La Salle University Radio Station: Basis for Program Development

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    Chapter 1

    THE PROBLEM

    Introduction

    In todays world of high-end gadgets and technology, the learning

    process has been enhanced in many ways. Technology has aided the

    conventional teaching-learning process and made it even more effective to

    students. Studies have proven the influence of the tri-media in the way

    people learn today. All these media are very powerful in developing and

    molding the way people think and feel.

    ! broadcasting is a broadcast technology that uses fre"uency

    modulation #!$ to provide high-fidelity sound over broadcast radio.

    Throughout the world, the normal broadcast band for ! ranges from %&.'

    to ()%.) !*+ #!, )(($. ecause of its compatibility to transmit high

    "uality sounds, it has been utili+ed since the late (/)s as a medium to

    deliver alternative rock music to a wide range of listeners while those of

    amplitude modulation #A!$ broadcast focuses on news delivery, weather

    updates, religious affairs and other ethnicity-related concerns, among

    others. Although less sophisticated than ! broadcast, A! radio was first

    heard in the 0hilippines during the American colonial period #1!2, ))'$.

    The success of ! stations to attract a significantly long tune-in time

    from the ilipino youth paved the way for some ! stations to take this as

    http://en.wikipedia.org/wiki/Broadcastinghttp://en.wikipedia.org/wiki/Frequency_modulationhttp://en.wikipedia.org/wiki/Frequency_modulationhttp://en.wikipedia.org/wiki/High-fidelityhttp://en.wikipedia.org/wiki/Radiohttp://en.wikipedia.org/wiki/Broadcastinghttp://en.wikipedia.org/wiki/Frequency_modulationhttp://en.wikipedia.org/wiki/Frequency_modulationhttp://en.wikipedia.org/wiki/High-fidelityhttp://en.wikipedia.org/wiki/Radio
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    an opportunity to modify and add new theme to the typical !

    programming. or instance, 34! or 2adyo' station of T5' became .6

    7ews !, the first news8talk station on the ! band in the 0hilippines

    which was launched last 9ctober )() #34!, )(($. Their new modified

    ! radio format starts with Andar ng mga alita, a presentation of brief

    news captions before a series of music is played for the time slot. To date,

    some ! stations e:perimented such formatting and peoples level of

    acceptance is "uite positive, considering that it doesnt eat much of the

    airtime.

    Aside from news segments, current trends in modified ! formatting,

    although in its preliminary stage, are considering the integration of brief and

    specific livelihood and School-on ;air programs. Although these have been

    heard in many A! stations in the past 6-< decades, the School-on-air is

    something new to the ! broadcast networks. =enerally, such modification

    is in response to the growing number of listeners with different preferences

    over music genres and radio segments to listen. This diversity, then, paved

    the way to the so-called >niche marketing?, whose services cater to specific

    audiences at a particular timeslot and location.

    2adio, being part of the broadcast media, is considered as the most

    dominant medium present on most of the households compared to other

    media forms especially in the 0hilippines #@ucas, ($. This medium is

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    playing a significant role in reaching, informing and educating people in the

    community. ven if Singhal and 2ogers #))($ claimed that learning from

    this medium is "uite different from reading a book, we can never neglect the

    capacity of radio stations in educating a community. 2adio is still a very

    dominant medium with wide access in entertaining, informing, and teaching

    listeners of all ages.

    ducational radio stations are now used in different schools all over

    the world especially for their distance learning education programs since it

    is easy for working people to Bust tune in their radios and listen to

    discussions over the air.

    @a Salle Cniversity ; 9+ami+ 1ity established an educational radio

    station in ))/ for the very same purpose of informing, entertaining and

    educating her students on issues concerning the people in the school. This

    radio station is the communication maBors training ground for broadcasting

    and other related fields. At the same time it is also one of the

    communication media utili+ed within the campus for information

    dissemination to the different offices as well as to all the students.

    @a Salle Cniversity ; 9+ami+ 1ity formerly Immaculate 1onception

    1ollege ; @a Salle started its radio operation on April /, ))' with I11@S

    ! as station I3 and a fre"uency of (.( !*+ with ( watt coverage. 9n

    Duly (), ))/ during the investiture of the university status, I11@S !

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    change its call sign to @SC ! for it to represent the school @a Salle

    Cniversity ; 9+ami+ 1ity with its new fre"uency of

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    Cses and =ratification Theory. !ick Cnderwood #(&4hat do people do with the mediaF?G to discover

    underlying motives for individuals media useG and to identify the positive

    and the negative conse"uences of individual media use.

    The same article also e:presses a core assumption of the theory

    >that audience members actively seek out the mass media to satisfy

    individual needs.? The core statement of the theory is >A medium will be

    used more when the e:isting motives to use the medium lead to more

    satisfaction.? This categori+es the theory into one that works in an

    e:ponential manner. 3ifferent results are yielded as the degree of use or

    e:posure varies. The level of media consumption is also logically e:plained

    by the benefits the audiences ac"uire. If the medium yields good results as

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    perceived by the audience, it will be used more often and to a more intense

    degree.

    3ennis !cHuail #(&$ identified four general needs of the audience

    that they seek to gratify using media, which are surveillance, personal

    identity, personal relationships, and diversion. Surveillance means the

    need to find out whatEs going on in the world around us. The need for

    knowledge suggests that we would probably be most likely to use such

    media output in order to gratify this need.

    Conceptual Framework of the tud!

    The model for the Cses and =ratifications Theory is used in order to

    identify the level of perceived usefulness of the programs of @SC ! to the

    students and how these programs gratify their needs.

    The study begins with the identification of what types of listeners are

    motivated for media consumption. These listeners are identified based on

    their demographic profile.

    After listeners are identified demographically, program preferences

    will be checked. The programs of the radio station of @a Salle Cniversity ;

    9+ami+ 1ity are varied from educational, spiritual, entertainment, musical

    and news and current affairs programs. ducational programs are type of

    programs wherein instructional and educational types of discussion are

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    incorporated in a radio-format teaching. Spiritual program is another type of

    radio programming wherein the purpose is for evangeli+ation.

    ntertainment programs are another group of programs in the radio station

    wherein the main purpose is not fully entertainment but also informative

    programs. 7ews and current affairs programs are programs which will boost

    up the social and political awareness of the listeners. These programs are

    the core factors why listeners do e:tend their fre"uency of listenership

    through the educational radio programs.

    3epending on their motives, the fre"uency of their e:posure to

    media and his levels of focus, attentiveness, involvement during the

    communication process may vary. If their reason for consuming media

    include gratification of certain social needs, and they are gratified, these

    reasons may be further strengthened and more motives may be added. If

    they are not satisfied, his reasons may be deconstructed and other motives

    may be used to replace the old ones that did not get fulfilled.

    Simply put, the more of his motives turn out to be fulfilled or gratified,

    the more fre"uent he will consume media, the more attentive and focused

    he will be to the content channeled through them, and the more likely he will

    consume media for the same reasons in the ne:t cycle. This all depends

    on how the listener or viewer perceives the effects achieved at the end of

    the gratification process. The said effects, together with other information

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    as highlighted in the 1ultivation Theory of !ass !edia will aid in building a

    new, perceived social reality.

    After identifying the type of listeners as well as the program

    preferences and fre"uency of e:posure to radio broadcasting is identified,

    the level of perceived usefulness of the programs are checked based on

    their academic benefits, social benefits and leisure benefits. The type of

    listeners, fre"uency of e:posure to the radio broadcasting and the "uality

    of programs present in the radio broadcasting are the bases for evaluating

    this study. Through the fre"uency of e:posure to the radio broadcasting,

    listeners are using the programs as part of the contemporary society thus,

    airing an educational program will be part of the learning tool of the

    listeners.

    Independent "aria#le$ %ependent "aria#le$

    k

    (. 3emographic 0rofile

    (.(=ender

    (.ear level

    (.61ollege8School

    . 0rogram 0reference

    .( ducational 0rograms

    . Spiritual 0rograms

    .6 ntertainment 0rograms.< !usical 0rograms

    .' 7ews and 1urrent Affairs 0rograms

    6. re"uency of :posure to 2adio

    roadcasting

    @evel of 0erceived Csefulness

    Academic enefits

    Social enefits

    @eisure enefits

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    ig.(. Schematic 3iagram of the Study

    tatement of the Pro#lem

    This study assesses the effectivity of the programs of @a Salle

    Cniversity ! radio station to the students of @a Salle Cniversity ; 9+ami+

    1ity. It aims to e:amine the relevance of the programs to the students and

    to check if they answer their needs.

    Specifically, the following sub-in"uiries serve the basis in this

    investigationJ

    (. 4hat is the demographic profile of the respondents in terms ofJ

    (.( Se:

    (. ear @evel

    (.6 1ollege8School

    . 4hat are the program preferences of the students which are

    categori+ed intoJ

    .( educational programs

    .6spiritual programs

    .6 entertainment programs

    .< musical programs

    .' news and current affairs programs

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    6. 4hat is the e:tent of e:posure of the respondents to the radio

    broadcastingF

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    H!pothe$e$

    or the purpose of statistical testing, the following hypotheses are sited in

    their null form and tested at 'K or (K level of significanceJ

    *o(J There is no significant difference in the respondents perceived

    level of usefulness of radio programs when grouped according

    to their demographic characteristics.

    *oJ There is no significant relationship between respondents

    degree of preference of radio programs and their perceived

    level of usefulness of these radio programs.

    *o6J There is no significant relationship between respondents

    fre"uency of listening to the radio programs and their perceived

    level of usefulness of these radio programs.

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    cope and Limitation of the tud!

    This study presents an assessment of the programs of the

    educational radio station of @a Salle Cniversity ; 9+ami+ 1ity as perceived

    by the students. This study involves the opinions and views of 666 students

    in @a Salle Cniversity for the Second Semester of Academic ear )()-

    )((. These opinions and views are gathered through the use of

    "uestionnaires.

    3efinitely, the researchers biases as a critical individual cannot be

    fully set aside. *owever, it does not get in the way and become ta:ing for

    this study to be factual and obBective. These biases are channeled to the

    advancement of this study. These biases, after all, are not a matter of

    taste, but of criticality towards any form of broadcast media and the

    messages they transmit to their audiences. 7ew formats are not

    discriminated against for fear of change, but are evaluated for their overall

    effects on and contribution to the current state of ilipino education and

    culture.

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    i&nificance of the tud!

    Since the present educational and social programming of the radio

    station are determined and proven by this study, it can now be evaluated if

    they are detrimental or beneficial to our clienteles. 7ecessary planning and

    action may are carried out to benefit the listeners. 0roper testing to

    formulate the ideal radio programs, the ones that can e:ert the greatest

    influence on a large scale, are performed. 0rogramming may be

    transformed to one that is fresh and unorthodo:, constructive to our culture

    and can lead to students progress.

    The study also urge the @SC ! management to strengthen or even

    transform the e:isting regulatory body into something which can practice

    total governance over the media. !onitoring and regular evaluation of aired

    content will be done to see if it meets programming guidelines set by the

    body.

    A developmental approach of radio operation must be instituted to

    facilitate a supplemental form of education for @asallians in 9+ami+ 1ity. It

    is only proper to let the people have their say on what they want to hear on

    the airwaves. The listeners must be treated with respect and with utmost

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    importance. After all, the audiences, the #most usually silent$ other end of

    this communication is the lifeline of the broadcast industry. 4ithout them,

    not a single form of media, no matter how well structured and planned they

    are, would thrive. This is the biggest benefit society can only wish for due

    to the state of present-day radio programming.

    This study is also essential to media practitioners who may attempt

    to use this research work as reference material in creating educational

    programs for their own educational radio stations and as a related study for

    their research work which may have linkages.

    The students will have an enhanced radio e:perience with the

    availability of comprehensive programs which can effectively cater to their

    needs both academically and socially. @ikewise, information on the end goal

    of the academic programs they are part of will also encourage them to bring

    out the best in them and be competent graduates in the future.

    It will also provide the university a good planning guide in the

    possible marketing efforts that it may wish to devise. This study will open a

    venue of knowledge on which time slot or slots will there be more students

    tuned in.

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    %efinition of Term$

    The following terms are defined in order for the readers to have a

    clear understanding on the terms that they will encounter.

    'nimo Mornin&$( This is a program that presents daily gospel and

    reflection. This is aired daily from /J))A! ; &J))A!.

    '$$e$$ment( This is an act of evaluating the present status of

    programming of the educational radio station of @a Salle Cniversity ;

    9+ami+ 1ity. Through assessment, the "uality of the program will be

    evaluated based on its delivery and content.

    Campu$ )atch( This is a program prepared by the communication

    students as preparation as well as e:posure to radio broadcasting. The

    program is a news program about current events within and outside the

    campus. This program is aired daily from &J))0!-%J))0!.

    Chowtime(This is a cooking program that is aired from ((J))A!-(J))0!.

    The program dishes information about the featured recipe based on its

    origin. Since it is a radio program, a descriptive type of discussion is be

    done especially in the process of preparation.

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    Cla$$ical Mu$ic( This is also considered as art music since it is formed by

    its system of staff notation. This is the genre of music composed by the

    !usic !asters like 1hopin, !o+art, eethoven, ach and others. This

    musical program is aired everyday from (J))A!-/J))A!.

    Educational Pro&ram$( These are programs in the radio station that will

    help the students enhance their academic skills such as @ibTalk, :ploring

    0hilippines, 1howtime and =reenhand.

    Enhancement( This is an act of improving the present status of the

    programs of the education radio station of @a Salle Cniversity. It is the

    improvement of the present radio broadcasting programming for it to be

    effective and essential to the listeners.

    E*enin& Lo*e +i*e( This is a program every evening from % 0! ; ()J))

    0! that caters the love stories of the students. The story will be shared

    over the radio by the 3D and the listeners will give their perspective based

    on the story given.

    E,plorin& Philippine$( This is a program that presents the heritage as well

    as the different tourist destinations in the 0hilippines. In this program,

    listeners will be given information about the culture and the things-to-be-

    found in the featured place of 0hilippines. This program is aired every

    riday from 6J))0!-'J))0!.

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    E,po$ure(This is the length of time the students listen to the radio. It is the

    involvement of the students to radio broadcasting.

    -reenhand(This is a program prepared by the guidance counselors based

    on the stories of the students wherein they will give enlightenment in order

    for the students to learn from the lessons of the stories. This is like bringing

    the guidance office on-air. This program is aired every !onday, 4ednesday

    and riday from J))A!-((J))A!.

    Hip.hop( This is one pf the genres of music that is characteri+ed by rap

    music.

    Hi$ *iew$/ her *iew$(This is a program that enables to e:press the views

    of both genders on an issue. A topic will be raised during the program and

    both se:es are given the chance to e:press their arguments. This program

    is aired every Thursday from 6J))0!-'J))0!.

    Li#Talk( This is a program that advertises the importance of the bookis

    through story-telling as well as reflecting the lessongs learned from the

    story given. The purpose of this program is to e:pose and present the

    beauty of learning through reading books. The program is aired every

    Tuesday from 6J))-'J))0!.

    Mellow Mu$ic( This is a type of music genre that has a rela:ing beat. This

    is commonly heard during the time for resting like syesta or evening

    timeslots.

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    Mu$ic Bu00( This is a program that presents the latest release of the music

    industry and also the latest issues and talk of the town about known

    personalities in the music world. The program is aired every Thursday from

    %J))A!-()J))A!.

    Ori&inal Pino! Mu$ic OPM2(This is another type of music that is originally

    composed and preformed by ilipino artists.

    Percei*ed 3$efulne$$( This refers to the motivation of the students to

    listen to the programs in the radio station because of the possible benefits

    they may get and use.

    Rh!thm and Blue$ RnB2( This is a type of music genre of popular African-

    American music that has a Ba++ based music with a heavy insistent beat.

    piritual Pro&ram( This is a type of radio program that aims to uplift the

    spiritual aspect of the students. This is the one that talks about gospels and

    life-story of saints.

    )hate*er/whate*er( This is a program that presents new issues within the

    campus. The program aims to challenge the students to give and support

    their comments on present issues in the society. This is aired every

    !ondays and 4ednesdays from 6J)) 0! -'J)) 0!

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    RADIO PROGRAM SCHEDULE94.5 LSU FM

    Time Monday Tuesday ednesday T!u"sday F"iday

    #$% AM AnimoMo"nin&s

    AnimoMo"nin&s

    AnimoMo"nin&s

    AnimoMo"nin&s

    AnimoMo"nin&s

    9$''AM MUSIC (U)) MUSIC (U)) MUSIC (U)) MUSIC (U)) MUSIC (U))

    ''$' PM C!o*+ime C!o*+ime C!o*+ime C!o*+ime C!o*+ime

    '$, PM S-o* ams S-o* ams S-o* ams S-o* ams S-o* ams

    ,$5 PM !a+e/e"0

    !a+e/e"

    LI(TAL1 !a+e/e"0

    !a+e/e"

    HIS 2IE0

    HER 2IES

    E3-o"in&

    P!i-iines

    5$ PM (and Musi6 (and Musi6 (and Musi6 (and Musi6 (and Musi6

    $% PM Camus

    a+6!

    Camus

    a+6!

    Camus

    a+6!

    Camus

    a+6!

    Camus a+6!

    %$'7 PM E/enin& Lo/e

    i/e

    E/enin& Lo/e

    i/e

    E/enin& Lo/e

    i/e

    E/enin& Lo/e

    i/e

    E/enin& Lo/e

    i/e'7$'8 PM Lo/e Son&s Lo/e Son&s Lo/e Son&s Lo/e Son&s Lo/e Son&s

    '8$# AM C-assi6a-

    Musi6

    C-assi6a-

    Musi6

    C-assi6a-

    Musi6

    C-assi6a-

    Musi6

    C-assi6a- Musi6

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    Chapter 4

    RE"IE) OF REL'TE% LITER'T3RE '5% T3%IE

    2adio is playing a significant role in reaching, informing and

    educating people. 2adio is still a dominant medium with wide access.

    1omputers and internet have started influencing the way people learn. All

    these media are very powerful to reach, teach and enrich. ut learning from

    them is "uite different from reading a book according to Singhal and 2ogers

    #))($.

    The history of educational and instructional radio broadcasting in the

    0hilippines started in l', at the advent of the transistor revolution, the

    ureau of 0ublic Schools and the 0hilippine roadcasting Service

    established a school broadcasting organi+ation with technical assistance

    from the Australian government #lor, ))'$. Since then, some institutions

    of higher learning conducted educational broadcasting services as part of

    their instruction, e:tension and research activities. Although the C0 3iliman

    1ollege of ducation and 7IS!3 pioneered the use of educational radio

    and television, it was C0@ 1ollege of !ass 1ommunication which

    spearheaded the radio forum format in the 0hilippines, whose main

    listeners are the ulacan rural folks #lor, ))'$.

    After (/

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    !indanao Cniversity in !usuan, ukidnon. 9ther such stations will be set

    up in the 1entral @u+on State Cniversity in 7ueva ciBa and the Cniversity

    of Southern !indanao in 7orth 1otabato #Asuncion, (//$.

    The contribution of the religious sector in development of the

    educational broadcasting cannot be ignored. 0urisima-Tan #(&)$ in lor

    #))'$ noted that The 7ational 1ouncil of 1hurches in the 0hilippines, for

    instance, owns and operates the !ASS19! 7etwork which includes

    3L1*, 312 and 3I12. Silliman Cniversity-based 3S2, in particular,

    can be considered as one of the pioneers in broadcast-based distance

    learning in the country.

    In the mid and late &)s, commercial media was most actively

    involved in the broadcast of educational programs. This was mainly brought

    about by the Mapisanan ng mga rodkaster sa 0ilipinas #M0$ and the

    roadcast !edia 1ouncil #!1$ partnership. These agencies re"uired the

    regular airing of newsG educational farm programs such as the 3epartment

    of AgricultureEs Cniversity of the AirG educational spots on family planning,

    environmental concerns, crop production, etc. #lor, ))'$.

    In (&&, under the leadership of 0resident !arcos, a Sub-1abinet

    1ommittee was created to Nwork on a 7on-ormal ducation Series of radio

    broadcasts for out-of-school youth and adults.N The program, entitled

    Lingap ng Pangulo sa Barangay was to be aired nationwide twice weekly.

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    All radio stations affiliated with the Mapisanan ng mga rodkaster sa

    0ilipinas were to air this hour-long program #lor, ))'$, whose aim was to

    >bring the classroom to the doorstep of these rural people in the shortest

    possible time?. In its effort to bring "uality learning to these rural folks, two

    agencies work hand-in-hand to see to it that lesson plans will be produced

    and be ready prior to broadcast. These agencies are the 3epartment of

    ducation and 1ulture and the 7ational !edia 0roduction 1enter #lor,

    ))'$. The Lingap program ended its airtime broadcast in the (%)s.

    The study of Miewe #(%&$ presented the e:periential education

    model by highlighting the strength and uni"ueness of the e:periential

    educational opportunities surrounding the campus radio station. Three

    perspectives are used to e:plain the modelJ structure and organi+ation,

    workshop, and pedagogical philosophy. The paper utili+es e:perience at

    414S, the 1ollege of 4oosterEs #9hio$ %) watt !-stereo radio station,

    as the e:ample for the model. The paper suggests that the management

    and operation of the campus radio station, practically and officially the

    studentsE domain #in this case$, provides a uni"ue opportunity to engage in

    e:periential education that presents an immediate link between core

    concepts in the communication discipline and its practical aspects. The

    paper concludes that students can gain hands-on e:perience in a variety of

    ways, including casting programs, engineering programs, producing shows,

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    place but time as well. !ason #(

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    organisms. 1o-e:istence also succeeds in commerce, among businesses

    and industries. The opening paragraphs of an article entitled Why Radio?

    Why Not! published in ))/ on *i-idelity, an online publication by the

    !anila roadcasting company #!1$ says radio is still the most powerful

    and influential broadcast medium in the country. It still flourishes

    continually, attracting more listeners to tune in, more than ever. es, much

    more advanced technologies, such as the television #the technology of

    which, at its most basic, was derived from what had then been discovered

    from radio$, the stored media such as etama:, 5*S, and 353, and the

    internet. ut still, radio proves to e:ert greater persuasive cogency than

    these other better developed media. In contrast with 353s and the like,

    which can be accessed whenever and wherever the viewers wants, and

    which can be reproduced, radio is a fleeting medium. 4hat does this

    meanF It means that one has to pay meticulous attention to the message

    to which he is trying to listenG otherwise, it will be finished and gone. It

    grabs the attention of the listener like sayingJ Listen to e you "on#t hear

    e again so pay attention.$ The internets influence is no "uestion at all.

    Although the amount of information that can be retrieved using the medium

    is potentially limitless, mass access to the internet is problematic at best.

    7ot everyone has the means to access the internet. 7ot everyone has a

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    desktop computer. 7ot everyone has an A!8! tuner either, but the

    number of people who have access to radio far outshines that of who have

    access to the internet ; thanks to the great economic divide. #!1 Sales

    and !arketing, ))/$

    Its importance to its audiences daily lives could not be emphasi+ed

    more by the interest of more greatly established industries such as the

    advertising in the medium. The advertisers believe there is much more to

    radio than Bust music and audible dialogue. Its reach to countless millions

    of ilipinos is e:ceptional, and its power to grab and hold its listeners for

    much longer periods of time #much longer than television$ is superb. Why

    Radio? Why Not! states that radio makes contact with over %'K of

    audiences aged () years and older in !etro !anila alone. This percentile

    figure translates to a massive average of &.6 million listeners in one day.

    And this means more than Bust numbers to advertisers. This means

    business. In fact, some advertisers believe in radio to sell their products so

    much that they put as much as ')K of their advertising budget on radio.

    These advertisers usually belong to the cigarette and li"uor products

    category.

    2adio can attract its audience, grab them by earlobes and never let

    go. In point of fact, the medium can retain its listeners for much longer than

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    any other e:isting medium. Why Radio? Why Not! again, shows us that,

    on the average, audiences spend "uite a bit more time listening to ! than

    sitting in front of the boob tubeJ () minutes a day on radio 5S (

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    great improvement to the present status of our society. Crban development

    communication kicks in. 4hat is itF It is applying and transferring whatever

    knowledge has been researched in the development communication

    discipline to the urban, better developed states of the countryG people who

    reside here are presumably more perceptive to new information and can

    process and fit them into their own situations. It has never been thought

    through by scholars because they are too focused on the rural,

    underdeveloped areas. They also focus on the concept of improving

    material living conditions. In fact, there are so many other aspects of living

    conditions, such as personal8individual growth through self-empowerment,

    boosting emotional esteem, practical skills literacy8education such as

    understanding and speaking nglish that they could focus on. And the

    ensuing asaformat, with its heavily %agalog&'ilipinocontent, may not be

    e:actly helping. It may be acting as a deterrent to learn the language and

    knowledge of the language has already gone down in our country. Cnited

    7ations ducation, 1ultural, and Scientific 9rganisation #C7S19$

    estimates about 'K of the adult 0hilippine population, or four #

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    actual short- and long-term effects of violent media content on society. In a

    study by Maryn 2iddle entitled (iolent )edia *ffects+ A ,oparison of

    -cholarly Research Pulic /pinion and 0ndustry Rhetoric, although

    television is different from radio in many ways, the author proposes that

    effects could be impressed upon the audience either immediately after

    e:posure, or after constant8regular e:posure in a longer span of time ;

    which could be translated into the simpler medium of this discussion that is

    radio.

    5iolence, being a negative component portrayed by the media, has

    three maBor short-term effects upon immediate e:posure. irst, aggression,

    as supported by a substantial amount of empirical research. The probability

    of showing evidence of aggressive behavior is increased upon e:posure to

    media violence. 9ther effects of violent television material found by the

    study were fear due to traumatic stress and desensiti+ation to the concept

    of violence. To compare and contrast with the aural medium, if violent

    content can cause such negative effects on its audiences, the prevalent

    broadcast design in asa radio may also cause different negative effects

    on its listeners and society as a whole. The study has yet to find out what

    e:actly they are, but it could be assumed that one of them is hindrance to

    out-of-school8non-formal education. As )K of the radio stations in the

    0hilippines almost all of them in !etro !anila are purely commercial, it

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    could also be comprehended that commerciali+ation is taking a toll on the

    development of society. #5iolent !edia ffects$

    1onse"uently, if negative effects may be garnered through

    substandard programming, naturally more positive effects could be

    achieved by improving program "uality. The audiences are more likely to

    accept positive effects and behavior rather than negative ones. 2iddle, in

    the same study, says

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    to literally do the medias bidding. Aside from commerciali+ation, there are

    other concepts and practical processes that present practitioners could put

    to good use through the medium, and positively affect 0hilippine society.

    etter "uality programming e"uates to more beneficial effects on

    listeners and the ilipino society. It is what the study will call for upon its

    completion. 9f course, these effects are only relative and assumed. There

    could even be the remotest possibility that no positive effects would be

    achieved by high "uality programming. ut isnt it better to have media

    content that could prospectively lead to positive effects, i.e. development in

    whatever form, than none at all, or worse yet, that could encumber what is

    said to be a common benefit to societyF

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    Chapter 6

    REE'RCH METHO%OLO-7

    Re$earch %e$i&n

    The descriptive survey method of research is utili+ed in this paper

    relying mainly on the "uestionnaire-checklist patterned after 1atholic 2adio

    #)()$ as well as of Aleman #(%$ . The descriptive method is used for the

    purpose of knowing the motivation of the students in listening to @SC !,

    the timeslots as well as the programs commonly listened to by students,

    academic relevance and helpfulness of current programs to students, and

    the current program needs of students which can possibly improve the

    programming of the station.

    amplin& Procedure

    The respondents of this study were the college students currently

    enrolled in the ndsemester )()-)(( of seven #&$ colleges and one #($

    school of @a Salle Cniversity - 9+ami+ 1ity. rom the ,/( students

    enrolled this semester, respondents were randomly chosen from their

    respective colleges. The number of respondents was determined using the

    Slovins formula. There were 666 respondents from the total population of

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    the students with 'K margin of error. This was done by clustering the

    students as to what college or school they belonged and arranging hem

    alphabetically by year level. This probability sampling procedure was done

    to give the students e"ual chances to be included in the sample.

    Table (. 3istribution of Sample Si+es.

    1ollege or School Total

    0opulation

    0ercent

    Allocation

    Sample

    Si+e

    #().(K$

    (. 1ollege of Accountancy 6'% (.(

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    This study is conducted in the college unit of @a Salle Cniversity -

    9+ami+ 1ity.

    @a Salle Cniversity ; 9+ami+ 1ity #@SC$ is a member of a worldwide

    system of @asallian institutions founded by St. Dohn aptist de @a Salle.

    !ore so, @SC is one of the (& district schools of the 3e @a Salle system in

    the 0hilippines. @SC is also the only tertiary catholic and @asallian School in

    !indanao.

    @SC is composed of seven #&$ colleges and one #($ school namely,

    ($ 1ollege of Arts and Sciences, $ 1ollege of usiness and conomics, 6$

    1ollege of 1omputer Studies,

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    The principal data gathering techni"ue in this study is the

    "uestionnaire-checklist patterned after 1atholic 2adio #)()$ as well as of

    Aleman #(%$. The presentation of the demographic profile is anchored to

    the "uestionnaire of 1atholic 2adio #)()$ while the music preferences as

    well as the effectivity of @SCfm as educational radio station is modified from

    the survey "uestionnaire anchored from Aleman #(%$.

    A letter of permission to conduct the study involving the students of

    @a Salle Cniversity ; 9+ami+ 1ity is solicited by the researcher from the

    Cniversity 0resident through the 5ice-1hancellor for Academics.

    Cpon the granting of the permission, the "uestionnaire-checklists

    were distributed to the different colleges and school secretaries. A total of

    666 "uestionnaire-checklists were distributed evenly to the different

    colleges and school.

    corin& Procedure

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    In the interpretation of data, percentage was used to present the

    evaluation of the number of the respondents as well as fre"uency to

    measure their e:posure to the radio station.

    Scales were also used to measure the variables in the study. The

    researcher used the @ikert-scale.

    The verbal descriptions for the preference of the different types of

    programs as well as their common time of the day listeners tune in to the

    radio station are as followsJ

    Score 2ange 5erbal Interpretation

    (.)) - (.% 7ot Cseful

    (.) ; .& @east Cseful

    .%) ; 6./ !oderately Cseful

    6.&) ;

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    program preference and their perceived usefulness of the radio programs of

    @SC !. In particular, such summary statistics were used to answer

    research "uestions ( to

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    their perceived level of usefulness of these programs. It was also used to

    determine the e:istence of relationship between the respondents fre"uency

    of listening to radio programs and their perceived level of usefulness of

    radio programs. To decide whether to reBect or not to reBect the hypothesis

    of no relationship at (K and 'K levels of significance, the relationship of

    the variables was tested to investigate research "uestion /.

    Chapter =

    PREE5T'TIO5/ '5'L7I '5% I5TERPRET'TIO5 OF %'T'

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    (. 4hat is the demographic profile of the respondents in terms ofJ

    (.( se:G

    (. age

    (.6 year levelG and

    (.< college8schoolF

    Ta#le 1( The 1omposition of 9btained Sample in terms of 3emographic

    1haracteristics #nP666$

    Characteristics Category Frequency Percent

    Sex Mae 150 45!0

    Fe"ae 182 54!7

    #o res$onse 1 !3

    Coege%Schoo &ccountancy 40 12!0

    &rts an' Sciences 25 7!5

    (usiness an' )cono"ics 70 21!0

    Co"$uter Stu'ies 27 8!1

    )'ucation 47 14!1)ngineering an' &rchitecture 31 9!3

    #ursing 27 8!1

    *ouris" an' +os$itaity

    Manage"ent

    66 19!8

    ,ear e-e First year 95 28!5

    Secon' year 90 27!0

    *hir' year 82 24!6

    Fourth year 57 17!1

    Fi.th year 6 1!8

    &ge Mean / 18!7 years

    Stan'ar' 'e-iation / 1!7 years

    In the sample, '

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    percentage of these respondents belonged to 1ollege of Arts and Sciences

    #&.'K$. The 1ollege of usiness and conomics has the largest number of

    respondents taken in this study since it has the largest number of

    population among the colleges and school during the semester. The

    1ollege of Arts and Sciences at the same time has the smallest number of

    respondents taken since they have the smallest population during the

    semester.

    !aBority of the respondents were freshmen #%.'K$. The average

    age of the respondents was (%.& years with a standard deviation of (.&

    years. reshmen were taken as the maBority since they have the most

    number of populations among the year levels. 4ith the presence of the

    freshmen as the maBority respondents, there is a possibility that songs and

    programs preferred will be affected.

    . 4hat is the @SC ! listening pattern of the respondentsF

    Tables to < reveal the listening pattern of the respondents.

    Ta#le 4(3istribution of 2espondents by re"uency of @istening to @SC !

    Category Frequency Percent

    )-ery'ay 49 14!7

    Mon'ay to Fri'ay 81 24!3eeen's 83 24!9

    arey 113 33!9

    #e-er 7 2!1

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    4hile 66.K of the respondents who listened to @SC ! programs

    rarely form the ma:imum listening group as shown in Table ,

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    #oonti"e 1101 &M100 PM

    48 15!6 87 28!3 83 27!0 53 17!3 36 11!7 Most o. the

    ti"e

    Syesta

    101300 PM

    47 15!4 92 30!2 72 23!6 61 20!0 33 10!8 Most o. the

    ti"e

    Mi'&.ternoon

    301500 PM

    48 15!9 73 24!2 93 30!8 58 19!2 30 9!9 So"eti"es

    &.ternoon Co""ute 501800 PM

    39 13!0 81 27!0 89 29!7 53 17!7 38 12!7 So"eti"es

    )-ening o-e :i-e

    8011000 PM

    86 27!0 95 29!9 71 22!3 40 12!6 26 8!2 Most o. the

    ti"e

    ate #ight % ;-ernight

    1001PM600 &M

    73 23!5 55 17!7 77 24!8 65 20!9 41 13!2 So"eti"es

    It is found out in Table 6 that respondents listened most of the time

    during mid-morning timeslot #%J)( to ((J)) A.!.$, noontime timeslot #((J)(

    A.!. to (J)) 0.!.$, >Syesta? #(J)( to 6J)) 0.!.$ and >vening @ove Dive?

    #%J)( to ()J)) 0.!.$. These timeslots are also considered as primetime

    slots since during these schedules students are fond of listening to radio.

    The !id-morning timeslot from %J))A! ; ((J)) A! is one of those

    preferred timeslots where students do listen since after the early morning

    rush going to school this will then be their time to rela: and since J)) A!

    to ()J)) A! every !4 is considered as consultation time wherein

    students have no class and some may Bust listen to the radio waiting for the

    class. 7oontime slot from ((J)) A! to (J)) 0! is also preferred since this

    is the time wherein students will take their lunch while listening to the radio

    station. It has been part of our lifestyle to be entertained by mass media

    while eating and resting that is why Syesta from (J))0! to 6J))0! and

    vening @ove Dive from %J))0! to ()J))0! are the other timeslots being

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    preferred by the students since these timeslots are the schedules where

    student do rest.

    4hen asked to rate the type of music from >most preferred? to >not

    preferred?, the following data as tabulated in Table < were obtained.

    Ta#le =(2espondents 3egree of 0reference of !usic =enre

    *y$e o. Music

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    27, disco music, mellow songs and 90! are the most preferred

    music genre since the respondents are students. It may also be taken into

    consideration that the genre of music must be varied but must make sure

    that during primetime slots, genre of music preferred by the students must

    be given priority for airing.

    6. 4hat is the respondents degree of preference of radio programs which

    are categori+ed intoJ

    6.( educational programsG

    6. spiritual programsG

    6.6 news programsG and

    6.< entertainment programsF

    Ta#le >(2espondents 3egree of 0reference of ducational 0rograms

    Progra"*a 106 34!0 126 40!4 61 19!6 19 6!1 Mo'eratey

    $re.erre'

    )x$oring 77 24!7 164 52!6 55 17!6 16 5!1 Mo'eratey

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    Phii$$ines $re.erre'

    Choti"e 71 22!8 163 52!2 62 19!9 16 5!1 Mo'eratey

    $re.erre'

    ?reenhan' 84 26!9 150 48!1 61 19!6 17 5!4 Mo'eratey

    $re.erre'

    It can be gleaned from Table ' that all educational programs aired by

    @SC ! were moderately preferred by the respondents. This may be

    because most of the respondents do rarely listen to the programs of @SCfm.

    Aside from that, educational programs may not be too attractive to the

    appeal of the respondents since the programs use only audio for learning

    and that students are tend to learn more through audio-visual

    presentations.

    Ta#le 9(2espondents 3egree of 0reference of Spiritual 0rograms

    Progra"

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    Ta#le ?(2espondents 3egree of 0reference of 7ews 0rograms

    Progra"

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    Among the entertainment programs aired by @SC !, >vening @ove

    Dive? was the favorite of the listeners as indicated in Table %.

    vening love Bive is aired from %J))0!-()J))0! and it tackles on the

    love e:periences of the students. This is the favorite program of the

    listeners since aside from they can relate on the stories aired over the

    program, the timeslot is also scheduled where students dont have a class

    and most of them are resting already.

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    1!00 B 1!89 #ot use.u 4 1!2

    Mean 3!89=escri$tion Useu-

    Stan'ar' =e-iation !65

    Table shows the assessment of the respondents on the level of

    usefulness of the radio programs aired by @SC ! in terms of their

    academic benefits. =enerally, the respondents rated the programs >useful?

    in their academic life in the university. Since the programs are designed for

    the listeners to be educated, it has been observed that programs must

    contain instructional and educational materials for the listeners to learn

    something from listening to the radio programs of @SC!. This is true

    under the Cses and =ratification Theory that students do use the

    educational radio programs of @SC ! to gratify their academic needs.

    Ta#le 1:( Indicators for Academic enefits of @SC ! 0rograms

    Dn'icators Mean =escri$tion S=

    D"$ro-e stu'y ha>its o. stu'ents! 4!01 se.u !88

    Dncrease $artici$ation rate o. stu'ents in the

    cassroo"

    3!68 Mo'eratey use.u !83

    Foster e..icacy an' e..iciency a"ong stu'ents! 3!84 se.u !88

    D"$ro-e the reasoning sis o. the stu'ents! 3!87 se.u !82

    +e$ stu'ents to >e aca'e"icay "oti-ate'! 3!85 se.u !88

    (oost stu'entsE curiosity! 3!89 se.u !82Moti-ate stu'ents toar' aca'e"ic

    i"$ro-e"ent through getting higher gra'es!

    3!84 se.u !88

    +e$ stu'ents in their aca'e"ic i-es! 3!84 se.u !87Mae stu'ents a$$reciate the i"$ortance o.

    e'ucation!

    4!01 se.u !83

    +e$ stu'ents to >eco"e "ore aare o. the 4!01 se.u !79

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    'i..erent styes o. stu'ying!

    The listeners indicated their reasons in Table () for rating the

    programs >useful?. The typical reasons were that the programs make

    students appreciate the importance of education #

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    3ata indicated in Table ( that the topmost reasons for tuning in

    radio programs were that a news program in @SC ! #>1ampus 4atch?$

    thoroughly inform students of what is happening inside and outside the

    school #=reenhand? program benefits students of @SC through being

    aware of e:periences of their co-students #*er 5iews, *is 5iews? helps the students learn the different

    perspective of both se:es #:ploring 0hilippines? benefits the students in

    knowing the different wonders of our country #

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    country, thus, students find it interesting especially learning where can be

    the best place to visit during vacations.

    Ta#le 16( 2espondents 0erceived @evel of Csefulness in terms of @eisure

    enefits of the @SC ! 0rograms

    ange =escri$tion Frequency Percent

    4!60 B 5!00

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    Ta#le 1=( Indicators for @eisure enefits of @SC ! 0rograms

    Dn'icator Mean =escri$tion S=

    Progra"s are entertaining an' reaxing to

    isten!

    4!34 se.u !69

    Music $re.erences .it to their ti"esots! 4!07 se.u !75

    =:sE -oices are -ery attracti-e to hear! 3!86 se.u !90Progra"s are chaenging an' in.or"ati-e! 3!84 se.u !81

    Stories .ro" the $rogra"s are interesting since

    it is reate' to stu'entsE ex$eriences!

    3!93 se.u !74

    *i$s .ro" the ra'io $rogra"s are essentia an'

    use.u!

    3!87 se.u !76

    Songs are cassi.ie' to their genres! 4!05 se.u !78Gnoing the atest gossi$s a>out the artists is

    interesting to share ith!

    3!91 se.u !78

    oth sexes are interesting since

    $erce$tions o. >oth en's are ex$aine' an'

    share'!

    4!03 se.u !74

    y the $rogra"s are "oti-ating

    an' chaenging!

    4!09 se.u !78

    The general reason of the respondents of rating these programs

    >useful? was that the programs were entertaining and rela:ing #

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    '. Is there a significant difference on the respondents perceived level of

    usefulness of the radio programs when grouped according to the following

    demographic characteristicsJ

    '.( se:G

    '. ageG

    '.6 year levelG and

    '.< college8schoolF

    1omparative analyses were conducted to determine the influence of

    the demographic characteristics of the respondents on their perception level

    of usefulness of the radio programs in terms of academic, social and leisure

    benefits.

    Ta#le 1>(1omparative Analysis on the 2espondents 0erceived @evel of

    Csefulness of 2adio 0rograms in terms of Academic enefits =rouped by

    Se:

    eMean

    t-aue$

    -aueHDnter$retationMae Fe"ae

    D"$ro-e stu'y ha>its o. stu'ents! 4!00 4!02 !23 !822 #ot signi.icant

    Dncrease $artici$ation rate o. stu'ents

    in the cassroo"3!66 3!70 !48

    !634 #ot signi.icant

    Foster e..icacy an' e..iciency a"ong

    stu'ents!3!83 3!85 !22 !830

    #ot signi.icant

    D"$ro-e the reasoning sis o. the

    stu'ents!3!73 3!97 2!67 !008 Signi.icant

    +e$ stu'ents to >e aca'e"icay

    "oti-ate'!3!86 3!85 !20 !841

    #ot signi.icant

    (oost stu'entsE curiosity! 3!88 3!90 !25 !801 #ot signi.icant

    Moti-ate stu'ents toar' aca'e"ic

    i"$ro-e"ent through getting higher

    gra'es!

    3!83 3!84 !03 !975

    #ot signi.icant

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    +e$ stu'ents in their aca'e"ic i-es! 3!79 3!87 !92 !360 #ot signi.icant

    Mae stu'ents a$$reciate the

    i"$ortance o. e'ucation!3!97 4!04 !78 !437

    #ot signi.icant

    +e$ stu'ents to >eco"e "ore aareo. the 'i..erent styes o. stu'ying!

    4!01 4!05 !41 !679 #ot signi.icant

    A6ademi6 (enei+s 3!86 3!91 !71 !479 #ot signi.icant

    Qsignificant if p-value is less than 'K

    !ale and female respondents had the same assessment on the

    academic benefits of the radio programs. oth of these groups claimed that

    the programs were >useful? for their education in the university. Among the

    reasons mentioned in Table (', female respondents favored more that the

    programs improve the reasoning skills of the students than the male

    counterparts #p-value of .))%$.

    The females may favor more on the item that programs improve the

    reasoning skills of the students compared to the male counterparts since

    females are more interested in improving their reasoning skills than males.

    It can be observed that females are more inclined into conversational

    communication rather than males, thus, created this significant difference

    with their value of interest on this item.

    Ta#le 19(1omparative Analysis on the 2espondents 0erceived @evel of

    Csefulness of 2adio 0rograms in terms of Social enefits =rouped by Se:

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    eMean

    t-aue$

    -aueHDnter$retationMae Fe"ae

    ?reenhan' $rogra" >ene.itsstu'entsE o. S through >eing

    aare o. ex$eriences o. their co

    stu'ents!

    4!03 4!18 1!74 !083 #ot signi.icant

    Choti"e e'ucates the stu'entsE

    ca$a>iity in $re$aring their "eas!3!92 3!97 !55 !586 #ot signi.icant

    Ca"$usatch gi-en >y theMassco"" stu'ents thoroughy

    in.or" stu'ents o. hat is ha$$ening

    insi'e an' outsi'e the schoo!

    4!07 4!17 1!15 !252 #ot signi.icant

    hate-erA hate-er is essentia to

    stu'ents in earning the atest

    ga'gets!

    3!97 3!90 !85 !399 #ot signi.icant

    )-ening o-e i-e $rogra" is

    >ene.icia to S stu'ents to earn

    the essons a>out reationshi$s!

    4!02 4!16 1!64 !102 #ot signi.icant

    esearchon&ir is use.u to the

    aca'e"ic nee's o. the stu'ents4!00 4!12 1!38 !169 #ot signi.icant

    &ni"o Mornings he$s the stu'ents

    'e-eo$ s$irituay!3!94 4!08 1!55 !123 #ot signi.icant

    +er -iesA his -ies he$s the

    stu'ents earn the 'i..erent

    $ers$ecti-e o. >oth sexes!

    3!99 4!17 2!13 !034 Signi.icant

    i>*a ex$oses the stu'ents on the

    i"$ortance o. >oos!3!89 4!06 1!85 !066 #ot signi.icant

    )x$oring Phii$$ines is >ene.icia to

    the stu'ents in noing the 'i..erent

    on'ers o. our country!

    4!02 4!14 1!31 !190 #ot signi.icant

    So6ia- (enei+s 3!99 4!09 1!68 !094 #ot signi.icant

    Qsignificant if p-value is less than 'K

    !ale and female respondents had the same assessment on the

    social benefits of the radio programs. oth of these groups claimed that the

    programs were >useful? due to social benefits. Among the reasons

    mentioned in Table (', female respondents favored more that a program

    entitled >*er 5iews, *is 5iews? helps the students learn the different

    perspective of both se:es #p-value of .)6

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    Since the >*er 5iews, *is 5iews? is a program that presents both

    perspectives of the se:es it is more favored by the females because the

    program is more on argumentation and gossips wherein females would love

    to indulge with.

    Ta#le 1?(1omparative Analysis on the 2espondents 0erceived @evel of

    Csefulness of 2adio 0rograms in terms of @eisure enefits =rouped by Se:

    eMean

    t-aue$

    -aueHDnter$retationMae Fe"ae

    Progra"s are entertaining an'

    reaxing to isten!4!29 4!38 1!16 !248 #ot signi.icant

    Music $re.erences .it to their

    ti"esots!4!01 4!11 1!09 !275

    #ot signi.icant

    =:sE -oices are -ery attracti-e to

    hear!3!78 3!93 1!59 !112

    #ot signi.icant

    Progra"s are chaenging an'

    in.or"ati-e!3!78 3!88 1!13 !261

    #ot signi.icant

    Stories .ro" the $rogra"s are

    interesting since it is reate' tostu'entsE ex$eriences!

    3!85 3!99 1!77 !077

    #ot signi.icant

    *i$s .ro" the ra'io $rogra"s are

    essentia an' use.u!3!82 3!91 1!05 !295

    #ot signi.icant

    Songs are cassi.ie' to their genres! 4!01 4!08 !87 !385 #ot signi.icant

    Gnoing the atest gossi$s a>out the

    artists is interesting to share ith!3!82 3!97 1!73 !084

    #ot signi.icant

    oth sexes are interestingsince $erce$tions o. >oth en's are

    ex$aine' an' share'!

    3!99 4!06 !82 !415#ot signi.icant

    y the $rogra"s are

    "oti-ating an' chaenging!4!03 4!14 1!34 !182

    #ot signi.icant

    Leisu"e (enei+s 3!94 4!05 1!76 !079 #ot signi.icantQsignificant if p-value is less than 'K

    2esults indicated in Table (& that male and female respondents had

    the same assessment on the leisure benefits of the radio programs. oth of

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    these groups claimed that the programs were >useful? in giving leisure to

    the listeners, this maybe because the programs are developed for both

    male and female. It is also observed that programs must be gender

    sensitive for it not to be biased to any gender.

    Ta#le 1@(1omparative Analysis on the 2espondents 0erceived @evel of

    Csefulness of 2adio 0rograms in terms of Academic enefits =rouped by

    Age

    e

    Mean

    t-aue$

    -aueHDnter$retation

    (eo19

    years

    19 yearsan'

    a>o-e

    D"$ro-e stu'y ha>its o. stu'ents! 4!23 3!82 4!20 I!001 e aca'e"icay

    "oti-ate'!3!97 3!76 2!12 !034 Signi.icant

    (oost stu'entsE curiosity! 3!95 3!81 1!56 !120 #ot signi.icant

    Moti-ate stu'ents toar' aca'e"ic

    i"$ro-e"ent through getting higher

    gra'es!

    3!99 3!72 2!80 !005 eco"e "ore aareo. the 'i..erent styes o. stu'ying! 4!09 3!98 1!18 !240 #ot signi.icant

    A6ademi6 (enei+s 4!01 3!77 3!32 !001

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    Table (% shows that respondents from two age brackets tend to

    differ in their perception of usefulness of the radio programs in terms of their

    academic benefits. 2espondents from the younger bracket #ene.its

    stu'entsE o. S through >eing

    aare o. ex$eriences o. their co

    stu'ents!

    4!18 4!04 1!71 !088 #ot signi.icant

    Choti"e e'ucates the stu'entsE

    ca$a>iity in $re$aring their "eas!4!00 3!88 1!50 !136 #ot signi.icant

    Ca"$usatch gi-en >y the

    Massco"" stu'ents thoroughy

    in.or" stu'ents o. hat is ha$$ening

    insi'e an' outsi'e the schoo!

    4!20 4!05 1!75 !081 #ot signi.icant

    hate-erA hate-er is essentia to

    stu'ents in earning the atest

    ga'gets!

    4!01 3!88 1!46 !146 #ot signi.icant

    )-ening o-e i-e $rogra" is

    >ene.icia to S stu'ents to earn

    4!14 4!05 !97 !335 #ot signi.icant

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    the essons a>out reationshi$s!

    esearchon&ir is use.u to the

    aca'e"ic nee's o. the stu'ents4!14 3!98 1!97 !049 Signi.icant

    &ni"o Mornings he$s the stu'ents'e-eo$ s$irituay!

    4!09 3!94 1!63 !103 #ot signi.icant

    +er -iesA his -ies he$s the

    stu'ents earn the 'i..erent

    $ers$ecti-e o. >oth sexes!

    4!16 4!02 1!62 !105 #ot signi.icant

    i>*a ex$oses the stu'ents on the

    i"$ortance o. >oos! 4!08 3!89 2!05 !041 Signi.icant

    )x$oring Phii$$ines is >ene.icia to

    the stu'ents in noing the 'i..erent

    on'ers o. our country!

    4!12 4!05 !83 !408 #ot signi.icant

    So6ia- (enei+s 4!11 3!97 2!26 !025 Signi.icant

    Qsignificant if p-value is less than 'K

    2esults indicated in Table ( that respondents from the two age

    brackets had the same assessment on the social benefits of the radio

    programs. oth of these groups claimed that the programs were >useful?

    due to their social benefits.

    The programs are considered as useful by both age brackets since

    they are both considered as students where the program is designed for.

    Social benefits from the programs are considered as useful since the

    preparation of the programs is focused into the possible social needs of the

    listeners.

    Ta#le 4:(1omparative Analysis on the 2espondents 0erceived @evel of

    Csefulness of 2adio 0rograms in terms of @eisure enefits =rouped by Age

    e Mean t-aue $

    -aueH

    Dnter$retation

    (eo 19 years

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    19

    years

    an'

    a>o-e

    Progra"s are entertaining an'

    reaxing to isten! 4!46 4!23 3!08 !002

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    compared to the older age bracket wherein they are more matured. Aside

    from that, younger bracket ages are fond of listening to radio programs

    since during these times they are still into their lower years taking minor

    subBects compared to those who are in the older bracket age wherein

    mostly are busy taking maBor subBects.

    Ta#le 41( A795A and 0ost *oc Test 2esults for the 2espondents

    0erceived @evel of Csefulness of the 2adio 0rograms in terms of Academic

    enefits =rouped by ear @evel

    e ,ear e-e Mean F-aue $-aue ?rou$ =i..erence

    D"$ro-e stu'y ha>its o.stu'ents!

    First ,r! 4!22

    4!82 !003H

    First ,r! an' *hir' ,rSecon' ,r! 4!11

    *hir' ,r! 3!78Fourth%Fi.th ,r!

    3!85

    Dncrease $artici$ation rate o.

    stu'ents in the cassroo"

    First ,r! 3!96

    6!14 I!001H

    First ,r! an' *hir'

    ,r

    First ,r! an'

    Fourth%Fi.th ,r!

    Secon' ,r! 3!67*hir' ,r! 3!56Fourth%Fi.th ,r!

    3!44

    Foster e..icacy an' e..iciencya"ong stu'ents!

    First ,r! 3!94

    4!25 !006H

    First ,r! an'Fourth%Fi.th ,r!Secon' ,r! 4!01

    *hir' ,r! 3!76Fourth%

    Fi.th ,r!

    3!53

    D"$ro-e the reasoning siso. the stu'ents!

    First ,r! 4!04

    2!56 !055 #oneSecon' ,r! 3!88*hir' ,r! 3!74

    Fourth%Fi.th ,r!

    3!74

    +e$ stu'ents to >eaca'e"icay "oti-ate'!

    First ,r! 3!96

    1!23 !299 #one

    Secon' ,r! 3!91

    *hir' ,r! 3!73Fourth%

    Fi.th ,r!

    3!79

    (oost stu'entsE curiosity! First ,r! 4!00

    2!48 !061 #oneSecon' ,r! 3!96*hir' ,r! 3!88

    Fourth%Fi.th ,r!

    3!65

    Moti-ate stu'ents toar'aca'e"ic i"$ro-e"ent

    through getting higher gra'es!

    First ,r! 3!99 2!07 !104 #oneSecon' ,r! 3!90

    *hir' ,r! 3!75

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    Fourth%

    Fi.th ,r!

    3!67

    +e$ stu'ents in theiraca'e"ic i-es!

    First ,r! 4!05

    1!31 !231 #oneSecon' ,r! 4!03*hir' ,r! 4!05

    Fourth%Fi.th ,r!

    3!92

    Mae stu'ents a$$reciate thei"$ortance o. e'ucation!

    First ,r! 4!07

    1!65 !177 #one

    Secon' ,r! 4!07

    *hir' ,r! 4!05Fourth%

    Fi.th ,r!

    3!81

    +e$ stu'ents to >eco"e "oreaare o. the 'i..erent styes o.stu'ying!

    First ,r! 4!15

    2!13 !096 #oneSecon' ,r! 4!09*hir' ,r! 3!87

    Fourth%Fi.th ,r!

    3!98

    A6ademi6 (enei+s First ,r! 4!03

    4!09 !007H

    First ,r! an'

    Fourth%Fi.th ,r!Secon' ,r! 3!95*hir' ,r! 3!78Fourth%Fi.th ,r!

    3!71

    Qsignificant since pR.)'

    Table ( shows that respondents from different year levels tend to

    differ in their perception of usefulness of the radio programs for education

    reasons. 2espondents who were freshmen #

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    as low since their academic needs are focused into their specific field of

    interests. The freshmen got the highest perception level of the academic

    benefits since the educational radio programs of @SC ! are for general

    students thus, during their first year in the university, they only have general

    education subBects where the educational programs are anchored into.

    Ta#le 44( A795A and 0ost *oc Test 2esults for the 2espondents

    0erceived @evel of Csefulness of the 2adio 0rograms in terms of Social

    enefits =rouped by ear @evel

    e ,ear e-e Mean F-aue $-aue ?rou$ =i..erence

    ?reenhan' $rogra" >ene.itsstu'entsE o. S through

    >eing aare o. ex$eriences o.their costu'ents!

    First ,r! 4!18

    1!83 !142 #one

    Secon' ,r! 4!19

    *hir' ,r! 3!96Fourth%Fi.th ,r!

    4!07

    Choti"e e'ucates the

    stu'entsE ca$a>iity in$re$aring their "eas!

    First ,r! 4!06

    1!46 !226 #oneSecon' ,r! 3!88*hir' ,r! 3!88Fourth%Fi.th ,r!

    3!93

    Ca"$usatch gi-en >y theMassco"" stu'entsthoroughy in.or" stu'ents o.hat is ha$$ening insi'e an'

    outsi'e the schoo!

    First ,r! 4!13

    3!15 !025H

    Secon' ,r! an'Fourth%Fi.th ,r!Secon' ,r! 4!24

    *hir' ,r! 4!19Fourth%

    Fi.th ,r!3!85

    hate-erA hate-er isessentia to stu'ents inearning the atest ga'gets!

    First ,r! 3!97

    !52 !667 #oneSecon' ,r! 3!99*hir' ,r! 3!88

    Fourth%Fi.th ,r!

    3!87

    )-ening o-e i-e $rogra" is>ene.icia to S stu'ents to

    earn the essons a>outreationshi$s!

    First ,r! 4!05

    !73 !538 #one

    Secon' ,r! 4!16

    *hir' ,r! 4!15Fourth%

    Fi.th ,r!4!00

    esearchon&ir is use.u tothe aca'e"ic nee's o. thestu'ents

    First ,r! 3!96

    4!19 !006H

    First ,r! an' Secon',r!

    Secon' ,r! an'

    *hir' ,r!

    Secon' ,r! an'

    Fourth%Fi.th ,r!

    Secon' ,r! 4!31*hir' ,r! 4!00

    Fourth%Fi.th ,r! 3!98

    &ni"o Mornings he$s the

    stu'ents 'e-eo$ s$irituay!

    First ,r! 4!06 1!20 !311 #one

    Secon' ,r! 4!11

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    *hir' ,r! 3!91

    Fourth%Fi.th ,r!

    3!93

    +er -iesA his -ies he$s thestu'ents earn the 'i..erent

    $ers$ecti-e o. >oth sexes!

    First ,r! 4!06

    2!87 !037H

    Secon' ,r! an'Fourth%Fi.th ,r!Secon' ,r! 4!25

    *hir' ,r! 4!10Fourth%

    Fi.th ,r!3!89

    i>*a ex$oses the stu'ents

    on the i"$ortance o. >oos!

    First ,r! 4!02

    !79 !502 #oneSecon' ,r! 4!01*hir' ,r! 4!00

    Fourth%Fi.th ,r!

    3!84

    )x$oring Phii$$ines is>ene.icia to the stu'ents in

    noing the 'i..erent on'erso. our country!

    First ,r! 4!04

    !71 !548 #one

    Secon' ,r! 4!16

    *hir' ,r! 4!12Fourth%Fi.th ,r!

    3!98

    So6ia- (enei+s First ,r! 4!05

    1!82 !144 #oneSecon' ,r! 4!13*hir' ,r! 4!02Fourth%Fi.th ,r!

    3!92

    Qsignificant since pR.)'

    Table reveals that respondents from different year levels had the

    same perception level of the social benefits of the radio program. All

    respondents indicated that the programs were >useful? due to their social

    benefits #p-value of .(

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    Ta#le 46( A795A and 0ost *oc Test 2esults for the 2espondents

    0erceived @evel of Csefulness of the 2adio 0rograms in terms of @eisure

    enefits =rouped by ear @evel

    e ,ear e-e Mean F-aue $-aue ?rou$ =i..erence

    Progra"s are entertaining an'reaxing to isten!

    First ,r! 4!49

    2!38 !051 #oneSecon' ,r! 4!37*hir' ,r! 4!24Fourth%

    Fi.th ,r!4!21

    Music $re.erences .it to their

    ti"esots!

    First ,r! 4!14

    1!15 !328 #oneSecon' ,r! 4!12*hir' ,r! 4!00

    Fourth%Fi.th ,r!

    3!95

    =:sE -oices are -ery attracti-e

    to hear!

    First ,r! 4!06

    4!16 !007H

    First ,r! an' *hir' ,r!

    Secon' ,r! 3!91*hir' ,r! 3!60Fourth%

    Fi.th ,r!3!87

    Progra"s are chaenging an'in.or"ati-e!

    First ,r! 4!07

    2!18 !090 #oneSecon' ,r! 3!91*hir' ,r! 3!60

    Fourth%Fi.th ,r!

    3!87

    Stories .ro" the $rogra"s areinteresting since it is reate' to

    stu'entsE ex$eriences!

    First ,r! 4!07

    !87 !455 #one

    Secon' ,r! 3!91

    *hir' ,r! 3!60Fourth%Fi.th ,r!

    3!87

    *i$s .ro" the ra'io $rogra"s

    are essentia an' use.u!

    First ,r! 3!96

    !96 !413 #oneSecon' ,r! 3!90*hir' ,r! 3!66

    Fourth%Fi.th ,r!

    3!82

    Songs are cassi.ie' to theirgenres!

    First ,r! 3!95

    1!38 !249 #one

    Secon' ,r! 4!01

    *hir' ,r! 3!83Fourth%Fi.th ,r!

    3!92

    Gnoing the atest gossi$s

    a>out the artists is interestingto share ith!

    First ,r! 3!91

    1!78 !151 #oneSecon' ,r! 3!96*hir' ,r! 3!84Fourth%Fi.th ,r!

    3!76

    oth sexes are

    interesting since $erce$tions o.>oth en's are ex$aine' an'share'!

    First ,r! 4!02

    1!45 !228 #oneSecon' ,r! 4!10*hir' ,r! 4!14Fourth%

    Fi.th ,r!3!89

    y the $rogra"sare "oti-ating an'chaenging!

    First ,r! 3!91 5!38 !001H First ,r! an'

    Fourth%Fi.th ,r

    Secon' ,r! an'

    Fourth%Fi.th ,r

    Secon' ,r! 4!04*hir' ,r! 3!87

    Fourth% 3!76

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    Fi.th ,r!Leisu"e (enei+s First ,r! 4!08

    2!65 !052 #oneSecon' ,r! 4!13*hir' ,r! 3!95Fourth%

    Fi.th ,r!3!92

    Qsignificant since pR.)'

    Table 6 reveals that respondents from different year levels had the

    same perception level of the leisure benefits of the radio program. All

    respondents indicated that the programs were >useful? due to their leisure

    benefits #p-value of .)'$.

    Since the age differences of the respondents from different year

    levels are closely related, it has been observed that they share the same

    leisure needs. Thus, the social programs of @SC! are designed focusing

    to the students, therefore the social programs were able to gratify the social

    needs of the respondents.

    Ta#le 4=( A795A and 0ost *oc Test 2esults for the 2espondents

    0erceived @evel of Csefulness of the 2adio 0rograms in terms of Academic

    enefits =rouped by 1ollege8School

    es Coege%

    Schoo

    Mean F-aue $-aue ?rou$ =i..erence

    D"$ro-e stu'y ha>its o.

    stu'ents!

    &cct2!70

    5!11 I!001H

    (us)co an'

    Co"Stu'&S 2!72 (us)co an' )'uc

    (us)co 2!87 (us)co an' )ng&rchCo"Stu'

    2!42Co"Stu' an'

    #ursing)'uc

    2!55)ng&rch an'

    #ursing)ng&rch 2!39 )ng&rch an' *+M

    #ursing 2!8*+M 2!77

    Dncrease $artici$ation rate o.stu'ents in the cassroo"

    &cct 2!50 4!50 I!001H (us)co an' )ng&rch&S 2!52 )ng&rch an'

    #ursing

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    (us)co 2!69 )ng&rch an' *+M

    Co"Stu' 2!38)'uc 2!47)ng&rch 2!13

    #ursing 2!85

    *+M 2!69Foster e..icacy an' e..iciency

    a"ong stu'ents!

    &cct 2!78

    3!23 !003H

    &cct an' )ng&rch

    &S 2!61 (us)co an' )ng&rch(us)co 2!68 )ng&rch an' *+M

    Co"Stu' 2!42)'uc 2!51

    )ng&rch 2!27#ursing 2!59*+M 2!73

    D"$ro-e the reasoning sis

    o. the stu'ents!

    &cct 2!88

    6!65 I!001H

    &cct an' )'uc

    &S 2!72 &cct an' )ng&rch(us)co 2!71 &S an' )ng&rchCo"Stu' 2!56 (us)co an' )ng&rch

    )'uc 2!53 )'uc an' )ng&rch)ng&rch2!16

    )ng&rch an'#ursing

    #ursing 2!81 )ng&rch an' *+M*+M 2!77

    +e$ stu'ents to >eaca'e"icay "oti-ate'!

    &cct 2!80

    5!30 I!001H

    &cct an' )'uc&S 2!52 &cct an' )ng&rch(us)co 2!72 (us)co an' )'ucCo"Stu' 2!54 (us)co an' )ng&rch

    )'uc 2!40 )'uc an' #ursing)ng&rch

    2!26)ng&rch an'

    #ursing#ursing 2!93 )ng&rch an' *+M

    *+M 2!66(oost stu'entsE curiosity! &cct 2!73

    1!98 !057 #one

    &S 2!67(us)co 2!64Co"Stu' 2!63)'uc 2!70

    )ng&rch 2!39#ursing 2!85*+M 2!74

    Moti-ate stu'ents toar'

    aca'e"ic i"$ro-e"entthrough getting higher gra'es!

    &cct 2!73

    4!61 I!001H

    &cct an' )ng&rch

    &S 2!64 (us)co an' )ng&rch(us)co 2!71 )'uc an' #ursingCo"Stu' 2!46 )'uc an' *+M)'uc

    2!38)ng&rch an'

    #ursing)ng&rch 2!23 )ng&rch an' *+M

    #ursing 2!81

    *+M 2!72+e$ stu'ents in theiraca'e"ic i-es!

    &cct 2!80 3!83 !001H &cct an' )ng&rch&S 2!64 (us)co an' )ng&rch(us)co

    2!66)ng&rch an'

    #ursing

    Co"Stu' 2!54 )ng&rch an' *+M)'uc 2!49

    )ng&rch 2!23

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    #ursing 2!81

    *+M 2!71Mae stu'ents a$$reciate thei"$ortance o. e'ucation!

    &cct 2!95

    1!93 !065 #one

    &S 2!76(us)co 2!71

    Co"Stu' 2!50)'uc 2!68

    )ng&rch 2!68#ursing 2!78

    *+M 2!77+e$ stu'ents to >eco"e "ore

    aare o. the 'i..erent styes o.stu'ying!

    &cct 2!65

    2!01 !059 #one

    &S 2!84(us)co 2!73Co"Stu' 2!58)'uc 2!85

    )ng&rch 2!58#ursing 2!85*+M 2!86

    A6ademi6 (enei+s &cct 3!98

    7!90 I!001H

    &cct an' )ng&rch&S 4!01 &S an' )ng&rch(us)co

    4!05(us)co an'Co"Stu'

    Co"Stu' 3!61 (us)co an' )'uc

    )'uc 3!67 (us)co an' )ng&rch)ng&rch

    3!34Co"Stu' an'

    #ursing#ursing 4!24 )'uc an' #ursing

    *+M 4!00 )ng&rch an' *+M

    Qsignificant if p-value is less than 'K

    Le&endA Accountancy ; AcctG Arts and Sciences ; ASG usiness and

    conomics ; uscoG 1omputer Studies - 1omStudG ducation ; ducG

    ngineering and Architecture ; ngArchG Tourism and *ospitality

    !anagement ; T*!

    Table < shows that respondents from different colleges tend to

    differ in their perception of usefulness of the radio programs for education

    reasons. 7ursing respondents #

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    significantly different assessmentJ Accountancy #6.%$ and ngineering

    and Architecture #6.6

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    Ta#le 4>( A795A and 0ost *oc Test 2esults for the 2espondents

    0erceived @evel of Csefulness of the 2adio 0rograms in terms of Social

    enefits =rouped by 1ollege8School

    es Coege%

    Schoo

    Mean F-aue $-aue ?rou$ =i..erence

    ?reenhan' $rogra">ene.its stu'entsE o. S

    through >eing aare o.

    ex$eriences o. their co

    stu'ents!

    &cct2!70

    3!36 !002H

    Co"Stu' an'#ursing

    &S2!92

    )ng&rch an'

    #ursing

    (us)co 2!87

    Co"Stu' 2!60

    )'uc 2!81

    )ng&rch 2!60

    #ursing 2!96

    *+M 2!83Choti"e e'ucates the

    stu'entsE ca$a>iity in

    $re$aring their "eas!

    &cct2!83

    2!63 !012H

    Co"Stu' an'

    #ursing

    &S2!68

    )ng&rch an'

    #ursing

    (us)co 2!87

    Co"Stu' 2!56

    )'uc 2!72)ng&rch 2!57

    #ursing 2!88

    *+M 2!83

    Ca"$usatch gi-en >y

    the Massco"" stu'ents

    thoroughy in.or" stu'entso. hat is ha$$ening insi'e

    an' outsi'e the schoo!

    &cct 2!85

    !47 !858 #one

    &S 2!76

    (us)co 2!79Co"Stu' 2!72

    )'uc 2!74)ng&rch 2!67

    #ursing 2!81*+M 2!79

    hate-erA hate-er is

    essentia to stu'ents in

    earning the atest ga'gets!

    &cct 2!75

    1!80 !087 #one

    &S 2!76

    (us)co 2!66

    Co"Stu' 2!58

    )'uc 2!72

    )ng&rch 2!50

    #ursing 2!84

    *+M 2!80)-ening o-e i-e $rogra"

    is >ene.icia to S

    stu'ents to earn the

    essons a>out reationshi$s!

    &cct 2!98 1!72 !103 #one

    &S 2!68

    (us)co 2!71

    Co"Stu' 2!68

    )'uc 2!79

    )ng&rch 2!80

    #ursing 2!77

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    *+M 2!83esearchon&ir is use.u

    to the aca'e"ic nee's o.

    the stu'ents

    &cct 2!98

    3!15 !003H

    &cct an' Co"Stu'

    &S 2!83 &cct an' )ng&rch

    (us)co 2!74Co"Stu' 2!56

    )'uc 2!77

    )ng&rch 2!60

    #ursing 2!85

    *+M 2!86

    &ni"o Mornings he$s the

    stu'ents 'e-eo$s$irituay!

    &cct 2!80

    1!97 !059 #one

    &S 2!80(us)co 2!69

    Co"Stu' 2!48

    )'uc 2!70

    )ng&rch 2!66

    #ursing 2!92

    *+M 2!77+er -iesA his -ies he$s

    the stu'ents earn the'i..erent $ers$ecti-e o.

    >oth sexes!

    &cct 2!88

    1!93 !064 #one

    &S 2!88(us)co 2!78

    Co"Stu' 2!56

    )'uc 2!81

    )ng&rch 2!67

    #ursing 2!85

    *+M 2!86

    i>*a ex$oses the

    stu'ents on the i"$ortance

    o. >oos!

    &cct 2!75

    1!65 !120 #one

    &S 2!76

    (us)co 2!81

    Co"Stu' 2!48)'uc 2!72

    )ng&rch 2!57

    #ursing 2!81

    *+M 2!74

    )x$oring Phii$$ines is

    >ene.icia to the stu'ents in

    noing the 'i..erent

    on'ers o. our country!

    &cct 2!80

    1!26 !268 #one

    &S 2!88

    (us)co 2!74

    Co"Stu' 2!68)'uc 2!70

    )ng&rch 2!67

    #ursing 2!92

    *+M 2!83So6ia- (enei+s &cct 4!04 5!54 I001H &S an' Co"Stu'

    &S 4!24 &S an' )ng&rch

    (us)co 4!12 (us)co an'Co"Stu'

    Co"Stu'3!73

    (us)co an'

    )ng&rch

    )'uc3!94

    Co"Stu' an'

    #ursing

    )ng&rch 3!67 Co"Stu' an' *+M

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    #ursing4!30

    )ng&rch an'#ursing

    *+M 4!15 )ng&rch an' *+M

    Qsignificant if p-value is less than 'K

    Le&endA Accountancy ; AcctG Arts and Sciences ; ASG usiness and

    conomics ; uscoG 1omputer Studies - 1omStudG ducation ; ducG

    ngineering and Architecture ; ngArchG Tourism and *ospitality

    !anagement - T*!

    Table ' shows that respondents from different colleges tend to

    differ in their perception of usefulness of the radio programs in terms of their

    social benefits. 7ursing respondents #

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    1olleges8School which is inclined to social interaction perceived high

    with the use of radio station in addressing their social benefits. These

    colleges and school are more e:posed to social behavior since it is

    necessary for their program to socially interact. Thus, with the programs of

    @SC!, students are able to use this in order for them to gratify their social

    needs.

    Ta#le 49( A795A and 0ost *oc Test 2esults for the 2espondents0erceived @evel of Csefulness of the 2adio 0rograms in terms of @eisure

    enefits =rouped by 1ollege8School

    es Coege%Schoo

    Mean F-aue $-aue ?rou$ =i..erence

    Progra"s are entertainingan' reaxing to isten!

    &cct 3!00

    2!70 !010H

    &cct an' Co"Stu'&S 2!92 &cct an' )'uc

    (us)co 2!87

    Co"Stu' 2!73

    )'uc 2!76

    )ng&rch 2!87

    #ursing 2!93*+M 2!94

    Music $re.erences .it to

    their ti"esots!

    &cct 2!95

    4!24 I001H

    &cct an' )'uc

    &S 2!76 (us)co an' )'uc

    (us)co 2!91Co"Stu' 2!73

    )'uc 2!54

    )ng&rch 2!65

    #ursing 2!85

    *+M 2!78

    =:sE -oices are -ery

    attracti-e to hear!

    &cct 2!83

    2!21 !033H

    &cct an' )'uc

    &S 2!64

    (us)co 2!64Co"Stu' 2!62

    )'uc 2!35

    )ng&rch 2!58

    #ursing 2!70

    *+M 2!68

    Progra"s are chaenging

    an' in.or"ati-e!

    &cct 2!65 1!98 !058 #one

    &S 2!52

    (us)co 2!72

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    Co"Stu' 2!58)'uc 2!46

    )ng&rch 2!58

    #ursing 2!85*+M 2!72

    Stories .ro" the $rogra"s

    are interesting since it is

    reate' to stu'entsE

    ex$eriences!

    &cct 2!88

    2!01 !053 #one

    &S 2!52

    (us)co 2!68

    Co"Stu' 2!85

    )'uc 2!63

    )ng&rch 2!65#ursing 2!81

    *+M 2!78

    *i$s .ro" the ra'io

    $rogra"s are essentia an'

    use.u!

    &cct 2!70

    2!24 !031H

    )'uc an' *+M

    &S 2!72

    (us)co 2!74

    Co"Stu' 2!58)'uc 2!48

    )ng&rch 2!61#ursing 2!67

    *+M 2!83

    Songs are cassi.ie' to

    their genres!

    &cct 2!88

    3!32 !002H

    )'uc an' *+M

    &S 2!72 )ng&rch an' *+M

    (us)co 2!70

    Co"Stu' 2!73

    )'uc 2!59

    )ng&rch 2!55

    #ursing 2!89

    *+M 2!89Gnoing the atest gossi$s

    a>out the artists is

    interesting to share ith!

    &cct 2!70

    2!45 !018H

    )'uc an' *+M

    &S 2!68 )ng&rch an' *+M

    (us)co 2!70

    Co"Stu' 2!65

    )'uc 2!54

    )ng&rch 2!52

    #ursing 2!81

    *+M 2!88oth sexes are

    interesting since

    $erce$tions o. >oth en's

    are ex$aine' an' share'!

    &cct 2!95

    4!12 I001H

    &cct an' )'uc

    &S 2!80 &cct an' )ng&rch

    (us)co2!80

    )ng&rch an'

    #ursing

    Co"Stu' 2!69 )ng&rch an' *+M

    )'uc 2!59

    )ng&rch 2!52#ursing 2!93*+M 2!85

    y the

    $rogra"s are "oti-ating

    an' chaenging!

    &cct 2!88 !56 !785 #one

    &S 2!76

    (us)co 2!81

    Co"Stu' 2!76

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    significantly different assessmentJ Accountancy #

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    /.( program preference and perceived level of usefulness of radio

    programsG and

    /. fre"uency of listening to radio programs and perceived level of

    usefulness of radio programsF

    1orrelational analyses were performed between variables on the

    listening pattern of the respondents and their perception level of the

    usefulness of the radio programs in terms of academic, social and leisure

    benefits as shown in Tables & to 6(.

    Ta#le 4?( 1orrelational Analysis between 2espondents 3egree of

    0reference of ducational 0rograms and their 0erceived @evel of

    Csefulness

    es Correation

    Coe..icient

    $-aue Dnter$retation

    =egree o.

    Pre.erence

    o.

    )'ucationa

    Progra"s

    Percei-e' e-e o.

    se.uness o. a'io

    Progra"s in ter"s o.&ca'e"ic (ene.its

    !53 I!001H

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    perceived level of usefulness of the radio programs aired by @SC ! at (K

    level of significance.

    0ositive correlation coefficients indicate respondents who had higher

    degree of preference of educational programs tend to show higher

    perception level of the usefulness of the radio programs in terms of

    academic, social and leisure benefits. The degree of e:posure and

    preference to the educational programs of the radio station through

    information loading made them identify the usefulness of the programs to

    their academic, social and leisure benefits.

    Ta#le 4@( 1orrelational Analysis between 2espondents 3egree of

    0reference of Spiritual 0rograms and their 0erceived @evel of Csefulness

    es Correation

    Coe..icient

    $-aue Dnter$retation

    =egree o.

    Pre.erence

    o. S$iritua

    Progra"

    Percei-e' e-e o.

    se.uness o. a'io

    Progra"s in ter"s o.

    &ca'e"ic (ene.its

    !35 I!001H

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    perceived level of usefulness of the radio programs aired by @SC ! at (K

    level of significance.

    0ositive correlation coefficients indicate that respondents who had

    higher degree of preference of the spiri