Podcasts as supplementary tools in enhancing teaching-learning in the 21st century literature from the Philippines and the world

This research aimed to determine the mastery level of learners in 21st Century Literature from the Philippines and the World before and after the implementation of podcasts. The study titled "Podcasts as Supplementary Tools in Enhancing Teaching-Learning in 21st Century Literature from the Philippines and the World" is considered a quasi-experimental research design. This design utilizes methods and procedures to collect data in a study structured similarly to an experiment. Specifically, the study employed the one-group pretest-posttest design.
This study employed a probability sampling technique. The respondents of the study were Grade 11 students in the academic track of Science, Technology, Engineering, and Mathematics (STEM). They encountered 21st Century Literature from the Philippines and the World as a subject matter available in the university, which is the only literature-related subject that STEM students are taking.
The researchers used a pretest and posttest to collect the quantitative data needed for the study. After collecting data from the respondents, the researchers analyzed the quantitative data using statistical methods.
The study revealed that the majority of students studying 21st Century Literature from the Philippines and the World improved their mastery level after using podcasts as supplementary tools in addition to the reading materials provided by their adviser. The students showed engagement and mastery in answering the tests based on the results presented, as there was an increased or significant difference between the pretest and posttest results. It was further found that the podcasts are effective. However, as cited in the scope and limitations of the study, it only investigates the development and evaluation of podcasts as an educational tool, as well as their potential to supplement traditional classroom teaching. Podcasts were not meant to replace lectures but to complement them.
Furthermore, the null hypothesis was rejected. Therefore, a significant difference exists between the mastery level of students before and after the implementation of podcasts as supplementary tools. Lastly, this implies that for any instructional materials or teaching approaches to be implemented inside the classroom, their relevance and meaningful connections should be considered to engage the students more and thus promote lifelong learning.