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8/13/2019 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, ))'$.
The success of ! stations to attract a significantly long tune-in time
from the ilipino youth paved the way for some ! stations to take this as
http://en.wikipedia.org/wiki/Broadcastinghttp://en.wikipedia.org/wiki/Frequency_modulationhttp://en.wikipedia.org/wiki/Frequency_modulationhttp://en.wikipedia.org/wiki/High-fidelityhttp://en.wikipedia.org/wiki/Radiohttp://en.wikipedia.org/wiki/Broadcastinghttp://en.wikipedia.org/wiki/Frequency_modulationhttp://en.wikipedia.org/wiki/Frequency_modulationhttp://en.wikipedia.org/wiki/High-fidelityhttp://en.wikipedia.org/wiki/Radio8/13/2019 La Salle University Radio Station: Basis for Program Development
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an opportunity to modify and add new theme to the typical !
programming. or instance, 34! or 2adyo' station of T5' became .6
7ews !, the first news8talk station on the ! band in the 0hilippines
which was launched last 9ctober )() #34!, )(($. 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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69
(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