2022 IJRSE – Volume 11 Issue 4
Available Online: 23 January 2022
Author/s:
Pante, Diana Joy B.
Bogña Integrated School, Philippines (dianajoypante17@gmail.com)
Abstract:
The challenge and impact of the pandemic on education is greatly affected around the world. Closing of schools has become one of problem for everyone. However, due to the desire to continue the education, a modular method was used in different schools. This research aimed to determine the level of linguistic and discoursal skills of Grade 10 students in the Special Program on Journalism (Radio Broadcasting) of Bogña Integrated School. Identify the effects of Modular Distance Learning on students’ ability, problems faced by students in Modular Distance Learning and suggest activities to further develop students’ linguistic and discourse skills. Quantitative-Qualitative and descriptive analysis design in data collection. Purposive sampling was used to identify respondents. Consists of 22 respondents from Grade 10- Special Program on Journalism (Radio Broadcasting) and 4 teachers. Frequency count, mean, percentage and ranking were used in the analysis and interpretation of the data. In total the level of linguistic skills of the students were 82% which means at the moderate level of proficiency. In total the level of discoursal skills of the students were 83% which is at the moderate skill level. significant impact on students ’linguistic and discursive ability. These effects caused them to not be able to demonstrate their skill. In conclusion the study was able to identify the existing challenges to the ability of the participants. The result of this study can serve as an instrument for the improvement of existing school programs such as imparting knowledge to the student using modular method.
Keywords: linguistic, discoursal, effect, journalism, modular distance learning
DOI: https://doi.org/10.5861/ijrse.2022.117
Cite this article:
Pante, D. J. B. (2022). Kakayahang lingguwistik at diskorsal ng baitang 10 – special program on journalism: Isang pagsusuri. International Journal of Research Studies in Education, 11(4), 1-7. https://doi.org/10.5861/ijrse.2022.117