Modalities in teaching oral communication

This study investigated the level of usage of various teaching modalities in Oral Communication across the North and South Districts of Daraga, Albay. It specifically examined the modalities employed—Printed Modular Distance Learning, Digitized Modular Distance Learning, Online Distance Learning, and TV-Radio Based Instruction—and assessed their usage levels. The research also explored whether significant differences existed between districts in modality usage, identified challenges encountered by teachers, and proposed technology-based instructional materials to address these challenges. A descriptive research design was employed, with data gathered from 32 Senior High School Oral Communication teachers. Frequency counts, weighted means, and a five-point Likert scale were used to quantify modality usage, while the F-test was applied to test the hypothesis of no significant difference between districts. Findings revealed varying levels of modality usage, with Printed Modular Distance Learning being the most utilized, followed by Online and Digitized Modular modalities. TV-Radio Based Instruction showed the least usage. The F-test indicated no statistically significant difference in modality usage between the North and South Districts. Key challenges included limited internet access, lack of digital devices, and low student engagement in remote platforms. Based on these findings, the study proposed the development of interactive, technology-based instructional materials such as mobile-accessible modules, video-based lessons, and offline digital resources to enhance Oral Communication instruction. These recommendations aim to improve pedagogical effectiveness and address contextual limitations in distance learning environments.