THE EFFECTS OF PLUG AND PLAY RADIO-BASED INSTRUCTION ON THE PERFORMANCE OF GRADE V LEARNERS IN MATHEMATICS

This study examined the effects of plug and play radio-based instruction on the performance of Grade V learners in mathematics at G.E. Antonino Memorial Elementary School. The research employed explanatory sequential mixed-methods research design, with a quantitative phase involving pre-test and posttest assessments and a qualitative phase involving interviews with selected six participants. The study included 30 participants, divided equally between the control and experimental groups. Results showed that both groups initially performed poorly on the pre-test but improved to a fair level on the posttest. However, t-test results indicated no significant difference in the performance of learners in mathematics in face-to-face and in instruction supplemented with plug and play RBI. The results showed that the adoption of plug and play radio-based instruction has a minimal impact on the performance of learners in mathematics. Furthermore, the qualitative findings revealed that learners preferred face-to-face instruction over plug and play RBI due to some undermining factors such as the capacity of learners to learn on their own and the style of teachers in delivering audio-recorded lessons. It is recommended that the department may invest in technology resources, conduct further research for refinement, encourage replication and expansion of studies, and collaborate with developers to enhance the quality of educational technology.