INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Integration of Digital Television in Classroom Instruction: Students’  
Learning Experiences, Challenges, and Strategies  
Fiona Rose V. Nablo¹, Daryl C. Nerva¹, Ria P. Relatores¹, Honeylyn A. Sandagon¹, Judith D. Sayno¹,  
Archie A. Perpetua2  
¹College of Education, Central Bicol State University of Agriculture, Sipocot, Philippines  
2College of Education, Central Bicol State University of Agriculture, Sipocot, Philippines  
DOI: https://doi.org/10.47772/IJRISS.2025.91100621  
Received: 12 December 2025; Accepted: 19 December 2025; Published: 27 December 2025  
ABSTRACT  
The rapid advancement of educational technology had led to the increasing integration of digital television as an  
instructional tool in classroom settings. This study aims to explore students’ learning experiences, challenges,  
and strategies in integrating digital television into classroom instruction. Employing a descriptive-quantitative  
research design, the study consist of students from the College of Education at Central Bicol State University of  
Agriculture. A 30-item survey questionnaire, with high reliability (Cronbach's alpha > 0.97), was used to collect  
data on learning experiences, challenges, and strategies. The data were analyzed using weighted mean and  
ranking technique. Results revealed that students generally had positive learning experiences with digital  
television, particularly in terms of enhanced attention, visualization of lessons, and overall engagement.  
Challenges were experienced occasionally, with limited access to digital television in some classroom and  
technical issues emerging as the most common concerns. Students frequently employed adaptive learning  
strategies such as note-taking, maintaining focus, and staying positive during instructional challenges.  
Correlation analysis showed a highly significant and strong positive relationship between learning experiences  
and strategies, while challenges had minimal influence on learning experiences and a weak relationship with  
strategy use. The findings suggest that digital television is an effective instructional tool when supported by  
appropriate infrastructure and students’ active learning strategies. These results highlight the importance of  
strategic implementation of digital television to enhance teaching and learning in higher education.  
Keywords: digital television, classroom instruction, learning experiences, learning strategies, educational  
technology  
INTRODUCTION  
The 21st century has witnessed a rapid evolution in technology, reshaping every facet of human life, including  
education. As the world becomes increasingly interconnected and reliant on digital innovation, the role of  
technology in education has emerged as a pivotal driver of transformative learning experiences. Among various  
technological innovations, digital television has emerged as a promising audio-visual medium that can enhance  
classroom instruction by engaging learners through visual and auditory stimuli (Abuhmaid, 2014). The use of  
digital television in the classroom has become increasingly significant in promoting interactive and visually  
engaging instruction. According to Mayer’s Cognitive Theory of Multimedia Learning (2009), students learn  
more effectively when information is presented through both visual and auditory channels, which enhances  
comprehension and retention. LED or digital TVs provide high-definition visuals, clear sound, and easy access  
to various multimedia materials such as videos, animations, and presentations making lessons more dynamic  
and stimulating. As educators continuously seek ways to make instruction more interactive and learner-centered,  
integrating digital television offers a flexible, dynamic medium for presenting visual learning materials.  
According to the Michigan Health System (2010), light-emitting diode (LED) televisions, as an example of  
audio-visual technology, have become commonly used learning resources for disseminating lessons in  
classrooms. Studies have shown that the use of LED TVs in classrooms is an effective educational technology  
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tool that benefits both teachers and students (Averion et al., 2020). In the Philippines, Batas Pambansa Blg. 232,  
also known as the Education Act of 1982, emphasizes the integration of appropriate technology in teaching and  
learning. At present, instructional technology such as TV has been a practice in the classroom in some areas in  
the Philippines. This study is guided by the TechnologyAcceptance Model (Venkatesh et al., 2003), which posits  
that perceived usefulness and ease of use influence users’ attitudes toward adopting technological tools. This  
study sought to answer the following objectives; To describe the students’ learning experiences in using digital  
television as a tool for classroom instruction, to identify the challenges encountered by students in the integration  
of digital television in their learning process and to determine the strategies employed by students to overcome  
the challenges associated with digital television-based instruction. Hence, this study aims to explore students’  
learning experiences, challenges, and coping strategies in integrating digital television into classroom  
instruction, with the goal of enhancing the effective use of educational technology.  
MATERIALS AND METHOD  
This study utilized a descriptive-quantitative research design employing a survey method to gather data on  
students’ learning experiences, challenges, and strategies related to the integration of digital television in  
classroom instruction. It utilized descriptive approach, focusing on describing the current state of students’  
experiences, challenges, and strategies without manipulating or intervening in the variables. The study is non-  
experimental and aims to describe existing conditions rather than establish causal relationships. Stratified  
random sampling was employed to ensure proportional representation across year levels. The researchers  
categorized students by year level and randomly selected 15 participants from each group. Only enrolled students  
from the College of Education who had prior classroom experience with digital television-based instruction were  
included in the study. The sample consisted of 60 students (15 from each year level), with an estimated age range  
of 18–22 years.The researchers developed a 30-item questionnaire divided into three parts: students’ learning  
experiences (10 items), challenges (10 items), and strategies (10 items). Each item was rated using a 5-point  
Likert scale ranging from 1 (‘Never’) to 5 (‘Always’). The instrument underwent content validation by three  
education experts and was pilot-tested to ensure clarity and reliability. Prior to data collection, the researchers  
sought approval from the research adviser and obtained informed consent from all participants. Respondents  
were assured of the confidentiality and voluntary nature of their participation.The questionnaires were personally  
administered by the researchers after explaining the purpose of the study and assuring participants of the  
anonymity of their responses. The data collected were tabulated and analyzed using descriptive statistics,  
specifically the weighted mean and rank, to determine the extent of students’ learning experiences, challenges,  
and strategies related to digital television integration.To further establish the quality of the instrument, a  
reliability test was conducted using Cronbach’s Alpha to determine the internal consistency of each subscale.  
The results revealed exceptionally high reliability coefficients across all three components of the questionnaire.  
The subscale on Students’ Learning Experiences obtained a Cronbach’s alpha of 0.996, indicating excellent  
consistency among its ten items. Similarly, the Challenges Encountered by Students subscale yielded an alpha  
of 0.986, which also falls within the excellent reliability range. Lastly, the Strategies Used by Students subscale  
registered a Cronbach’s alpha of 0.974, demonstrating excellent internal consistency. These results confirm that  
the items in the instrument are highly reliable and suitable for measuring the constructs intended in this study.  
RESULTS  
This section outlines the study's findings conducted among 60 College of Education Students in CBSUA-Sipocot  
Campus for the academic year 2025-2026, focusing on their learning experiences, challenges and strategies in  
using Digital television.  
Table 1. Summary of mean, standard deviation, interpretation and rank of indicators for students’ experiences  
Indicators  
Description  
(Implicit)  
Mean Standard  
Deviation (SD)  
Interpretation Rank by  
Mean  
I find digital television engaging Positive  
4.25  
0.94  
Always  
3
and interesting.  
Impact/engagement  
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Digital  
television  
helps  
me Improved  
Understanding  
4.17  
4.37  
0.88  
0.81  
Often  
5
1
understand the lesson better.  
Using Digital television enhances Motivation/Interest  
my attention during class  
discussion.  
Always  
Digital television lesson make the Visual Learning Aid  
topic easier to visualize.  
4.33  
3.97  
0.89  
1.01  
1.10  
1.05  
1.10  
Always  
Often  
Often  
Often  
Often  
2
I find it easier to recall information Information  
presented through digital television. Retention  
7
I am more motivated to learn when Encouraged  
3.92  
9
digital television is used.  
Participation  
Digital television provides more Made  
interactive learning experiences. Easier  
Learning 4.08  
6
I can relate better to real-life Relevance to Real 3.80  
examples shown through digital Life  
television.  
10  
Digital television supports my Promoted  
3.95  
Critical 4.20  
4.06  
1.03  
0.86  
0.96  
Often  
Often  
Often  
8
4
comprehension of complex topics.  
Collaboration  
Overall, digital television improves Improved  
my learning experience in class.  
Thinking  
OVERALL MEAN  
Mean Score range Verbal Interpretation  
4.21 - 5.00  
3.41 - 4.20  
2.61 - 3.40  
1.81 - 2.60  
1.00 - 1.80  
Always  
Often  
Sometimes  
Rarely  
Never  
This table presents the students’ experiences in using digital television as an instructional tool, with an overall  
mean of 4.06 (SD = 0.96) interpreted as Often, indicating that students generally experience positive learning  
outcomes when digital television is used in class. The highest-rated indicators were enhanced attention during  
class discussions (M = 4.37) and easier visualization of lesson topics (M = 4.33), both interpreted as Always,  
showing that digital television is particularly effective in sustaining focus and supporting visual learning.  
Students also consistently found digital television engaging and interesting (M = 4.25) and perceived an overall  
improvement in their learning experience (M = 4.20). Other indicators such as improved understanding, making  
learning easier, information retention, motivation, and comprehension of complex topics were all rated as Often,  
reflecting frequent positive effects on learning. Although relevance to real-life examples ranked lowest (M =  
3.80), it was still interpreted as Often, suggesting that students are generally able to connect digital television  
content to real-world contexts. The results indicate that digital television frequently enhances student  
engagement, understanding, and overall classroom learning experience.  
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Table 2. Summary of mean, standard deviation, interpretation and rank of indicators for challenges  
Indicators  
Description  
(Implicit)  
Mean  
Standard  
Deviation (SD)  
Interpretation Rank by  
Mean  
There  
frequent  
technical Technical  
3.40  
1.35  
1.34  
1.38  
1.33  
1.30  
Sometimes  
Sometimes  
Sometimes  
Sometimes  
Sometimes  
2
4
9
6
7
problems when using Digital Glitches/Setu  
television.  
p
The sound or visual quality of Poor  
the digital television is poor. Video/Audio  
Quality  
3.22  
2.62  
2.97  
It is difficult to focus when Distraction/A  
digital  
malfunctions.  
television ttention  
Some lessons become too Inadequate  
dependent on digital Content  
television content.  
I
experienced  
difficulty Too Fast/Too 2.95  
lessons Slow Pace  
understanding  
presented too quickly on  
screen  
Digital television content does Content  
2.60  
of 3.08  
2.78  
1.38  
1.30  
1.25  
1.29  
1.29  
1.33  
Rarely  
10  
5
not  
match  
the  
lesson Irrelevance  
objectives  
Lack of teacher guidance Lack  
reduces the effectiveness of Teacher  
Sometimes  
Sometimes  
Often  
digital television used.  
Training  
The time spent setting up Time  
digital television reduces Constraints  
learning time.  
8
There is limited access to Infrastructure  
digital television in some Issues  
classroom.  
3.52  
3.10  
2.97  
1
Overall, I face challenges Difficulty  
when digital television is used Interacting  
for instruction.  
Sometimes  
Sometimes  
3
OVERALL MEAN  
Mean Score range Verbal Interpretation  
4.21 - 5.00  
3.41 - 4.20  
Always  
Often  
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2.61 - 3.40  
1.81 - 2.60  
1.00 - 1.80  
Sometimes  
Rarely  
Never  
This table presents the challenges encountered by students in using digital television as instruction. The overall  
mean of 2.97 (SD = 1.33) indicates that students sometimes experience challenges when digital television is  
used in the classroom. The most prominent challenge is limited access to digital television in some classrooms  
(M = 3.52), followed by technical glitches and setup problems (M = 3.40), indicating that infrastructure and  
technical issues are the main concerns. Other challenges such as difficulty interacting, lack of teacher guidance,  
poor audio and video quality, lesson pacing, content dependence, and time constraints were also rated as  
sometimes, reflecting moderate levels of difficulty. The least reported challenge is content irrelevance (M =  
2.60), interpreted as rarely, suggesting that digital television content is generally aligned with lesson objectives.  
The findings show that students face occasional challenges in using digital television for instruction, with access  
and technical reliability being the most significant factors affecting its effective use.  
Table 3. Summary of mean, standard deviation, interpretation and rank of indicators for strategies  
Indicators  
Description  
(Implicit)  
Mean  
Standard  
Deviation (SD)  
Interpretation Rank by  
Mean  
I take notes while watching Note-taking  
lessons on digital television to  
remember key points.  
4.33  
0.85  
0.99  
0.97  
1.05  
1.05  
0.97  
0.97  
1.01  
Always  
Often  
Often  
Often  
Often  
Often  
Often  
Often  
1
4
6
8
9
3
2
5
I maintain focus even when Focusing/Mi  
technical issues occur during nimizing  
4.02  
3.88  
3.73  
3.70  
4.03  
4.20  
digital television sessions.  
Distractions  
I ask the teacher for clarification Asking  
when I do not understand a topic Clarifying  
from digital television.  
Questions  
I review related materials online Reviewing  
or in textbooks after watching Materials  
digital television.  
Later  
I discuss unclear topics with Discussing  
classmates after watching digital with Peers  
television lessons.  
I give feedback to teachers Seeking  
regarding the quality of digital Additional  
television lessons.  
Resources  
I stay positive and adaptable Active  
when challenges arise in digital Viewing/Eng  
television instruction.  
agement  
I suggest ways to improve the Relating  
use of digital television during Existing  
to 3.97  
class discussions.  
Knowledge  
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I practice self-study to reinforce Self-  
lessons shown through digital Regulation/P  
3.67  
3.97  
3.89  
1.10  
1.07  
0.99  
Often  
Often  
Often  
10  
5
television.  
acing  
I develop time management Time  
skills to adjust to lessons using Management  
Digital television.  
OVERALL MEAN  
Mean Score range Verbal Interpretation  
4.21 - 5.00  
3.41 - 4.20  
2.61 - 3.40  
1.81 - 2.60  
1.00 - 1.80  
Always  
Often  
Sometimes  
Rarely  
Never  
This table presents the strategies employed by students when engaging with digital television based instruction,  
with an overall mean of 3.89 (SD = 0.99) interpreted as Often, indicating that students frequently use learning  
strategies to support their understanding during digital television lessons. The most frequently used strategy is  
note-taking while watching lessons (M = 4.33), interpreted as Always, highlighting students’ active effort to  
retain key information. This is followed by staying positive and adaptable despite challenges (M = 4.20) and  
providing feedback to teachers (M = 4.03), suggesting that students demonstrate engagement and responsibility  
in improving the learning process. Strategies such as maintaining focus during technical issues, managing time  
effectively, suggesting improvements, and asking for clarification were all rated as Often, reflecting consistent  
but moderate use of self-regulated and interactive learning behaviors. Meanwhile, reviewing materials  
independently, discussing topics with peers, and self-study for reinforcement ranked lowest yet were still  
interpreted as Often, indicating that these strategies are practiced but less frequently. Overall, the findings suggest  
that students generally adopt constructive and adaptive strategies when using digital television, with strong  
emphasis on active engagement and personal responsibility for learning.  
Table 4. Correlation of student learning experiences, challenges and strategies  
Relationships  
Pearson's r  
Statistical Significance  
Strength and Direction  
0.870  
Highly Significant  
Extremely  
Positive  
Strong,  
LE (Experiences) vs. ST  
(Strategies)  
Very Weak, Negligible  
Weak, Negative  
LE (Experiences) vs. CH  
(Challenges)  
0.045  
0.249  
Not Significant  
Weakly Significant  
CH  
(Challenges)  
vs.  
ST  
(Strategies)  
Table 4 presents the correlation among students’ learning experiences, challenges, and strategies in the use of  
digital television. The results show a very strong and positive relationship between learning experiences and  
strategies (r = 0.870), which is highly significant, indicating that students who report more positive learning  
experiences are also more likely to employ effective learning strategies. In contrast, the relationship between  
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learning experiences and challenges is not significant (r = 0.045), suggesting that the challenges encountered by  
students do not substantially affect their overall learning experiences. Lastly, the correlation between challenges  
and strategies is weak and negative (r = 0.249) but weakly significant, implying that as challenges slightly  
increase, the use of learning strategies tends to decrease, although the relationship is minimal. The findings  
indicate that students’ learning strategies play a crucial role in enhancing positive learning experiences, while  
challenges have limited influence on both experiences and strategy use.  
DISCUSSION  
This study aimed to understand how the integration of digital television in classroom instruction influences  
students’ learning experiences, challenges, and strategies. The findings reveal several key insights into the  
effectiveness and impact of digital television in education. Firstly, the reliability analysis of the survey instrument  
demonstrated excellent internal consistency across all three scales: Students’ Learning Experiences (LE),  
Challenges Encountered by Students (CH), and Strategies Used by Students (ST). This high reliability, with  
Cronbach’s alpha values ranging from 0.974 for ST to 0.996 for (LE), confirms that the instrument is highly  
suitable for measuring the constructs intended in this study. The results indicate that students generally have  
positive learning experiences with digital television. The highest-rated item was the enhancement of attention  
during class discussions (mean = 4.37), suggesting that digital television is effective in engaging students.  
However, the study also identified challenges, with limited access to digital television in some classrooms being  
the most significant (mean = 3.52). Technical issues and the quality of video and audio (mean = 3.40 and 3.22,  
respectively) were also noted as recurring problems. Regarding the strategies students use, note-taking was the  
most common (mean = 4.33), indicating that students actively engage with the content presented on digital  
television. Staying positive and adaptable when challenges arise was also a frequently used strategy (mean =  
4.20), highlighting students' resilience in overcoming obstacles. The correlation analysis revealed a strong  
positive relationship between learning experiences and the strategies students use (r = 0.870). This suggests that  
when students have positive experiences with digital television, they are more likely to employ effective learning  
strategies. Additionally, there was a very weak, negligible correlation between learning experiences and  
challenges (r = 0.045). Conversely, there was a weak negative correlation between challenges and strategies (r  
= -0.249), implying that as challenges increase, the use of certain strategies might decrease slightly.  
The findings of the present study are supported by related studies. Nacion et al. (2025) suggested that positive  
learning experiences can be sustained when learners employ effective strategies despite existing challenges.  
Similarly, Perpetua et al. (2025) found that positive student perceptions enhance engagement, reinforcing the  
present finding that the integration of digital television improves students’ attention and overall learning  
experiences. Moreover, Sali et al. (2025) noted that students are able to maintain positive learning attitudes  
despite external challenges, supporting the conclusion that learners continue to demonstrate favorable learning  
experiences even in the presence of moderate difficulties.These findings suggest that the integration of digital  
television in classroom instruction positively supports students’ learning experiences and promotes the use of  
effective learning strategies despite existing challenges. The results underscore the importance of improving  
accessibility on using Digital television for classroom intruction, strengthening teacher guidance, and enhancing  
instructional design to fully maximize the educational benefits of digital television and foster a more engaging  
and effective learning environment.  
CONCLUSION AND RECOMMENDATION  
Conclusion  
This study concludes that the integration of digital television in classroom instruction generally provides positive  
learning experiences for students in the College of Education at CBSUA–Sipocot Campus. The findings reveal  
that students often find digital television engaging, visually supportive, and effective in enhancing attention,  
understanding, and overall learning experiences. Despite these benefits, students also encounter occasional  
challenges, particularly related to limited access to digital television, technical issues, and time constraints,  
although these challenges are not severe enough to significantly hinder their learning experiences. Notably,  
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students demonstrate adaptability and active engagement by employing various learning strategies such as note-  
taking, maintaining focus during disruptions, staying positive, and providing feedback to teachers. The  
correlation results further highlight that learning strategies have a strong and positive relationship with students’  
learning experiences, while challenges show minimal influence. Overall, the study affirms that digital television  
is an effective instructional tool when supported by students’ strategic learning behaviors, reinforcing the  
importance of active engagement and adaptability in technology-enhanced classrooms.  
Recommendation  
Based on the findings of the study, it is recommended that teachers maximize the instructional potential of digital  
television by integrating interactive activities and guided discussions to further enhance student engagement and  
understanding. School administrators and the College of Education are encouraged in improving access to digital  
television in some classroom and ensuring reliable technical support to minimize disruptions during instruction.  
Professional development programs focusing on effective instructional use of digital television may also be  
conducted to strengthen teacher competence and guidance. Additionally, students should be encouraged to  
continue practicing effective learning strategies such as note-taking, self-study, and collaborative discussions to  
further enhance their learning experiences. For future researchers, conducting similar studies with a larger and  
more diverse sample, as well as exploring other variables such as academic performance or teacher perspectives,  
is recommended to provide a more comprehensive understanding of the impact of digital television in classroom  
instruction.  
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