The Instructional Media for Different Levels in the Philippine Educational System
Gisela V. Rolluqui
Technological University of the Philippines
Manila, Philippines
gvrolluqui2003@yahoo.com
Abstract: In the Philippines, the K+12 system is newly introduced and the readiness for its
implementation undoubtedly made the teaching community confused and confounded. Thus,
extra efforts are being done to upgrade and update all instructional materials. Even if the
Department of Education are preparing the faculty members through trainings, seminars andproviding them with syllabus accompanying the new curriculum, still the confidence for the
coming teaching assignments for the additional two years in the system is very low. The faculty
members are now strategizing teaching methodology for the subjects they have to handle throughupgrading not only their knowledge but also the teaching materials they are to use in theirclassroom. With the changing environment, the learning style of students also advances. Children
are now exposed to various modern gadgets, thus, they learn more advanced knowledge about
their environment. These modern medium must be an advantage to the teaching profession.
Teachers must know how and what the children learn through these medium and create somelearning materials that will augment this knowledge in schools. This study is a partial analysis of
the learning style of students in different levels of the educational system and the knowledge theyacquire through different modern medium and test the gap between this and the knowledge theymust learn in school. Also, this study will come up with what medium can be used as instructional
medium that will aid the faculty members in their teaching courses or subjects in school.

Keywords: K+12 system, gadgets, instructional material, medium

Introduction
Educational institutions in the country are implementing ideas to answer the demands of times in partaking criticaland perceptive ideas for students to motivate and effectively learn their studies. Teachers use an educational learningwhich is not only theoretical but also practical. This is accomplished by providing multimedia-aided instruction andmaterials suited to the different types of learners. As stated by Dela Pena, S. (2012), with media education, teachersand students both achieve critical, analytical and creative skills that enable them to think independently and to
become well-informed and active citizens of this nation. In our world of multi-tasking, commercialism, globalizationand interactivity, media education means having the right answer and asking the right question which results in anempowerment of a learner and a citizen. Because media educations are complex and often contradictory or
controversial, the educator’s role is not just to impart knowledge but also to facilitate the process of inquiry anddialogue. This role given to a teacher as facilitator and co-learner in a student-centered learning process is not only amodel for education but also a new pedagogy for them.
According to the research reports of Mayer and McCarthy and Walton, multimedia has gained acceptance withmany benefits derived from its use. Learning gains are 56% greater, consistency of learning is 50-60% better andcontent retention is 25-50% higher. Instructional multimedia focuses on what the learner is expected to do upon thecompletion of the instruction. Computer technology can assist the instructional environment in one of three basic
categories: electronic communication, presentation support, or student materials.
Background of the StudyAt the dawn of the implementation of the K to 12 educational system in the Philippines in the school year 20122013, different reactions were stirred from all sectors of the society. However, its implementation is inevitable dueto the reasons stated by the government as posted by Solis, R. (2012) the students will be able to get sufficient
instructional time to do subject-related tasks which makes them more prepared and well-trained on the subject area;
graduates of this program will be more prepared to enter the labor force, thus adding up to the nation’s manpower
and finally, graduates will be automatically recognized as professionals abroad because this follows the international
education standard.

Figure 1 Implications of the K12 Implementation

As shown in Figure 1, the implementation of the system will highly affect the secondary school curriculum with theaddition of two years giving emphasis on vocational and/or technical skills for employability. At the same rate,
except for the redesigning of the curriculum in the tertiary level focusing on employable competencies and life skills,
there is a lag of enrolment from the school year 2016 to 2018. To augment this situation especially in the tertiarylevel, the Department of Education and the Commission on Higher Education devised a cushioning plan as shown in
Figure 2.

Figure 2. Cushioning the Impact of K12 System on Colleges and Universities

The Figure shows a proactive strategy that private colleges and universities will have to give the last three batches ofgraduates from the old education cycle options to take a pre-baccalaureate, international baccalaureate, or associatedegrees for two years before they take the four-year degree course. In this attempt, general education teachers will
have to design academic programs and reengineer their existing programs for the change.
Problem Statement
The people that feel the impact of this program implementation are in the education sector, the administrators andthe teachers in all levels. The government assured of its support to the implementation of the program as announced
by the Secretary of the Department of Education, Armin Luistro, “The Department of Education has alreadyallocated funds from the fiscal year 2012 Textbook Funds and subsequent years until fiscal year 2015 for theprovision of the centrally procured learning activity packages or LAPS, modules and other instructional materials to
support the initial implementation of the K to 12 curriculum”. Also, the House of Representatives enacted a billentitled, An Act to Provide for Elementary, Secondary and Tertiary School Library Media Resources, Technology
Enrichment, Training and Development. This act aimed to prepare the nation’s youth for the challenges of the
future, as well as to keep the nation competitive in a global economy, every elementary, secondary and tertiary
schools in the Philippines should be equipped with the best and most up-to-date library resources, certified library
media specialists, access to advanced technology and instruction on the use of library and information resources.
Though the government and other sectors of the government have strong assurance of support, such as classrooms
and media resources, technology enrichment and training, and additional teachers, still there is a need for educators
to prepare for content delivery and teaching strategy. To effectively transmit important knowledge to the students,
educators must devise media education since it encourage students to examine, believe, see, hear and read ways
which they can analyze, codify medium which are specifically situated for them. Teachers also employ media
education to hone students’ abilities which can provide primary and secondary sources of understanding a lesson.
On the other hand, teachers also considered this type of education as a prime opportunity to heighten student
awareness. This introduces a media-related goals and a technology competent classroom to capture and focus
student attention and to make connections and to further engage student in a core curricular content.
It is well understood that the use of multimedia can facilitate learning or increase understanding of a material.
Communicating to facilitate learning can be a challenging process which often requires creative efforts to achieve avariety of implicit instructional goals, among of which are, attracting attention, developing interest, adjusting thelearning climate and promoting acceptance of an idea. The major challenge in designing instruction throughmultimedia is the choice of media and their application for optimizing human learning with reference to the
instructional objectives. Thus it is important to keep in mind the components that constitute the instructional designfor multimedia learning system as shown in Figure 3.

Figure 3. Components of the Instructional Design for Multimedia Learning System

As shown in the Figure, the instructional design for multimedia learning system must consists of the objectives,content, media options, and evaluation options. With the objectives and the content, there is little apprehension sincethese were undertaken in the level of the Department of Education. After much consultation with experts, thecontents were properly put in its proper places. There are a variety of media to choose from, text, audio, video,
graphics, animation, etc. It is important to match the learning objectives and decide the media to synchronize thedesign and learning from it. Also shown in the Figure is the Institutional Constraints such as, equipment availability,classroom connectivity, and software and material availability that were predicted to affect the K12 implementation.
Research Questions
The K12 system is now being implemented in the country, highly affected with the new set of curriculum is thesecondary level. The schools were mandated to follow the curriculum strictly and to produce their own instructional
materials according to the learning objectives as given by each subject. Thus, this research sought to answer thefollowing questions:
1.
2.
3.

What are the effective instructional media in each level of the K12 educational system?
What are the requisites in the design of an effective media education?
What is the level of readiness of the faculty members of selected schools in the preparation of the
instructional media in terms of:a. Technical know-how
b. Experiencec. Content knowledge

Research Methodology
Research Design
The study is made use of qualitative method wherein faculty members of public and private schools, colleges anduniversities are the target subjects of the research. The heterogeneous random samples of 150 members were divided
into three (3) groups, the primary group, the secondary group and the tertiary group. The primary group consists ofteachers in the primary, Kindergarten to Grade 6, the secondary group are teachers assigned in the secondary, while
tertiary group consists of faculty members assigned in different courses. First was to establish the instructional
media that must be employed in the different level of education and the requisites in designing an effective
instructional media for each member’s use in their class.
Evaluation Procedures
The sample population consisted of 150 teachers teaching in private and public schools in different levels. However,teachers in the public secondary and tertiary level are majority since the public schools have more pupil and student

population. The problem in the system’s implementation will be focused in the public schools rather than the private
schools. Table 1 shows the distribution of the sample population and their groups.
Table 1. Distribution of Sample Population

GroupsPrimary
Secondary
Tertiary
Total

Public20
40
30
90

Private
10
30
20
60

After identifying the subjects that the teachers are assigned to, their choice of instructional media and how they use
them in the course delivery were gathered through questionnaires and interview. Since the K12 is in its second yearof implementation, the level of readiness was also determined in terms of the preparation of instructional materials.
They were also encouraged to suggest measures for the smooth implementation of the system.

Results and Discussions
Since the choice of instructional media is dependent on the learning objectives of the subject each teacher isassigned, thus, it is a major component, the group was further grouped according to the subjects they teach except
for the primary early childhood. Teachers in the early childhood, kindergarten until grade 3 are assigned in all thesubjects of a class, but in grade 4 until grade 6, teachers handle subjects according to their specialization. Also, thetertiary faculty members were grouped according to the courses of specialization they are handling. Table 2 shows
the sample groups according to the subjects handled by the teachers.
Table 2. Distribution of Teachers According to the Assigned Subjects in Schools

General Education
Sciences
Mathematics
Engineering/Technology
Management

Primary
Early
Grade 4 toChildhood
Grade 65
5
10
10

Secondary

Tertiary

15
15
15
15
10

10
10
10
10
10

Table 3 shows the instructional media that the sample population is using and their choice ranges from conventional
to multimedia. It is worth noting that these data are of the present system and the early implementation of the K12
system, that is, Primary early childhood (Kindergarten to Grade 3), Primary intermediate (Grade 4 to Grade 6),
Secondary New System (Grade 7 and Grade 8), Secondary Old System (Third year and Fourth Year) and Tertiary
Old system. The country’s educational system is now in the transition period where the new system meets the oldsystem.
Table 3. Instructional Media Used by the Sample Teachers in Different Levels in Philippine Education

PrimaryChildhood)(EarlyPrimary (Intermediate)

Secondary (New)General
Education
Graphics,
Animation,
Video, Audio
Graphics,
Textual,Video, Audio
Textual,Video,

Sciences

Mathematics /Arithmetic

Engineering /Technology

Simulation,
Video,
Graphics

Simulation,
Application
SoftwareSimulation,
Video, Audio,

Application
SoftwareSimulation,
Video,
Application
SoftwareSimulation,
Application

Management

Simulation,
Application

Graphics,
Audio
Secondary (Old)

Textual,Video,
Graphics,
Audio

Tertiary

Textual,Video,
Graphics,
Audio

Application
Interactive
SoftwareTextual,Video,
Graphics,
Audio,
Application
SoftwareTextual,Video,
Graphics,
Audio,
Application
Software

Interactive
SoftwareSimulation,
Application
Interactive
SoftwareSimulation,
application
SoftwareSimulation,
Video,
Graphics,
Interactive
Application
SoftwareSimulation,
Application
Software

SoftwareSimulation,
Interactive
Application
SoftwareFrom the data gathered through questionnaires to the sample group, all use the computer technology in the design
and/or delivery of their subject matter. They use multimedia in their presentation of the learning materials. Some use
the Internet as sources of instructional materials and encourage students to use the network as learning sources andsome uses the network to communicate with their students for consultation. There are also groups created in theInternet students so that the students can consult with other students regarding the subjects they are taking up. These
media are found to be most effective in the delivery of the subject matter that the individual teachers are assigned.
As noted in the use of the media, teachers in all subjects in the secondary both in the old and new system use thesame instructional media. This means that the systems transition does not affect heavily the use of instructional
media.
The table also shows that as the students mature, the instructional media used are more on the simulation andapplication software. The reason for this is that the Commission on Higher Education (CHED) is emphatic on theuse of the Outcome Based Teaching and Learning (OBTL) system in the tertiary level of education. In this system,
the students are expected to have an output that is an embodiment of the application of what they learned in thecollege or university. It is, thus, important that the students can apply what they learn in all the courses they take inschool.
The groups were also asked to note what are they need to produce effective instructional materials for the assigned
subjects to them. As the DepEd (Department of Education) is committed on the distribution of the curriculum for theK12 implementation, it is now the responsibility of the teaching staff to strategize the knowledge dissemination to
the students they handle. It is now in the teachers’ shoulders the burden of the design of instructional materials andthe media they are to use for each subject they are teaching. Table 4 shows what the teachers need to develop
effective instructional materials for their subjects.
Table 4. Perceived Materials in the Development of Instructional Materials

Rank
1
2
3
4
5

Network Availability (Internet and LAN)One to one computers
Development Software
Multimedia Equipment
Training

Most of the respondents are using multimedia as instructional media for their particular subjects especially thoseteaching in the higher levels, secondary and tertiary. However, some teachers responded that they need training intechnology in the use of the multimedia in creating instructional materials and using these in their classrooms. In thesurvey of the readiness of the teachers on the use of multimedia instructional materials the result is as shown in
Table 5.

Table 5. Level of Readiness in the Use of Modern Instructional Media

Technical Know-how
Experience
Content

Primary
60%
50%
60%

Secondary
75%
70%
60%

Tertiary
80%
60%
80%

It was noted in the result that most of the primary teachers especially in the early childhood are not technicallyminded though they have much knowledge in the content of the lessons. Although these data manifest a strong
technical know-how and minimal degree in experience since there are many new teachers in the primary level in
preparation for the kindergarten and a change in the teaching direction. Meanwhile in the secondary level, teachers
are being trained since this is the level most affected by the K12 system implementation with the additional two
years. Thus, the teachers must be updated in the use of technology in teaching of rich content of the curriculum.
Experienced teachers are favored in this level since most of the subjects are more technical or more advanced andthe graduates must be employable. The teachers in the tertiary level must prepare for a higher, global content of thecurriculum since aside from OBTL, the graduates must be competitive in the world job market.

Conclusions and Recommendations
Based on the data gathered from the respondents the following can be drawn:
1. The perceived effective instructional media in different educational levels, regardless of the subjects
assigned to them, is multimedia. The teachers can better employ different types of instructional media
through the computer technology
2. It is most important that the teachers have access to modern technological equipment, software andtechnical training to produce and use effective, updated instructional materials
3. The level of readiness of the teachers in the preparation of the instructional media is high in terms oftechnical know-how, experience and content knowledge.
For an effective delivery of the content of the K12 system curriculum, it is recommended that
1. Multimedia be used in all levels of the educational system;
2. Teachers be encouraged through training in the use of different instructional media especially in thebasic education;
3. Facilities be improved especially in the public schools and schools outside the metropolis.

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