Radio-Based Instruction as a Support Modality: Its Effect on Pupils’ Academic Performance During Distance Learning

Due to the threat of COVID-19, the Education Department created ways to ensure that learning continues. One is modular distance learning, but children found difficulty accomplishing tasks on the self-learning modules. Thus, radio-based instruction was implemented as a support modality. This quantitative study focused on assessing the relationship between the radio-based instruction implementation as a support modality to modular distance learning and the academic performance of the pupils. This study employed a descriptive-correlational research design and involved 179 pupils from all grade levels of Bonobono Elementary School. They were selected using a stratified sampling technique. In collecting the required data, researchers-made questionnaires were personally administered. Descriptive and inferential statistics were utilized in interpreting and analyzing the data. The learners' academic performance before implementing the radio-based instruction was significantly different from the academic performance after implementing RBI. Results further show that the level of effectiveness of implementing radio-based instruction as a support modality is effective as perceived by the learners. The learners' perceptions of the effectiveness of the radio-based instruction implementation are significantly affected by the learners' number of siblings. However, the learners' academic performance is not significantly affected by the learners' perceptions of the effectiveness of radio-based instruction as a support modality