## 4 Survey Findings and Results from and Through Discussion
### Interactive Radio-Themed Lessan--RO1
#### 4.2.4 Fourth Segment: Educational Tools and Services  
Based on the statistical analysis regarding the fourth segment, it is observed that the degree of satisfaction from the parameter of the \"educational tools and services\" predominantly ranges from Options 4 to 5 (i.e., \"good\" to \"excellent\") on the five-point Likert scale (Table 15). Specifically, in five out of six experiments, the highest percentage is recorded in \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline  & & & \multicolumn{5}{c}{**Parameter Questions**} \\ \cline{3-6}  & & & **Organization** & **Interesting** & **Development** & **Educational Tools and Services** & \(\alpha\) \\ \hline \multirow{4}{*}{**Xers**} & **Males** & **N** & 4 & 4 & 4 & 4 \\  & **Mean** & 4.25 & 4.25 & **4.00** & **4.50** & \\  & **SD** & 0.500 & 0.500 & 0.000 & 0.577 & \\ \cline{2-6}  & **Females** & **N** & 4 & 4 & **4** & **4** \\  & **Mean** & **4.75** & **4.50** & **4.50** & **4.75** & \\  & **SD** & 0.500 & 0.577 & 1.000 & 0.500 & \\ \hline \multirow{4}{*}{**Millennials**} & **Males** & **N** & 4 & 4 & 4 & 4 \\  & **Mean** & **4.25** & 4.25 & **4.00** & **4.75** & \\  & **SD** & 0.500 & 0.957 & 0.816 & 0.500 & 0.615 \\ \cline{2-6}  & **Females** & **N** & 5 & 5 & 5 & 5 \\  & **Mean** & **4.80** & **4.80** & 4.40 & **4.80** & \\  & **SD** & 0.447 & 0.477 & 0.894 & 0.447 & \\ \hline \multirow{4}{*}{**Zoomers**} & **Males** & **N** & 51 & 51 & 51 & 51 \\  & **Mean** & **4.25** & 4.27 & **4.45** & 4.33 & \\ \cline{1-1}  & **SD** & 0.627 & 0.666 & 0.577 & 0.816 & \\ \cline{1-1} \cline{2-6}  & **Females** & **N** & 67 & 67 & 67 & 67 \\ \cline{1-1}  & **Mean** & 4.46 & 4.46 & **4.49** & **4.31** & \\ \cline{1-1}  & **SD** & 0.659 & 0.703 & 0.612 & 0.802 & \\ \hline \hline \end{tabular}
\end{table} 
Table 14: Statistics and frequencies from the evaluation form in relation to generational cohort and gender based on the \"audiovisual-supported lesson plan\". Option 5 (i.e., \"excellent\"), while in one experiment, it is in Option 4 (i.e., \"good\") (Table 15). This leads to the conclusion that budding journalists appear to clearly emphasize that they have a positive attitude towards the utilization of these educational tools and services used in this lesson plan, thus also contributing to the achievement of RO2 in general as well as the solvency of the lesson plan itself. Similarly, this situation also appears to align with the survey findings and results of other relevant peer-reviewed studies from research project MACE [3; 110; 112], thus providing validity and reliability to both this survey and the research project MACE itself. Furthermore, it is observed that the two experiments conducted after the COVID-19 pandemic had a higher average value, explicitly in the fifth experiment (MEAN: 4.80 and SD: 0.422) (Table 15) and the sixth experiment (MEAN: 4.72 and SD: 0.457) (Table 15). Undrniably, this is surprising, considering that, less than a year ago, these budding journalists were taking their courses online utilizing advanced technologies, which was expected to make them more judgmental about these educational tools and services, thus necessitating further investigation. On the other hand, according to the survey findings and results of the \(t\)-test's statistical analysis for independent samples through SPSS, with respect to the two unexpected survey phases and the two survey parts, there does not appear, however, to be a statistically significant difference in their average values (Table 16). Admittedly, this arose because they both had an average value above 4.00 (Tables 15 and 16), resulting in the rejection of RH1 and RH2.