parents in the United States that will not have a result
FOREIGN STUDIES
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In television, a medium that provides pervasive and vast information in the
society that can be seen or hear, a technology that provides big potential in education.
television in 1967. Their final report noted that between 1957 and 1967 made 269
literature projects.
section sites.
a school district.
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• Providing the capacity for image magnification to enhance and facilitate in-class
all kinds. The learner’s performance is recorded and then the tape is reviewed
anything, anywhere, but it seems that teachers are not because they are afraid to be
replaced and could reach their professional security and also the fear that decrease the
need of teachers. This perception lead to the existence that TV can promote and enhance
their fidelity, relevancy, and accessibility of the information they are making to learners.
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Thompson’s views an educational television and teachers in 1969 are still valid
today. “Teachers are the original! It seemed that the ETV wanted to alienate the
administration. On the other party, television, the global master medium that daily
impacts the extension of human sensory and its immediacy makes it authentic, unique,
In 1995, the official major and national higher education said to the teachers that
they are still experimenting and learning which topics and modes of presentation make
2. Curriculum-Specific Challenge
In late 1970s, low-cost video recorders made the scene. Allowing schools to
record the televised lessons made it feasible to better integrate these into the curriculum
schedule in piece.
3. Faulty Adaptation
There’s no doubt that TV can be adapted to a host of applications, and the degree
of adaptation determines the effectiveness. Not everyone can understand the “concept of
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adaptation” with regards to the use of television in education. Often, the result has been a
The use of television is passive when effort and imagination have not been
expended to make it an active, exciting, compelling medium for importing audible and
effort to test its impact, is adding to the “Sesame Street” legacy and working to clarify for
parents the potential benefits for television viewing, particularly for literacy development.
The researchers found out that educational television has earned high praise and millions
of fans for entertaining and educating young children, while learning experts surely agree
that too much television and inappropriate content can have detrimental effects on
children, the right kinds of programs can set them on the path toward reading. Well-
designed programs can teach distinct skills such and sound recognition, as wells as
programs since the first episodes of “Sesame Street”. Many parents since then have
evidence that such carefully crafted segments deliver an academic punch. A federally
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financed study released last month, for example, found that “World World,” a program
funded under the Ready to learn initiative, helps pre-school children learn oral
vocabulary and featured words. “Between the Lions,” hosted by a puppet family of lions
who live in New York City Library, has been studied even more extensively. Studies on
how letters combine to make words, as well as of the purpose of the printed word.
programming has benefits. The academy also points to the potential for television in
general to send the wrong messages about violence, drug use, and other negative
behaviors, as well as its documented role in promoting sedentary behavior that can lead
to childhood obesity. The best programs create a content that reflects research on how
children learn and test it out on children prior to putting it on television, while public
television tends to dominate the educational market, the cable stations Nickelodeon and
Disney Channel have also found success in promoting children’s learning on shows such
as “Blues Clues” and “Little Einstein’s.” Even as children become more accustomed to
different kinds of media, from computer games to interactive Web sites, children’s
television has held a large and steady audience, experts say. The newer programs, and
even those now heading into middle age, are adapting their approach to engage the digital
generation. Most of the shows have accompanying Web sites that provide video clips,
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It is the reason why television focused on learning is a valuable asset worthy of
public support, said Susan T. Zellman, the vice president for education and children’s
content at the corporation for Public Broadcasting, the non-profit organization established
by Congress that underwrites public television and radio services. “These characters are
engaging, and the kids are drawn into [lessons] by the characters and the stories, so you
motivate them to learn,” she said. “Educational television is so powerful and the research
is so compelling.”
LOCAL LITERATURE
by the researchers as sources of related literature for their research paper. The lectures
Necessary information that could support the ideas of the researchers is found on the said
studies.
Many people give importance with education especially the Filipino people.
Aside from going to school and attending classes, there are also other means of educating
the people especially the young one. With its big influence to its audience, television is
There are several factors that become an urge to see the use of television as
something with educational benefit. These are the population growth, shortage of
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teachers, and growing body of knowledge that students must master in schools. The first
factor has something to do with the increasing number of students enrolled in elementary,
high school, and college. As the population increases, there is a pressure to school
administrators with regards to how they would be able to deal and supplement the
required needs of their students and the demands of education. The second factor, which
Lack of facilitators makes the learning process difficult for the students. The uneven ratio
of the teachers and students tends to become worse for the increase in the population of
the students is inevitable. The last factor is the growing body of knowledge that students
master in schools. The lessons that are being taught in schools are developed as time
passes. Together with its development is the greater demand on how information will be
presented to the students. The quality of education will be at stake if the complexity of
system. The innovation made the teachers fear about being replaced by television sets as
facilitators. Televisions are not teachers but just a medium of presentation of lessons in
schools. Television makes the complex learning process easier and it offers several
advantages as a teaching aid. (1) Quality of indefinite extension – the television can be an
extensive medium and could cater large number of students simultaneously with one
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lecture that is prepared on a greater economy of time. (2) Sound amplification – lectures
are presented with clearer audio explanation and more comprehensive demonstration
unlike with traditional means of teaching such as charts, graphs, and even photographic
slides. (3) Visual medium – television can give more detailed and magnified view of a
given subject being projected and taught by the teacher. (4) Dynamic medium – the things
being projected by the television are changing and with it, the television also becomes
dynamic and attractive. (5) Immediate and personal – television makes the student feel as
if he/she is the only one that his/her professor is talking with even if he/she belongs to a
large class. (6) Selective and efficient – A certain lecture could be more informative on a
television for it has spent a full-blown preparation for a more dramatic presentation that
students are obliged to be attentive. (7) Television can bring them to students a wealth of
the students will not only picture the lessons on their imagination, they could also see it
with their eyes through the visuals such as video coverage or clips that television can
show them.
Though television might seem as effective teaching aid as it can be, it also has its
limitations. Television is limited to its technical aspect and also, lectures are limited only
to what is being presented. There will be a low chance of elaborating the lessons
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Educational television is more of an instructional television (ITV) that
have to be educational and entertaining at the same time for it has to have dramatic ways
of presentation. Educational television as an ITV presents courses that students also learn
in school and within their school curriculum. Through ITV, lessons are being elaborated
and could give supplementary information about the lecture. In this kind of system, aside
from studio teachers, classroom teachers are also needed. Classroom teachers are the ones
who prepare and monitor the students on how far they comprehend from the televised
discussion.
Currently in the Philippines, ETV is a big help especially on areas that could not
really present their lectures on a conventional way. It may not be formatted just like
before; ETV is still appealing to the students especially with the young ones. Through
LOCAL STUDIES
culture and became an influential force. It is the main rationale why it is use for
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educational purposes because of its properties and potentials. It delivers a highly
ETV is advertised as television that people watch “on purpose”, it has intent on
selecting programs based on their educational content. ETV is television that requires
participation from viewers. Like a teacher, it facilitates learning to reflect and act on what
they have learned – to apply the lessons by different activities like reading and the like. It
creates a simulation of a community that one must be engage rather than merely dwelling
into it. Subjects like Math, Art, Science, Social Science, Technology and others. Different
subjects were prepared and rendered according to the audience’ demographics and it is
ETV has become one of the major teaching media nowadays. Philippines on its
stage of development use the concept of ETV to educate the mass especially the children.
It serves as a first aid for difficulty on understanding concepts and principles which most
de Manila, the quantitative nature of television instruction has helped foreign institutions
handle more enrollments without spending for building classrooms or hire more
professors. He said that conversion of simple materials and facilities and use of teachers
will work. He said that it could possible work in the Philippine scenario.
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Larkin believed that ETV gives teachers more opportunities to help individuals.
He said that teachers will be freed from different constraints of class preparations or
further duties or extra-curricular activities. Teachers will have freedom to devote his
time to more productive things like helping individuals. Teachers will carry a lesser
burden from a usual routine group instruction. Another benefit I that, using ETV will
decrease the compensation for class needs which hinders teacher’s increase of salary.
Wilbur Schramm, a media scholar, said that using ETV maintains a certain standard for
materials can conduct lessons professionally and they can give otherwise be spoiled for
with specimens. It cannot conduct effective seminar discussions. It cannot offer specific
and direct personal help. The ETV system is believed to detract from student discussion.
Ergo, the student does not have the opportunity to ask questions nor to receive a feedback
TV viewing weakens the left-hemisphere of the brain. The left-hemisphere controls the
right side of the body which focuses on language and speech functions. The right
hemisphere controls the left side of the body that focuses on perception of spatial and
30
non-verbal concepts. Neil Postman said that the habit of viewing will weaken the
ETV is also believed that it has negative effects on behavior. It promotes passivity
and indifference because of the lack of required response. Viewers were la thinkers since
all the information needed is conveniently available and entertaining. Leon Botstein said
that education on TV in the long run will deteriorate one’s language ability. The
thought even silent remuneration. In this sense, eloquence and even originality, from the
perspectives of the classroom here become superfluous. The oral tradition has triumphed
that ETV will create semi-literacy and breakdown in the manner that people
communicate with each other. Neal Postman adds that the imagery of television moves
quickly. He added that television is discontinuous and logical since entertainment value is
mere emotions and not concept processing. Hence, even if the curriculum of an ETV
shows is difficult that nature of presentation will likely deteriorate learning rather than
improvement. The issues of school integration will be challenged and also civilization
year old child’s vocabulary in US. From 25,000 words, it has dropped to 10,000 within
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fifty years. Symbols and icons are replacing words and phrases. These statistics go to
show that ETV must be integrated with other teaching media for students to have
The query is not just how to use television but rather how to combine it on other
learning experience and resources. Television is not only the teaching resource, so it can
be used in other media to teach properly. Experience indicates the most effective uses of
Television have been combined with other activities for a total learning situation.
In the Philippines, the use of educational television has been a challenge since the
country is poverty stricken. The Philippine government doesn’t have enough financial
support for such framework of educating the masses. Moreover, the masses, the schools
and the teachers cannot afford barely the needs for educational intervention.
Manila has educational problems among these are a shortage of qualified and
certified teachers, a dearth of science and mathematics courses and insufficient and ill-
indicate that television instruction might help educator in Manila to solve some of their
problems.
Larkin believes ETV would be good for the Philippines. His studies show that an
initial and modest educational television project does have potential here. There are two
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different schemes for ETV; the limited implementation which refers to devoting only to
two channels; on the other hand, a full scale implementation refers to “nationwide
Limited ETV project will be the key for improving education in the Philippines.
However, it will not guarantee an avant-garde education progress for Philippine masses
would have a proper attitude when it comes to TV viewing. Most of the people watch
“utility programs”, social science and culture, art aesthetics, history, natural science,
education and humanity. It simply implies that in the Philippines, though ETV was
enforced, the most needs would not be instructed properly. There, with the unsupervised
self-study form of ETV, the ignorant Philippine masses (those who cannot afford TV but
The cost for ETV is high, making ETV even more impractical for the Philippine
setting. Larkin listed different costs to worry about like equipment, installation,
maintenance, operating personnel etc., and even if Philippine will follow the full force
framework, the costs would be way out of the country’s league. The Philippines is not
financially equipped to carry the weight of using ETV as educating media. Any
intervention for media system and media technology will not be able to work at its full
strength for public good (Schramm). The Philippines cannot implement ETV in full-scale
due to poverty so it will not be a danger to rely on ETV that much. Moreover, some
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education is better none at all. People will buy television instead of sending their kids at
school.
The Philippine does have “The Knowledge Channel” on local television at the
present which does people no harm. It has Math and Science programs during the day,
and it is much like the “Lifestyle network” on Cable TV at night. Another local television
channel available in free TV has been broadcasting. “ABS-CBN’ also offers its own
On the other hand, the members of the middle class may be able to appreciate the
few channels dedicated to ETV. The Discovery Channel, Animal Planet and National
Geographic which already offered various educational programs were available at cable
channels. Some were compiled and viewed at scheduled hours at school. Simply means
that the middle class can only use and benefit from ETV. Of course, this would be
extremely difficult and not very practicable. First, there is no guarantee that all students
have TV sets at home. Students may not have arrived home in time for the required show.
They may have other engagements to attend to. Aside from that, requiring TV shows
would lengthen school day by more than it has to be and it would set up precious family
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The Philippines has been doing surprising well where ETV is concerned,
considering its economic situation. Perhaps a little more pushing for ETV stations could
SYNTHESIS:
The researchers have gathered different studies and researches for this study.
They have used it according to its significance to support the study. The first related
it helps to educate the mass specifically the young audiences. On the local literature, the
researchers used Educational Television lecture included in the book, Philippine Mass
Media in Perspective from Purisma Katigbak Tan. It elaborates how ETV was discovered
and used in Philippine programming. The research also scrutinized the advantages and
disadvantages of using ETV in educating the Filipino masses and moreover how the
Philippine Media will respond to every factors affecting ETV implementation. The
researchers also acknowledge the use of foreign studies to compare and contrast
Philippine ETV from ETV abroad. They used the study of Michael T. Romano in his
study on Educational Television: a 50 year perspective. The study delved on the use to
television as an educational media; how it will help the teachers, students and the school;
ETV’s constraints and what ETV would be on the near future. On local studies, the
researchers used Leo Larkin’s study on the use of entertainment to educate the children
35
considering the Philippine scenario. On his study, “Should Entertainment be used to
educate, it discussed further the concept of ETV and ETV in Philippine setting. The same
with the foreign studies, it also elaborated the limitations of ETV. In addition, Larkin
even discussed the practicability of ETV in Philippine setting and the current situation of
ETV in Philippine setting. Lastly, Larkin gave a verdict on ETV’s condition in the near
future. The researchers do recommend that the study has to be student centered and or
teacher centered. For, the students are the last recipient of terminal effects brought by
information from ETV. The teachers also have to be considered as the teachers have an
avant-garde knowledge of the best strategies and lecture according to the needs of the
students. The researchers of this study must focus on assessment of children’s needs from
ETV program.
CHAPTER III
Methodology
This chapter deals with the researcher’s data gathering methods as basis for the
research findings. The researchers consider the methods and how it will be implemented.
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Research Design
The researchers of the study will use a descriptive survey as tool for gathering
data that will serve as the basis for research findings. The survey is designed according to
University of the East, Manila students. The respondents were divided into to two groups.
The first group is consisting 20 Education major students of any year level. The second
3. Students must use respective learnings from their respective course to evaluate.
Sampling Design
The researchers will use the stratified purposive sampling design to select the data
gathered. These sampling designs will both evaluations from two groups being surveyed.
The survey method will follow the collective questionnaire format wherein
questions are prepared accordingly. It has three parts, the questions for demographics
(age, gender, course and college); the questions to know the knowledge of the
Description
introductory which students have choices of answers to choose from. Lastly, the
assessment questions which the answers were classified into agree, strongly agree,
research framework the researchers used. The survey questions were validated by the
Administration
38
The researchers supervise the distribution of the survey questionnaires.
Researchers first know the respondents and apply the conditions for participants of the
study. They went to College of Education and College of Arts and Sciences which is the
location of data gathering. The researchers also conducted personal interactions with the
respondents.
Frequency, percentage and ranking were used as statistical measurements for data
gathered. It will also use to collate the data and have the results subject for presentation,
For percentage:
P= R / N x 100
where P= percentage
R= no. of respondents
100= is constant
39
Xi= rate
CHAPTER IV
40
The researchers collated the answers from the survey questionnaires and come out
with the results. The researchers used table for presentation of data. Researchers also
analyzed and interpret the data they have gathered from the survey results.
BroadComm students who patronize ETV programs. The CED shows that 90% of the
respondents patronized ETV programs and the remaining 10% doesn’t watch ETV
programs. It also shows that 75% of the respondent’s family members also patronized
ETV programs and the remaining 25% doesn’t watch ETV programs. On the other hand,
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the results of the survey from Broadcom students show that 100% of the respondents
patronized ETV programs. It also shows that 80% of the respondents have family
members’ also patronized ETV programs and the remaining 25% doesn’t watch ETV
programs. The results show that most of the students from two different courses were
none 1 5 0 0
Table 2 shows the age bracket of students who start watching ETV programs at
early age. The result from the survey at CED students shows that 70% of the respondents
started watching ETV programs at the age of 6-8 while 25% is for 9-12years of age and
the remaining 5% says that they didn’t watch ETV programs at all. On the other hand, the
survey from Broadcom students reveals that 90% of the respondents started watching
ETV programs at the age of 6-8 while both 9-12 and 13-15 age brackets got 5%.
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The results shows that the CED and Broadcom students both started patronize ETV
programs mostly at the 6-8 years of age. The results from CED is 70% and the Broadcom
QTV 11 2 5% 1 5%
none 1 5% 0 0%
Table 3 shows the results of the number of students watching ETV programs on
the identified TV network. The survey reveals that 80% of the respondents of the CED
are watching ETV programs on ABS-CBN, 10% of CED respondents tell that they watch
ETV programs on GMA. Then QTV having 5% of viewership and the respondents that
Broadcom students show that 90% of them were watching ETV programs on ABS-CBN.
Then, 35% of them tell that they watch ETV programs on GMA and the remaining 5%
tells that they watch programs on QTV. Both populations patronize most of the ETV
Sineskwela 16 80 20 95
Epol Apple 7 35 5 25
Math-tinik 3 15 7 35
Pahina 6 30 6 30
Art Jam 1 5 2 10
Bayani 4 20 8 40
Hiraya 12 60 7 10
Manawari
Matanglawin 8 40 5 35
Lovely Day 1 5 2 10
Kap’s Amazing 6 6 6 30
stories
Batibot 0 0 2 10
Table 4 shows that 80% of the CED respondents patronized Sineskwela; 60% for
Hiraya Manawari; 40% for matanglawin; 35% for Epol Apol, 30% for Pahina, 20% for
Bayani, 15% for Math-tinik, 6% for Kap’s amazing stories, while Art jam and Lovely
day both got 5%. On the other hand, the results from Broadcom students show that 95%
of the respondents patronized Sineskwela. 40% for Bayani, 35% for both Matanglawin
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and Mathtinik, 30% for Pahina and Kap’s amazing stories, 25% for Epol apol and 10%
for art jam, Hiraya manawari, Lovely day and Batibot. CED and Broadcom students have
STUDENTS
programs
Frequency Percentage Rank Frequency Percentage Rank
Sineskwela 16 44 1 20 57 1
Matanglawin 12 33 2 8 23 2
Hiraya 8 22 3 7 20 3
Manawari
English 11 55 10 50
Mathematics 3 15 3 15
Science 3 15 2 10
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History and 2 10 2 10
Culture
Music, P.E, 1 5 2 10
Arts
Filipino 0 0 1 5
The results show that for CED, English subject needs to be focus for having 55%
followed by Mathematics and Science which is both 15% and History and Culture with
10% while Music. P.E and Arts got 5% and Filipino with no response. The Broadcom
students have almost the same numbers of answers as the English subject got 50% on
their list of subject to have focused. It is then followed by Mathematics having 15%;
Science, History and Culture and Filipino all having 10%. Filipino got only 5%. The
survey results mean that the English subject receives the highest recognition as a subject
that ETV programs have to focus. Mathematics and Science is relatively the same results
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Assessment Questions Frequency Weighted Mean
according to Moral
Strongly Agree Disagree Strongly 4 being the highest
values, Entertainment Agree (4)
values and program (3) (2) Disagree
performance
(1)
• 3.4 weighted mean shows that CED students believe that ETV helps promotion of
moral values.
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• 3.5 weighted mean shows that CED students believe that ETV helps on promoting
• 3.1 weighted mean shows that CED students agree that ETV has its usage of
• 3.2 weighted mean shows that CED students think that innovations of the
broadcasting.
• 3.3 weighted mean shows that CED students believe that ETV has terminal
effects on the student’s studying and learning attitude. 30% of them strongly
disagree.
• 3.1 of the CED students believe that ETV programs must be prioritized in
Philippine TV.
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Assessment Questions Frequency Weighted Mean
according to Moral values,
Strongly Agree(3) Disagree Strongly (4 being the
Entertainment values and
program performance Agree(4) (2) Disagree highest)
(1)
• 3.45 weighted mean says that Broadcom students agree that ETV plays an
important role on student’s moral values It means that the respondents think that
• 3.5 weighted mean of the results shows that most of the Broadcom students agree
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• 3.6 shows a relatively high agreement of the Broadcom students ETV has its
• 2.7 weighted mean shows a relatively low agreement that Broadcom students
• 2.4 weighted mean result shows that Broadcom students believe that ETV has
• 3.1% of the Broadcom students believe that ETV programs must be prioritized in
Philippine TV.
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CHAPTER V
This chapter contains the summary of the entire conducted study. This chapter has
recommendations.
The following problems are answered after the study was conducted.
2. What are the needs of the students and teachers that have to be
Hypotheses:
Accept the affirmative hypothesis (Ha) and reject the null hypothesis (Ho)
effectiveness.
3. The students who watch the identified ETV programs don’t show any
Summary of Findings:
The study has the title “An evaluative analysis of the identified educational
The summary of findings contains all of the results that served as the answer for
1.2 75% of the respondent’s family members also patronized ETV programs
and the remaining 25% doesn’t watch ETV programs. On the other hand, the
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results of the survey from Broadcom students show that 100% of the respondents
patronized ETV programs. It also shows that 80% of the respondents have family
members’ also patronized ETV programs and the remaining 25% doesn’t watch
ETV programs.
2.1 70% of the CED respondents started watching ETV programs at the age of
6-8 while 25% is for 9-12years of age and the remaining 5% says that they
didn’t watch ETV programs at all. On the other hand, the survey from
ETV programs at the age of 6-8 while both 9-12 and 13-15 age brackets
got 5%.
3. Number of CED and Broadcom students who watched ETV programs on the
identified TV networks.
80% of the respondents of the CED are watching ETV programs on ABSCBN,
10% of CED respondents tell that they watch ETV programs on GMA. Then QTV
having 5% of viewership and the respondents that don’t watch ETV programs on
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Broadcom students show that 90% of them were watching ETV programs on
ABS-CBN. Then, 35% of them tell that they watch ETV programs on GMA and
80% of the CED respondents patronized Sineskwela; 60% for Hiraya Manawari;
40% for matanglawin; 35% for Epol Apol, 30% for Pahina, 20% for Bayani, 15%
for Math-tinik, 6% for Kap’s amazing stories, while Art jam and Lovely day both
got 5%. On the other hand, the results from Broadcom students show that 95% of
the respondents patronized Sineskwela. 40% for Bayani, 35% for both
Matanglawin and Mathtinik, 30% for Pahina and Kap’s amazing stories, 25% for
Epol apol and 10% for art jam, Hiraya manawari, Lovely day and Batibot. CED
and Broadcom students have different answers regarding the program of their
English subject needs to be focus for having 55% followed by Mathematics and
Science which is both 15% and History and Culture with 10% while Music. P.E
and Arts got 5% and Filipino with no response. The Broadcom students have
almost the same numbers of answers as the English subject got 50% on their list
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of subject to have focused. It is then followed by Mathematics having 15%;
Science, History and Culture and Filipino all having 10%. Filipino got only 5%.
The survey results mean that the English subject receives the highest recognition
• 3.4 weighted mean shows that CED students believe that ETV helps promotion of
moral values.
• 3.5 weighted mean shows that CED students believe that ETV helps on promoting
• 3.1 weighted mean shows that CED students agree that ETV has its usage of
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• 3.2 weighted mean shows that CED students think that innovations of the
broadcasting.
• 3.3 weighted mean shows that CED students believe that ETV has terminal
effects on the student’s studying and learning attitude. 30% of them strongly
disagree.
• 3.1 of the CED students believe that ETV programs must be prioritized in
Philippine TV.
• 3.45 weighted mean says that Broadcom students agree that ETV plays an
important role on student’s moral values It means that the respondents think that
• 3.5 weighted mean of the results shows that most of the Broadcom students agree
• 3.6 shows a relatively high agreement of the Broadcom students ETV has its
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• 2.7 weighted mean shows a relatively low agreement that Broadcom students
• 2.4 weighted mean result shows that Broadcom students believe that ETV has
• 3.1% of the Broadcom students believe that ETV programs must be prioritized in
Philippine TV.
Most of the students were watching ETV programs and have family members
whose also watching ETV programs. At an early age of 6-8 years old students has
been watching ETV programs. They are watching most of the ETV programs
from ABS-CBN. Most of the students from two groups like “Sineskwela”,
entertainment.
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Most of the students think that English subject must be a priority for literacy
followed by Mathematics and Science. Most of the students agree that media
programming. It will help to educate the mass. ETV programs also promoting and
reinforce the Filipino culture and moral values. Lastly, the entertainment value
3) ETV has been educating the students by helping them in their lessons and yield
effects.
Recommendations:
According to the conducted study the researchers would like to recommend the
following.
1. To the ETV programming, ETV programs must prioritize an effort and allocation
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2. To the researchers of the study, it would be better if the researcher will delved on
more specific needs of the students and teachers according to critical criteria. It
will help the study to have more accurate and relevant results.
3. To the future researchers of the study, focusing on the different angle and sphere
of ETV will be the key for a significant study. The use of critical analysis will
yield a new research study that will help further innovations to ETV program.
Bibliography
Books
Feliciano, G. D., & Icban Jr., C. J. (1967) Philippine Mass Media in Perspective. Q.C.,
George, G. (1969) Educational Television. New York. Center for Applied Research
Internet
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Larkin, L. H. (1960). Should Entertainment be used to educate?: Towards
http://www.associatedcontent.com/article/372917/the_practicability_of_education
al_television_pg7.html?cat=2
support-benefits-educational-tv/
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