Utilization of Audio Recording Lesson to MDL students in ABM strand of

Binan Integrated National High School: An Innovative Instructional Strategy

JEANNILYN A. SOTTO
Binan Integrated National High School - Master Teacher I

The purpose of this study was to design an instructional technique for

teaching specialized subjects to ABM students using audio-recorded lessons. The
119 MDL students in the ABM Strand at Binan Integrated National High School
served as the study's respondents. The respondents' pre-test, formative, and
summative tests in the specialized subject Fundamentals of Accountancy, Business,
and Management 2 were used by the researchers to conduct an experimental
research design. The results showed that students performed noticeably poorly on
their pre-test without the help of the audio recorded lesson. In accordance with the
findings of their formative evaluation, 50% of the respondents had improved their
comprehension of the lesson and scored higher than they did on the pre-test. After
listening to the audio lesson recording, the students' performance has improved.
There is a highly significant difference between the pre-test and formative
assessment scores, according to a comparative analysis. This shows that after being
exposed to the intervention, the students outperformed themselves on the formative
assessment relative to the pre-test. Comparative study between the pre-test and
summative test produced the same outcome. This shows that following exposure to
the intervention, the students outperformed themselves on the summative evaluation
relative to the pre-test. This intervention program will be used in all courses to help
underachievers and kids with special needs. This holds true not only in epidemic
situations but also when our city was proclaimed to be in a state of calamity and
students were forced to attend classes virtually rather than in person or opted used
modules.

Keywords: Audio Recording lesson, Innovative, Instructional Strategy

INTRODUCTION students. Indeed, there are
educational videos provided but
The pandemic changes the lives of
limited to core and applied subjects.
people in extreme manner, but people
Specialized subjects are subjects that
have no choice but to adjust in the
are unique to the career track or
circumstances that is existing. One of
learning strand that the students
the changes is the classroom setup
chose and there is a need to provide
which has been drastically changed.
the best way possible to deliver the
The Department of Education
lesson. The proponents also consider
addressed this challenge and
the situation of every modular student
continuously provided quality
in this study. There are students who
educations amidst the situation
can’t afford to have gadgets and/or
through its Basic Education Learning
have one but no or limited internet
Continuity Plan (BE-LCP) under
connection.
DepEd Order No.012, s. 2020. This
plan aims to ensure the health and Teachers, on the other hand, are
safety of teachers and the well-being of exerting more effort in engaging
the students. In line with this, there students to learn best. While students
are four learning modalities that in the Blended Distance Learning are
school may adopt depending on the learning amidst the situation, modular
local situation of the Covid-19. The distance learning were left behind and
second one is distance learning that majority of them got low scores in
has three types namely – Modular quizzes. Modules itself is truly not
Distance Learning (MDL), Online enough specially in specialized
Distance Learning (ODL), and subjects. Video lessons are also a big
Television/Radio-Based Instruction. help, but the problem is the capacity of
This modality is more suited to those storage of their gadgets, and it will
students who can work independently consume more data.
or with little supervision. The third one
This action research aimed to
is the Blended Learning. This modality
develop an instructional strategy thru
refers to the combination face-to-face
utilizing audio recording lesson to the
with/or modular distance learning,
Accountancy Business and
television/ Radio-based instruction.
Management strand in their
Blended learning will enable the
specialized subjects.
schools to limit face-to-face learning,
ensure social distancing, and decrease The proposed study was based on
the volume of people outside the home the conceptual framework shown in
at any given time. The last one is Figure 1.
homeschooling where students will
study in a home-based environment
with a help of parents or tutor.
Despite the different modalities
being proposed, students in the
modular distance modality have a lot
of things to cope with specially in the
specialized subjects in Senior High
School. Students in the Online This study focused on the
Distance learning and Blended utilization of audio recording lesson to
Distance learning have the advantage MDL students in their specialized
in learning better compared to MDL subjects of Binan Integrated National
High School. This study will not coming from sections Marshall, Marx,
include BDL students as they have the and Schumpeter.
advantage in the learning process.
The selection of the sample for the
The study utilized audio recording study made use of purposive sampling.
applications such as voice recorder According to Arikunto (2010:183),
app, messenger’s voice record feature. purposive sampling is the process of
The recorded voice lesson is selecting sample by taking subject that
accompanied by PowerPoint is not based on the level or area, but it
presentation slides respectively. is taken based on the specific purpose.
Students may look for PowerPoint The inclusion criteria for the
slides while listening to the audio participants of the study will be based
recorded lesson. This would greatly on the mentioned characteristics.
help students to grasp every
The main instrument of the study
information to cope with the
was the teacher-made assessments. It
assessment or task. This method
is composed of a pre-test, a formative,
utilized small amount of data unlike
and a summative assessment. Prior to
watching videos or attending an online
implementation of the instrument, it
class. Students would need to top up
was validated by experts in the field.
load in a one-time basis and click those
audio recording lesson while studying. The proponents provided a pre-test to
The findings of the study will greatly the Grade 12 ABM Modular students
help both teachers and students in (Set A) and the result of the pre-test
attaining an effective learning process. served as the basis in selecting the
Teachers would still have ways in participants that were exposed to the
reaching those modular students while intervention of audio recording lesson
at home afar. Students would have a
The proponents prepared all the
reference in answering modules and
learning materials needed such as
most likely to have a teacher by their
lesson exemplar, weekly home learning
side.
plan and PowerPoint presentation
METHODOLOGY slides. Employing the Voice Recorder
application, the proponents created an
The participants of this study audio recording lesson and delivered it
were the grade 12 ABM Students from thru messenger application.
the Modular Distance Learning of Formative assessment and summative
Binan Integrated National High School, assessment were the basis for
academic year 2021-2022. The determining the proficiency level of the
population for this study were from selected students.
Grade 12 ABM students enrolled in the
MDL modality from sections Marshall, Furthermore, the result of the
Marx, and Schumpeter. There were intervention process served as the
119 students from the 3 sections. basis for the action plan.

The characteristics of the RESULTS

participants of the study was based on
Based on the findings of the
the following criteria: (1) must be study, using the audio recording as an
officially enrolled for the school year innovative instructional intervention is
2021-2022; (2) enrolled in the ABM shown to be effective in significantly
strand and MDL modality; (3) improving the proficiency of the
academically challenged students students, both in the formative and
summative assessments.
Audio recording lesson is of the administered 25-item formative
effective interventions that teachers assessment. Majority of the MDL
can used to aide the problem respondents got the scores ranging
encountered by learners in from 11 to 15 with 48 or 40% of the
understanding specialized subjects. population. Followed by the scores
This intervention study can be used from 16 to 20 with 37 or 31% of the
population. 19 or 16% of the
not only in specialized subject in ABM
population got the scores ranging from
but to all subjects.
21 to 25. 15 or 13% of the students got
The table 1 shows the scores of the scores ranging from 6 to 10. Lastly,
the respondents based on the none of the respondents got the scores
administered 25-item pre-test. ranging from 1 to 5. Based on the
Majority of the MDL respondents got result, 50% of the respondents have
the scores ranging from 6 to 10 with 74 increased their understanding of the
or 62% of the population. Followed by lesson and obtained a higher score
the scores from 11 to 15 with 37 or compared to their pre-test results.
31% of the population. At most, 8 or
7% of the population got the scores Table 3
ranging from 1-5. Lastly, none of the Frequency and Percentage Distribution
respondents got the scores ranging of the Respondents’ Scores in the
from 16-25. Based on the results, most Formative Assessment
of the students in the modular Score by range Frequency Percentage

modality are having difficulty 21-25

16-20
19
37
16%
31%

understanding concepts and ideas in

11-15 48 40%
6-10 15 13%
1-5 0 0
specialized subject. Total 119 100%

Table 1 Table 4 shows the summary

Frequency and Percentage Distribution statistics of the formative scores.
of the Respondents’ Scores in the Pre- Based on the result, the data obtained
Test has a mean score of 15.24 and a
Score by range Frequency Percentage
median and mode score of 15 and 13
21-25
16-20
0
0
0
0 respectively. It means that majority of
11-15
6-10
37
74
31%
62% the respondents got a score of below
1-5
Total
8
119
7%
100% and above 13 and 15. According to the
central tendency presented on the
Table 2 shows the descriptive statistics table, it was revealed that students’
of the pre-test scores. Based on the scores improved when the audio
result, the data obtained has a mean recording lesson has been utilized.
score of 9.19 and a median and mode Table 4
score of 9. It means that majority of the Descriptive Statistics of the Pre-Test
respondents got a score of 9 out of 25. Scores (N=119)
According to the central tendency
Descriptive Statistics
presented on the table, it was revealed Mean 9.1931
that students are not performing well Standard Error 0.2019
and needs further attention to obtain a Median 9.00
better result.
Table 2
Mode 9.00
Descriptive Statistics of Formative Assessment Scores (N=119) Standard Deviation 2.203
Descriptive Statistics Sample Variance 4.8523
Mean 15.2437
Standard Error 0.4013
Median 15.00 Table 5 shows the Mean
Mode 13.00
Standard Deviation 4.3782 Percentage Score (MPS) result of the
Sample Variance 19.1689
119 MDL students on their 2nd
quarterly Test in Fundamentals of
The table 3 shows the scores of Accountancy, Business and
the respondents based on the Management 2. Based on the result, it
has a mean score of 25.93 with the students performed better in the
MPS of 65%. This shows that there is summative assessment compared to
an improvement in the students’ the pre-test after being exposed to the
performance after being exposed to the intervention.
audio recorded lesson.
Table 7
Table 5 Comparison of Pre-test and Summative
Frequency and Percentage Distribution Assessment Scores
of the Respondents’ Scores in a 40-
item Summative Assessment Mean T p Interpretation
Score by range Proficiency Frequency Percentage
Pre-Test 68.39
Score -27.95 <0.010 Significant
36-40 95-100 16 13% Summative 88.75
31-35 89-94 45 38%
26-30 83-88 52 44%
21-25 76-82 6 5%
16-20 0 0
DISCUSSION
70-75
11-15 64-69 0 0
0-10 50-63 0 0
Total 119 100%
The study was focused on the
Comparison of Pre-test and utilization of audio recording lesson to
Formative Assessment MDL students in ABM strand of Binan
Integrated National High School: An
Table 6 presents the Innovative Instructional Strategy. The
comparison of pre-test and formative purposive sampling was employed to
assessment of the students. Based on 119 MDL students of ABM Strand.
the results presented in Table 6, the
students got a higher mean The students performed
transmuted score of 92.69 in the significantly low in their pre-test result
formative assessment compared to without the aide of the audio recorded
their pre-test that has a mean lesson. Based on the result of their
transmuted score of 68.39. Result of formative assessment, 50% of the
the paired t-test yielded a highly respondents have increased their
significant difference between the pre- understanding of the lesson and
test and formative assessment scores. obtained a higher score compared to
This indicates that the students their pre-test results. Based on their
performed better in the formative summative test result, there is an
assessment compared to the pre-test improvement in the students’
after being exposed to the intervention. performance after being exposed to the
Table 6 audio recorded lesson.
Comparison of Pre-test and Formative Assessment Scores
Mean t P Interpretation
Pre-Test 68.39
A comparative analysis shows
-31.12 <0.010 Significant
Formative 92.69 that there is a highly significant
Table 7 presents the difference between the pre-test and
comparison of pre-test and summative formative assessment scores. This
assessment of the students. Based on indicates that the students performed
the results presented in Table 7, the better in the formative assessment
students got a higher mean compared to the pre-test after being
transmuted score of 88.75 in the exposed to the intervention. Same
summative assessment compared to result was provided in a comparative
their pre-test that has a mean analysis between the pre-test and
transmuted score of 68.39. Result of summative test. This indicates that the
the paired t-test yielded a highly students performed better in the
significant difference between the pre- summative assessment compared to
test and summative assessment the pre-test after being exposed to the
scores. This indicates that the intervention.
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