THE USE OF AUDIO-VISUAL AND TEACHER-LED INSTRUCTION IN ESM, ITS EFFECT ON STUDENT'S LEARNING

Education in the Philippines is highly valued as a vital driver of national development, significantly contributing to the socio-cultural, economic, and intellectual growth of individuals. A key aspect of effective instruction lies in the availability and use of instructional materials (IMs), especially audio-visual aids, which support student engagement and understanding. This study investigates the effects of IMs on student learning in English, Science, and Mathematics at the Grade 6 level in San Vicente Elementary School, Quirino District. Utilizing a descriptive research design, data were collected from 19 pupils and teachers during School Year 2019–2020 through questionnaires and statistical analysis, including weighted mean, frequency distribution, and Pearson correlation. Findings reveal that while instructional materials are sometimes available, they are often utilized by the teachers when accessible. Surprisingly, students demonstrated higher performance without IMs (mean = 18.49) than with their use (mean = 14.65), though significant differences in performance were noted across specific quarters in all three subjects. A notable finding is that IM availability significantly influenced learning only in Science, while utilization showed no significant effect in any subject. Key constraints faced include lack of adequate materials, insufficient references, and time limitations. The study concludes that while IMs support learning, they do not replace effective teacher instruction and must be appropriately selected based on content. It recommends the provision of sufficient quality IMs, the strategic use of AV materials, and teacher training to enhance instructional delivery and student performance.