Chapter IV

Results and Discussion

Logo Piskay Group Members

Figure 1 revealed the socio-demographic profile of the Logo Piskay Group in

terms of sex. The females are dominant who are members of the group which obtained

a total of 54.2% while Males were 45.8%.

Figure 1. The Development Communication Students' Socio-

demographic Profile in terms Sex

Cumulative
Frequency Percent Valid Percent Percent

Valid male 38 45.8 45.8 45.8

female 45 54.2 54.2 100.0

Total 83 100.0 100.0

Educational Attainment

Figure 2 revealed the four categories for the educational attainment, which were

elementary graduate, attended elementary, high school graduate, and attended

tertiary. For the elementary graduate, there are 44.6%, for the attended elementary,

there are 39.8%., for high school graduate, there are 8.4%, and for attended tertiary,

there are 7.2%. This indicated that most of the members of Logo Piskay Group are
elementary graduates in the Barangay Lungag, Digos City, Davao del Sur, Region XI

(Davao Region) of Mindanao.

Figure 2. The Development Communication Students' Socio-

demographic Profile in terms Educational
Attainment.

Cumulative
Frequency Percent Valid Percent Percent

Valid Elem Grad 37 44.6 44.6 44.6

attended elem 33 39.8 39.8 84.3

high school grad 7 8.4 8.4 92.8

attended tertiary 6 7.2 7.2 100.0

Total 83 100.0 100.0

Income

Figure 3 revealed the income of the members of the Logo Piskay Group in

Barangay Lungag, Digos City. It showed that the income of the members has a

frequency result of 83 in which it means mostly of their members has the stated income

of below 5000 with 100% as the highest responses coming from the members.

Figure 3. Income of the members of the Logo Piskay Group in

Barangay Lungag, Digos City

Cumulative
Frequency Percent Valid Percent Percent

Valid below 5000 83 100.0 100.0 100.0

 Marital Status

Figure 4 revealed the marital status of the members of the Logo Piskay Group in

Barangay Lungag, Digos City. It showed that most of members are married with a

percentage of 98.8 and there is only 1.2% for single members.

Figure 4. Marital Status of the members of the Logo

Piskay Group in Barangay Lungag, Digos City

Cumulative
Frequency Percent Valid Percent Percent
Valid single 1 1.2 1.2 1.2
married 82 98.8 98.8 100.0
Total 83 100.0 100.0

Occupation

Figure 5 revealed the occupation of the members of the Logo Piskay Group in Barangay

Lungag, Digos City. It showed that most of members are scavengers with a result of

100%.
Figure 5. Occupation of the members of the Logo Piskay
Group in Barangay Lungag, Digos City

Cumulative
Frequency Percent Valid Percent Percent

Valid scavenger 83 100.0 100.0 100.0

 The results were supported by Hendrawan, Nugroho, and Permana (2020) that

the Philippines was one of the countries with the highest rating for using social media

among other countries around the world. Thus, due to the high need for Internet

Connection in this 21st century, people are dominantly using ICT gadgets to comply

and attend all transactions online. This was social pattern conformity since this provides

conveniences as teachable to manage the accessibility features since the modern

society are highly dependent and treat this as primordial requirements in the modern

world. Hence, this was because ICT and modern technology were integrated into all

institutions worldwide. With this, the Tertiary education is utilizing this method to boost

the Institutions' management system to facilitate and innovate the teaching-learning,

which indeed turned as one of the Institutions’ features to invite students to enroll in.

Furthermore, this correlates to the other researches revealed that there are

numerous internet users in the Philippines as of January 2020 (in millions) there are

73.91, for the year 2019 there are 76, for the year 2018 there are 69.6, for the year

2017 there are 64.1, for the year 2016 there are 48.54. Lastly, way back year 2015,

there are only 46.37 in all. As the years go high, internet users are increasing as social

media and online access get higher in demand due to the Internet-based development

of the country (Sanchez, 2020).

This was strengthened by the data from other studies that despite the rapid

decrease in the country's internet speed. The mobile connections in the Philippines

were kept increasing. It was recorded that there were 152.4 million mobile connections

in the Philippines last January 2021. The number of mobile connections in the
Philippines decreased by 15 million (-8.9%) between January 2020 and January 2021.

It was concluded that the number of mobile connections in the Philippines in January

2021 was equivalent to 138.2% of the total population. There were 89.00 million social

media users in the Philippines in January 2021, while the number of social media users

also increased by 16 million (+22%) between 2020 and 2021 (Hendrawan, Nugroho, &

Permana, 2020). Furthermore, as Sanchez (2020) revealed, it held nearly 93 percent of

the country’s social media market share as of 2020. This indicated that Filipinos use the

internet since they rely on social media app as a primary source of news and a platform

for purchasing online and operating an online transaction instead of going outside the

home premises. This demand keeps increasing due to the public ordinance of lockdown

during post-COVID-19 pandemic.

Therefore, the results coincided with the study conclusion of Lederman (2020)

that social media is vital to the everyday life transaction of the people, especially to the

tertiary education institution under the COVID-19 pandemic period where social media

platform was utilized in abidance to the prohibition of mass gatherings. This situation

engages the stakeholders to develop a solid linkage to mobile technology through

internet access upon the continuance of new normal education system.

Students’ Primary Type of Internet Access and Internet Provider

Figure 7 revealed the four categories for Primary Type of Internet Access and

Internet Provider: Cellular, DSL, Wireless, and Dial Up.  The Cellular has the highest

rating of 78.20% as while the least was DSL  with a total of 8.27%.  

Figure 7. The Students' Technological Profile in terms of

Primary Type of Internet Access and Internet
Provider.
 Dial Up

Wireless 14.29%

DSL 8.27%

Cellular 78.20%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00%

The study revealed that the cellular was the most accessible Students' Primary

Type of Internet Access and Internet Provider of the students as correlated to Finol

(2020). This was due to its high accessibility, less costly, and easier to use. This means

the students also preferred this as persistent in pursuing the tertiary teaching-learning

education system under the new normal pandemic. This related to the study showed

that a Cellular handheld device allows users to make, receive calls, and do other related

mobile phone functions as long as cellular peripherals were integrated in the Mobile

phone system. The earliest generation of mobile phones today do a lot more such as

accommodating web browsers, games, cameras, video players, and navigational

systems. 

Mobile phones are mainly known as "cell phones" or cellular phones, today's

mobile phones are more commonly called “smartphones” due to extra features of data

services in connection to social media. The cellular phones were innovated, which gave
rise to the Smart Phones as now the fastest internet service providers in the Philippines

based on the update on June 2020, by download speed in Mbps (Lowenthal, West, and

Archambault, 2020). The overall results show that the BSDC Students also explores

different Primary Type of Internet Access and Internet Provider but dominantly uses the

Cellular to sustain the new normal education teaching-learning system in the DSSC

Institution under the COVID-19 pandemic.

 Development Communication Students’ most preferred Teaching-learning
Environment for DevCom Core Subjects

There are three factors in the study. The three factors are the Type of

Instruction, Time, and Teaching Strategy/Platform. The Type of Instruction variable has

levels factors: Offline Independent/Self-paced Learning, Synchronous Discussion, and

Uploaded Student Reporting using a presentation program (i.e., Powerpoint,

Slideshare). For Time variable has four levels: Early Morning, Late Morning, Early

Afternoon, and Late Afternoon. For the Teaching Strategy/Platform factor, it has five

levels, the DSSC Learning Management System (LMS), Google Classroom, Facebook

Messenger Application, Combination of Google Classroom + Facebook Application (i.e.,

Closed Group and Messenger), and lastly the Teleconferencing (i.e., Zoom and Google

Meet).

Table 3. The table of Teaching-Learning Environment Result

Teaching-Learning Environment Result
Variables Factors Utility Estimate Preference
Type of Offline Indepedendent/Self- -0.246 3rd
Instruction paced Learning
Uploaded Student Reporting -0.048 2nd
using a presentation program
(i.e. Powerpoint, slideshare)
Synchronous Discussion 0.294 1st
Teaching DSSC Learning Management 0.424 2nd
Strategy/ System
Platform Google Classroom -1.094 5th
Facebook Messenger 0.089 3rd
Combination of Google 0.551 1st
Classroom + Facebook
Application (i.e. Closed Group
and Messenger)
Teleconferencing Application 0.030 4th
(i.e. Zoom and Google Meet)
Time Early Morning(8:00-10:00) 0.292 4th
Late Morning(10:00-12:00) 0.585 3rd
Early Afternoon(1:00-3:00) 0.877 2nd
Late Afternoon(3:00-5:00) 1.170 1st
(Constant) 12.415

Based on the generated results, in terms of the Type of Instruction  variable,

DevCom students preferred the Synchronous Discussion factor, which obtained a utility

estimate of 0.294. The second preferred was the Uploaded Student Reporting using a

presentation program (i.e., Powerpoint, Slideshare)  with a -0.048 as the alternative

way. In Teaching Strategy/platform, the Combination of Google classroom + Facebook

Application  was the most preferred by the students with a utility estimate of 0.551. The

second preferred was the DSSC Learning Management System (LMS)  with a utility

estimate of 0.424 as an alternative way. In terms of the Time variable, the students

most preferred the Late Afternoon (3:00-5:00) to attend an on-time class session that

obtained a utility estimate of 1.170. The second highest was the   Early Afternoon (1:00-

3:00) with a 0.877 alternative. Based on the overall Teaching-Learning Environment

Result, the students’ preferred Type of Instruction was the Synchronous Discussion,

for Teaching Strategy/Platform  was the Combination of Google Classroom +Facebook

Application,  and lastly for Time was the Late Afternoon. 

The Synchronous Discussion for Type of Instruction  was the students' most

preferred factor because the BSDC course has many laboratories therefore, this is the

practical course that requires hands-on training for students’ knowledge to be utilized

as the course objectives itself intend to. Thereby as expected, the Synchronous

Discussion supports the BSDC students' needs since they wanted to learn the ground,
scope, and functions of the course via proactive interaction of learning with their

professors. As based on the results in this study presented, these were correlated to the

related study of Flannery (2020) that in terms Type of Instructions, the Synchronous

Discussion shows that it was the students’ preferred as aiming to have consistent

communication to their Instructors even until the virtual platform. This coincided to the

study of Perveen (2016); the Students wanted active participation and interactive

learning in which they are guided via way communication and not through a passive

way of linear communication in which the exchange of feedback can happen at the

actual time. This was because they cannot cope with studying individually through their

understanding without the active interaction of the topics to their class instructors since

students preferred to ask questions and clarifications that can be addressed on time as

the momentum for the class standard learning process.

However, as according to Serdyresult (2020) and Finol (2020) that the primary

struggle for both Teachers and Students in terms of efficient and proactive Synchronous

online distance learning classes was the stable internet signal and availability of the

primary source of ICT devices for Internet data connection. 

As presented in the result, the BSDC students preferred the Synchronous

Discussion for Type of Instruction. This was strengthened based on the study of the

communication analyst and author Griffin E (2011) in the book about A first look of

Communication Theory under the socio-psychological tradition aspect that that the

communication is the cause and the effect between two or more different but

interrelated actors of communication. The cause appeals to the emotional and

behavioral aspects of human which invoked them to respond by means of action for

social interrelationship to co-actors of communication. Therefore, the cause will draw

people to communicate by means of communication in return as a product of a cause.

This resulted to a continuous process as imbued by interest and roles as the main

binding cause.

In relation to the study, this relates to the relationship between Instructors and

Students as interrelated actors with connected roles in the society under the education

teaching-learning field. Thus, the cause that drives them to communicate was their role

as Teachers and Learners. Thus, the productive enactment of functions is the result of

the cause that made them bind connectedly. Hence, both actors build a recognized

interdependent connection upon each functions were enacted, the result was a

constant communication as the method to develop along the enactment of functions as

Teacher and Learner (Kuruvilla, 2020).

When it comes to Synchronous Discussion that happen at a given time where

Teacher and Students interact alternately, a healthy exchange of communication

through feedback can happened through the online platform. it depends upon the

feature of what kind of Internet interaction being applied for communication for

effective teaching-learning system. The feedback is a must in teaching-learning

system which can be done using Synchronous Discussion through Interactive

communication model between Students that must still be effective under new normal

of online distance learning.

 In terms of results relating to the Teaching Strategy/platform, as based on the

study of Preckel, Lipaevich and Boehme (2016), the online distance learning platform

such as moodle (https://moodle.com) garnered 142,106,528 Total users. The

Philippines Higher Education Institution (HEIs) that utilized the platform were the

Universidad de Manila, All Ateneo Schools, University of the Philippines, and Bicol

University. Furthermore, the last but not the least was the Google Classroom which has

a total user of 120,000,000 and the Philippines Higher Education Institution (HEIs) that

used this platform were the Don Mariano Marcos Memorial State University, Western

Mindanao State University, and Philippines Woman's University. This denotes that the

Google Classroom was the second most preferred online platform for the tertiary

college students in terms of teaching-learning strategy under the new normal during

the post-pandemic period.

Thus, this was strengthened because the Google Classroom allows the students

and teachers to have consistent communication about the assignments in which

teachers can track the student's progress (Jakkaew & Hemrungrote, 2017). Flanney

(2020) added that the Google Classroom was used to facilitate the interaction of an

Institution actor via the virtual world. In Google Classroom, teachers freely hand out a

scientific and independent assessment for students in which they can provide materials

on the subject being taught; they can post some teaching materials, assign tasks for

students, and upload the students’ grades so that they can immediately see the scores

obtained in the course subject.

 As added by Liu, & Chuang (2016) the Google Classroom also minimizes the costs

incurred due to more affordable stationery and other materials and can minimize time-

released energy. In short, the time and energy spent by Google Classroom users will be

lesser than usual. As supported by Wijaya (2016), this can be one solution to complete

the teaching-learning process while the school prohibits face-to-face. The Google

Classroom provides students to be independent, engaged, and motivated, because

mostly, young learners tend to use technology in their daily life. It also succeeds the

teaching-learning process in the digital era. In the Industrial Revolution, the teachers

are required to have the expertise and ability to adapt to new technologies and global

challenges.   

In terms of Time, the study results showed that the  Late Afternoon was the most

preferred for online distance learning. This was supported by the study result of

Preckel, Lipaevich, and Boehme (2016) that the reason for delayed school start was due

to consideration of the factor in the reduction of sleep time below an individual’s usual

baseline or the amount of sleep needed regularly to maintain optimal performance.

Adolescents who are sleep restricted in morning class perform poorly academically and

have increased absenteeism and tardiness, a decreased ability to learn, and retain

learnings both for tangible and intangible sources. They have a passive participation in

class and perform decision-making tasks 

Table 4. The Most Important Factor According to DevCom
Students
Importance Average Score Value
Teaching Strategy/platform 53.712
Time 28.660
Type of Instruction 17.628
Averaged Importance Score

Among the three Teaching-Learning Variables, the Importances' Average Score

Value showed that the Students gave most importance on the variable Teaching

Strategy/Platform that ranked as first valued factor with a highest value of (53.712),

followed by variable Time with a value of (28.660) as the second valued factor and the

least valued variable was the Type of Instruction with a value of (17.628).

Table 5. The table of Correlations for observe and predicted

preferences
Predicted
Preference r Strength of Relationship p-value REMARKS

Observe .737 High .000 Significant

Preference Correlation

The table shows the correlation between observed and estimated preferences.
As indicated the observed preferences is highly correlated to the expected preferences
with a correlation coefficient of r=0.737. More so the p-value of 0.000 which is less
than 0.05 level of significance implies the rejection of the null hypothesis and conclude
that there is a significant high relationship between the observed preferences and
expected preferences.