The Effects of Using Visual and Podcast Technology Materials in Teaching English

This study examined the effects of using visual and podcast technology materials on the academic performance of Grade 4 learners in English at Alugan Elementary School during the School Year 2023–2024. A quasi-experimental pretest–posttest control group design was employed involving 46 learners selected through purposive sampling. Data were analyzed using mean, standard deviation, and t-test.
Findings revealed that both control and experimental groups significantly improved from pretest to posttest, with performance levels increasing from “Satisfactory” to “Outstanding.” While a statistically significant difference was observed within groups, only a minimal difference was found between the posttest scores of the control and experimental groups. Moreover, no significant difference in learning gain scores was identified (p = 0.228), indicating comparable effectiveness of both instructional approaches.
The study concludes that visual and podcast technology materials enhance learner engagement and support academic performance, but do not produce significantly greater gains compared to traditional methods. It is recommended that future studies employ larger, randomized samples and further validate instructional tools.

Visual Technology, Podcast Instruction, Academic Performance, Quasi-Experimental Design

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