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THE MEDIA LITERACY LEVEL OF SELECTED AB JOURNALISM AND AB COMMUNICATION STUDENTS OF ALBAY
An Undergraduate Thesis Presented to the Faculty of Bicol University
College of Arts and Letters Legazpi City
In Partial Fulfillment of the Requirements for the Degree
Bachelor of Arts in Journalism
by Michael Leer Granatin Asuncion
Nico Paygane Arboleda
March 2011
ii
Republic of the Philippines Bicol University
COLLEGE OF ARTS AND LETTERS Department of Print and Broadcast Media
Legazpi City
RECOMMENDATION FOR ORAL EXAMINATION
The undergraduate thesis hereto attached entitled, THE MEDIA LITERACY LEVEL OF SELECTED AB JOURNALISM AND AB COMMUNICATION STUDENTS OF ALBAY, prepared by Michael Leer G. Asuncion and Nico P. Arboleda in partial fulfillment of the requirements for the Degree Bachelor of Arts in Journalism, and is hereby submitted to the thesis committee for consideration.
ELNORA A. BROCALES, Ed.D.
Adviser
THESIS COMMITTEE
In partial fulfillment of the requirements for the Degree of Bachelor of Arts in Journalism, this undergraduate thesis hereto entitled, THE MEDIA LITERACY LEVEL OF SELECTED AB JOURNALISM AND AB COMMUNICATION STUDENTS IN ALBAY, prepared by Michael Leer G. Asuncion and Nico P. Arboleda is hereby recommended for oral proposal.
MA. CELINA ELADIA G. MENESES, Ph.D. Chairman
JUDITH R. ORDIZ, M.A. PROF. RUTH G. MERCADO
Member Member
iii
Republic of the Philippines Bicol University
COLLEGE OF ARTS AND LETTERS Legazpi City
RESULT OF THE ORAL EXAMINATION
Result of the Oral Examination for MICHAEL LEER GRANATIN ASUNCION and NICO PAYGANE ARBOLEDA, candidates for the degree, Bachelor of Arts in Journalism.
Thesis: THE MEDIA LITERACY LEVEL OF SELECTED AB JOURNALISM AND AB COMMUNICATION STUDENTS OF ALBAY
Place: Print and Broadcast Media Department Office, Bicol University Multipurpose Building, Legazpi City
Date: February 2, 2011
Time: 12:00-1:00 P.M.
This is to certify that MICHAEL LEER GRANATIN ASUNCION and NICO PAYGANE ARBOLEDA have passed the Oral Examination with a rating of 95%.
Panel of Oral Examiners Action Taken
MA. CELINA ELADIA G. MENESES, Ph.D. ___________________ Chairman
JUDITH R. ORDIZ, M.A. ___________________ Member
PROF. RUTH G. MERCADO ___________________ Member
iv
Republic of the Philippines Bicol University
COLLEGE OF ARTS AND LETTERS Department of Print and Broadcast Media
Legazpi City
APPROVAL SHEET
Upon recommendation of the Oral Proposal Committee, this undergraduate thesis entitled THE MEDIA LITERACY LEVEL OF SELECTED AB JOURNALISM AND AB COMMUNICATION STUDENTS IN ALBAY, prepared by Michael Leer G. Asuncion and Nico P. Arboleda is hereby approved in partial fulfillment of the requirements for the Degree, Bachelor of Arts in Journalism.
AGNES J. NEPOMUCENO, Ed. D. Professor
PROF. ANACITO E. DEMATERA Department Chair, Print and Broadcast Media
MA. JULIETA B. BORRES, Ph. D. Dean, BUCAL
v
ACKNOWLEDGMENTS
The researchers would like to extend their sincerest gratitude to the following, for
without them, this research would not have seen the light of day.
They would also like to acknowledge their thesis committee members, Ma’am
Maisie Meneses, Ma’am Judith Ordiz, and our “semi-adviser” for content, Ma’am Ruth
Mercado; our adviser Ma’am Elnora Brocales, for keeping up with the researchers’
laziness and complacency, as well as pushing them to complete this research; Ma’am Fe
Ataiza, for her assistance on statistical matters; Ma’am Aida Naz of the Philippine
Information Agency for validating our research instrument; Sir Alvin Sario of Aquinas
University for also validating the instrument and helping the researchers gather data at
Aquinas University; Ma’am Agnes Nepomuceno, their research professor, for her helpful
teachings and suggestions.
They would also like to express their deepest gratitude to their parents, whose
encouragement, support, and love became the driving force to do their very best in this
undertaking.
To their dearest friends, for their utmost support and persistence, and making the
researchers realize that they could accomplish this research on time; special mention to
Journalism 4A and 4B, and the Unibe and Budyong family.
Most of all, we also are indebted to God, for giving them strength, knowledge,
and determination when the researchers need the most, and for getting them through their
studies and all the blessings bestowed unto them.
The Researchers,
M.L.G.A.,
N.P.A.
vi
ABSTRACT
Thesis: THE MEDIA LITERACY LEVEL OF SELECTED AB
JOURNALISM AND AB COMMUNICATION STUDENTS
OF ALBAY
Authors: NICO PAYGANE ARBOLEDA
MICHAEL LEER GRANATIN ASUNCION
Type of Document: Unpublished Undergraduate Thesis
Bicol University College of Arts and Letters
March 2011
The objective of the study was to determine the media literacy level of selected
third year and fourth year AB Journalism and AB Communication students of Bicol
University and Aquinas University of Legazpi. It sought to evaluate and analyze the
following areas: 1) the respondents’ level of media literacy in terms of news appreciation,
data gathering, exposure to various beats, editing and copywriting, makeup and layout,
newspaper management, and the analysis and interpretation of media content; 2) the
similarities and differences between the respondents from AB Journalism in Bicol
University and AB Communication in Aquinas University of Legazpi in terms of media
literacy skills; and 3) possible activities or programs that can be introduced to recognize
media literacy education.
The research tool used to obtain data was an evaluation research questionnaire.
The questionnaire was administered via random sampling to a sample of 81 selected AB
vii
Journalism and AB Communication students of Bicol University and Aquinas University
of Legazpi, respectively, to gather necessary data.
Findings reveal that most of the skills are taught excellently but the respondents
are not using the skills learned. In terms of news appreciation, data gathering procedures,
editing and copywriting, makeup and layout, and newspaper management, the
respondents displayed almost same skill levels, that they are taught excellently but are not
applying it in their journalistic work. In terms of exposure to various beats, police,
disaster, and provincial capitol beats yielded the same results: that covering these beats
have been taught but not well enough for them to apply in their tasks. Covering the court
beat, however, was taught to them but not well enough to make a recall. In terms of the
basic media literacy skills, the respondents displayed almost same results.
In terms of the interpretation and analysis of media content, the respondents have
the same interpretation that the video clips shown are for 18- to 24-year olds, and that
they are targeted at middle-class males.
It is also found out that the respondents’ attention can easily be held by comedic
videos with aesthetic presentation techniques, usually with the use of cute characters.
Also, the main purpose of these videos shown (violence and sexually themed) as
perceived by the respondents are mostly to entertain. AB Communication students from
Aquinas University were most likely influenced by a certain video than those of the AB
Journalism students of Bicol University.
It can be concluded that AB Communication students have a higher literacy level
than AB Journalism students considering the following factors – number of students,
viii
ratio of professors to students, and facilities. In terms of the curriculum used, AB
Journalism students in Bicol University acquire more skills compared to AB
Communication students of Aquinas University where skill levels of the students
decrease as they go further to their degree.
It is suggested that both schools consider improving or revamping the present
curriculum of the respondents, with the inclusion of media literacy subjects. For Bicol
University, it is suggested that the Print and Media Broadcast Department should be
stricter in the hiring of professors in AB Journalism, as well as a stricter admission
policy. For Aquinas University of Legazpi, the AB Communication department is
suggested to increase promotional activities for the course.
It is recommended that both schools should conduct seminars, press conventions,
film showings and workshops to increase the media literacy skills of the students.
Enhancement trainings, outreach programs, press conferences, and proper information
dissemination to improve social life of the students are also recommended.
The present undertaking dealt only with the third year and fourth year students of
AB Journalism in Bicol University and AB Communication in Aquinas University of
Legazpi, of the Academic Year 2010-11. Further studies could cover different
respondents, maybe other sectors such as professionals, farmers, fishermen and the like.
The study covered only the writing, reading and thinking skills of the students, whilst the
speaking skills of the respondents such as actual broadcasting skills were not measured.
ix
TABLE OF CONTENTS
TITLE PAGE i
RECOMMENDATION FOR ORAL EXAMINATION ii
RESULT OF ORAL EXAMINATION iii
APRROVAL SHEET iv
ACKNOWLEDGEMENTS v
ABSTRACT vi
TABLE OF CONTENTS ix
LIST OF FIGURES xii
LIST OF TABLES xiii
CHAPTER
1. THE PROBLEM AND ITS SETTING
Introduction 1
Statement of the Problem 4
Scope and Delimitation of the Study 5
Significance of the Study 5
NOTES 7
2. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature 8
Related Studies 12
Synthesis of the State of the Art 15
Gap Bridged by the Study 16
x
Theoretical Framework 17
Conceptual Framework 19
Definition of Terms 21
NOTES 23
3. RESEARCH DESIGN AND METHODOLOGY
Research Design 25
Sources of Data 25
Respondents 26
Research Instrument 26
Data Gathering Procedure 27
Statistical Tool Used 27
NOTES 29
4. THE MEDIA LITERACY LEVEL OF SELECTED AB JOURNALISM
AND AB COMMUNICATION STUDENTS OF ALBAY
Media literacy skills 30
Analysis and interpretation of media content 36
Comparison between respondents from Bicol University and Aquinas
University of Legazpi 41
Activities or programs that can be introduced to recognize media literacy
education to the school and community 48
NOTES 50
5. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary 51
xi
Findings 52
Conclusions 57
Recommendations 59
BIBLIOGRAPHY 62
APPENDICES 66
A. Letter to PIA-V for validation of questionnaire 67
B. Letter to Aquinas University of Legazpi College of Arts, Sciences, and
Education to conduct study in the university 68
C. Certification of the validation of the questionnaire 69
D. Survey Questionnaire 70
CURRICULUM VITAE 74
xii
LIST OF FIGURES
FIGURE Page
1. Theoretical Paradigm 18
2. Conceptual Paradigm 20
3. Media literacy skill levels by school 41
4. Target audience of the video clips by school 45
5. Purpose of the video clips by school 46
6. Techniques used by video clips to catch attention by school 47
xiii
LIST OF TABLES
TABLE Page
1. Frequency Distribution of Respondents by School, Course, Year, and Block 26
2. News Appreciation by the respondents 30
3. Data Gathering by the respondents 31
4. Exposure to various beats by the respondents 32
5. Editing and copywriting by the respondents 33
6. Makeup and Layout by the respondents 34
7. Newspaper management by the respondents 34
8. Target Audience by Age Bracket of the respondents 36
9. Target Audience by Income Class by the respondents 37
10. Target Audience by Gender by the respondents 37
11. Purpose of video clips by the respondents 38
12. Techniques used by video clips to attract attention by the respondents 39
13. Impact of video clips by the respondents 39
14. Impact rating of video clips by school 48
15.1. Activities or programs to recognize media literacy in school as suggested by the
respondents 48
15.2. Activities or programs to recognize media literacy in the community as
suggested by the respondents 49
CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
Media literacy is often defined as the ability to access, analyze, evaluate and
create media in a variety of forms. An expanded and updated definition was presented by
the Center for Media Literacy, an authority in media literacy education: Media Literacy is
a 21st century approach to education. It provides a framework to access, analyze,
evaluate, create and participate using messages in a variety of forms – from print to video
to the internet. Media literacy builds an understanding of the role of media in society as
well as essential skills of inquiry and self-expression necessary for citizens of a
democracy.1
According to Len Masterman’s Teaching the Media, the importance of media
literacy can be summed up in five main points:
First is the influence of media in our central democratic processes. In a global
media culture, people need three skills in order to be engaged citizens of a democracy:
critical thinking, self-expression and participation. Media literacy instills these core
skills, enabling future citizens to sort through political packaging, understand and
contribute to public discourse, and, ultimately, make informed decisions in the voting
booth.
Second are the high rate of media consumption and the saturation of society by
media. When one considers cell phones, social networking, video games, television, pop
music, radio, newspapers, magazines, billboards, the internet—even T-shirts!—we are
2
exposed to more mediated messages in one day than our great-grandparents were exposed
to in a year. Media literacy teaches the skills we need to navigate safely through this sea
of images and messages—for all our lives.
Third is the media’s influence on shaping perceptions, beliefs and attitudes. While
research disagrees on the extent and type of influence, it is unquestionable that media
experiences exert a significant impact on the way we understand, interpret and act on our
world. By helping us understand those influences, media education can help us separate
from our dependencies on them.
Fourth is the increasing importance of visual communication and information.
While schools continue to be dominated by print, our lives are increasingly influenced by
visual images—from corporate logos to huge billboards to cell phones to Internet
websites. Learning how to “read” the multiple layers of image-based communication is a
necessary adjunct to traditional print literacy. We live in a multi-media world.
Last is the importance of information in society and the need for lifelong learning.
Information processing and information services are at the core of our nation’s
productivity but the growth of global media industries is also challenging independent
voices and diverse views. Media education can help both teachers and students
understand where information comes from, whose interests may be being served and how
to find alternative views.2
These five main points point out that the inclusion of media literacy education in
the curricula is necessary, not only as a skill for aspiring media practitioners but as well
as their audience or consumers. Being tagged as the “freest press in Asia,” Philippine
media practitioners must have a better understanding of media for both creators and
3
consumers in order to live up to the name. The term media literacy does not connote
freedom of the press, rather, on how responsible it is.
With media literacy, the description of the Philippine press may change from
freest in Asia to freest and the most responsible press in the world. Responsibility and
credibility have always been issues for the press – credibility for the people to believe
and responsibility for them to follow. Believing and following are two completely
different things. People may believe but there is no guarantee that they will follow. It is
necessary for the press to establish responsibility more than credibility. What is a credible
or believable press if it is not responsible enough to make a positive trend? Media is a
powerful agenda setter and it is important that it must set a positive and responsible trend.
The chosen respondents for this study are narrowed down to AB Journalism and
AB Communication students with major subjects, i.e. the third and fourth year students.
These students will most probably become media practitioners in the future, and
measuring their media literacy skills would somehow determine the outcome of the
media industry in the near future.
Provided that the respondents will be future media practitioners and that media
plays a vital role in the society, the study will measure how well will they be as future
media men and how will they affect the present trend in the market of journalism. The
way the researchers choose the respondents is embedded in a simple statement; if the
audience needs to be media literate how much more are the future “creators” of media
messages. A media illiterate audience may be given some considerations but having
media illiterate practitioners is a totally different thing for it will affect the kind of media
industry the country will have in the near future.
4
The inclusion of AB Communications students of Aquinas University of Legazpi
as respondents is to compare between the AB Journalism students of Bicol University in
order to determine the different approaches used by the two degree programs. While it is
given that journalists do not have to pass a licensure examination in order to practice, a
standardized method of teaching journalism might be deemed necessary in the future.
Statement of the Problem
This study aims to let the importance of media education be recognized in
Aquinas University of Legazpi and Bicol University. Specifically, this study aims to
answer the following questions:
1. How do the respondents rate their media literacy skills in terms of:
a. News appreciation
b. Data gathering
c. Exposure to various beats
d. Editing and copywriting
e. Makeup and layout
f. Newspaper management
2. How well do the respondents analyze and interpret media content?
3. What are the similarities and differences between the respondents from AB
Journalism in Bicol University and AB Communication in Aquinas University of
Legazpi in terms of media literacy skills?
4. What activities or programs can be introduced to recognize media literacy
education?
5
Scope and Delimitation of the study
The study is limited only to the third year and fourth year students of AB
Journalism in Bicol University and AB Communication in Aquinas University of
Legazpi, of the Academic Year 2010-11. The study revolved around the writing, reading
and thinking skills of the students, while the speaking skills of the respondents such as
actual broadcasting skills were not measured.
Significance of the study
The researchers are aspiring that the results of this study would encourage the
proliferation and significance of media literacy education not only in Bicol University
and in Aquinas University of Legazpi, but also in every educational institution around the
globe. The study is deemed beneficial to the following:
Respondents – as future media practitioners, this study will guide them on how
they should treat media messages and how powerful media as an influencing sector that
has the power to build or to destroy an individual.
Audience - the study would encourage the development of media literacy, instead
of enforcing excessive censorship laws. The study also aims to guide the audience to be
critical enough in consuming media messages; and would give them an idea of what
media literacy is and how can this affect their lives.
Media industry - the study would serve as a revelation for them that the way they
interpret messages affect the public’s point of view and that they must be responsible and
critical enough to interpret messages.
6
The Department of Education - the study can support the National Media Literacy
Education program, which will integrate media literacy in the curricula of both public and
private high school and elementary students.
The center for media literacy – the study would serve as an additional reference in
their pursuit of having media literacy education in the Philippines and the world, as well
as to make media literacy known to the public as an important factor in media
consumption.
Other educational institutions - the study would open an alley for improvement,
especially in communications. The study also aims to influence the curricula of AB
Journalism of Bicol University and AB Communication of Aquinas University of
Legaspi.
7
NOTES
1. Thoman, E. & Jolls, T. (2005). Literacy for the 21st Century. Santa Monica, CA, USA: Center for Media Literacy.
2. Ibid.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes references and sources for better understanding of media
literacy. In addition, this chapter includes the basis of the present undertaking; the related
literature and studies conducted related to the field of study. It also presents the gap
bridged by the study, theoretical and conceptual frameworks and paradigms, and the
terms defined.
Related Literature
Baran defines media literacy as the power to effectively and efficiently
comprehend, and utilize media messages. He also emphasized the power of media in a
direct statement that the media is powerful enough to influence how the people act and
that audiences are “little less defenseless” when it comes to interpreting media messages.
In addition, “agenda setting” is mentioned, which is the present trend of the media
industry. Skills and the elements of media literacy as an important tool to have the power
of controlling media messages are also presented.
The reference helped the researchers identify the elements and skills of media
literacy in the present study. In addition, the book provided the insights for the
researchers on how powerful media is in influencing the public’s point of view, and how
the media sets the agenda for the audience - what to think and what to do. 1
Potter’s definition of media literacy involves a set of perspectives actively used to
expose one’s self to the media to interpret the meaning of the messages encountered. He
9
stressed the importance of having a media literacy theory in order to psychologically
protect oneself from processing media messages automatically. There are four factors
indicated that contributes to Potter’s theory: the flow of information-processing tasks,
information processing tools, decisions motivated, and knowledge structures.2
Jolls and Thoman defines media literacy as an approach to education, which
provides a framework to access, analyze, evaluate, create, and participate using messages
in a variety of forms – from print to video to the internet. It builds an understanding of
the role of media in society as well as essential skills of inquiry and self-expression
necessary for citizens of democracy. 3
They compared 20th and 21st century learning, wherein the former only
concentrates on content mastery due to the limited access of information and traditional
teaching methods, while the latter, in the advent of the internet and other newer
technology, focuses on processing skills due to infinite access to information and multi-
media tools.4
Biagi emphasized the power of media to influence various situations in a certain
country. However, she also stated that the effects of media might vary considering the
audience and there is no such thing as absolute effect of media and that of, different
people perceive same media content differently. She also said that violence and political
content of media might influence the audiences’ behavior; Biagi also mentioned that
antisocial and prosocial behavior of a person is highly affected by the media content. 5
McKenzie enumerated elements to consider in analyzing media effects; cultural
characteristics, philosophies, regulation, accessibility, and the audience. In addition, he
emphasized that policies involving media content operations are highly affected by those
10
elements. He also introduced the “The tree concept of Media system” and “The forest of
Media systems of the world,” he emphasized that each media system has a distinct
characteristic and that media effects are affected by what kind of media system a country
has. 6
Littlejohn presented theories related to the field of study, particularly theories on
message processing. He divided message processing tasks and goals into three parts:
interpreting, organizing and judging. These processes work hand-in-hand to produce
better communication. He adds that two factors, the personality traits of the person and
the situation of the person, affect message processing. 7
Dominick states that the vital role of the media to produce prosocial and at the
same time, antisocial behavior of a person is emphasized particularly on children. Also,
the power of the media to shape public’s opinion is stressed. He explained how powerful
media is in promoting and producing social behavior, both antisocial and prosocial.
Children are identified as primary victims of media effects, specifically in violent
programming. 8
Castrence emphasized the need for the press to establish not only credibility but
also a sense of responsibility to make the people believe and follow what they are
preaching. She stressed that the press has the power to mold public opinion yet their
responsibility is to promote responsible public opinion.9
Abaya emphasized the mirror function of the press: “The press reflects the society
it serves. Where the society is free, the press is free.” He also said that a free press is
essential for a country to develop and that the great societies of today are those where the
11
press is freest. In order for the press to perform its duties, it must be responsible to
promote responsibility in molding public opinion.10
Cristobal emphasized the power of the press to lead the people and apologized for
the irresponsible Philippine press, i.e. the failure to perform the basic role, which is to
provide the audience with the most complete information as possible. He added that a
careless press in expressing and interpreting what freedom of the press is.11
De Jesus highlighted responsibility of everyone to understand the power and role
of mass media to the society. She also said that media had become a mere business to
make money and little less of the “to inform” role. In addition, the present trend of media
is biased to bad news and to news that can be sensationalized, topics like sex, crime,
violence and disasters.12
De Manila described the Philippine press as “obsessed,” obsessed with violence
and sex content. The obsession to sex and violence may be blamed to the notion that sex
and violence, added with sensationalism, sells. The addition of irrelevant details to add
drama is used. He insinuates that the press is producing these kinds of articles because it
sells.13
Coronel in her article compared the Philippine press as a healthy wild animal
because of the freedom it has. Yet the credibility issue is still in the limelight, and it is not
assured that newspaper readers believe what they are reading. Press responsibility is once
again the issue of discussion, and a long term solution to restructure the press for it to be
free and responsible is needed. Another is the rampant corruption in the media – the low
pay of media practitioners, the audience, and the people’s appetite for “crisis journalism”
were cited.14
12
Braid, Victorino and Labrador emphasized the power of media to influence the
public. They said that media can cause panic and fear by being careless in the news. It is
media’s social responsibility not only to bring news but also to be careful in tackling
sensitive topics like violence, sex and disasters.15
Related Studies
Hobbs and Frost (2003) illustrated how media literacy skills are acquired in their
study in Massachusetts, USA. The various approaches of teaching media literacy were
presented, e.g. integrating it to the school’s curricula with one institution reorganizing the
entire English language arts curriculum to include a year-long media/communications
curriculum. The results of their study show that media literacy education improves the
students’ ability to identify main ideas in written, audio, and visual media.16 The present
study evaluates the effectiveness of existing curricula of AB Journalism and AB
Communication in terms of media literacy skills.
Rosenbaum (2007) discussed on the creation of an instrument for measuring
media literacy levels and its benefits at the Netherlands. The instrument is composed of a
combination of interviews and written questionnaires. Results indicated that the
respondents were mostly average, with very little getting either very high or very low
scores.17 The present undertaking used only a written questionnaire, but it also measured
the media literacy skills of newspaper readers, together with television audiences.
Walkosz, Jolls, and Sund’s (2008) study on the globalization of media education
indicated that media is a primary agent in the identity formation of an individual and the
need for a formal educational approach, not just censorship or control for the
13
understanding media. They stated that media literacy is not a new school of thought, but a
new teaching innovation, a new way to learn for young and old alike to be media
literate.18 The present study evaluated the existing methods of teaching journalism if it
would be enough for students to become media literate.
Worth’s (2004) study at Stanford University, CA, USA, media is considered as
the cause of many social problems especially with children. Media education is vital for
them to analyze media content properly. He also defined media literacy as the power to
use media messages. He stated that media literacy evaluation has two forms,
experimental and observational; both can generate data on how children learn about
media. Worth also said that media literacy should be injected to the curriculum not just a
stand-alone subject. However, worth said that media literacy learning must start not at the
school but at home.19 The present study also evaluated how the respondents are
responding to media with violence and sexual themes, the usual contents of present day
television shows.
Gillespie’s study emphasized that there is a need for the public to have the
understanding of the harmful effects of media in a long-term excessive exposure to
violence as just simple entertainment. Media violence is also considered as “education,”
on the part of social learning. The researcher also emphasized that many researches have
already been conducted with the same results. Also people may see violence in
accordance with the way that the media presented it.20 The present undertaking revealed
that the respondents are aware that media with violence and sexual themes are made
usually for entertainment.
14
Alicdan and Prianes (2009) measured the effect of local soap operas to selected
students of Ligao National High School. Their findings indicated that regardless of how
much exposure the students have received, the soap operas have influenced their lifestyle
and helped them perform developmental tasks.21 The present study used media content
with almost similar content of the soap operas utilized in Alicdan and Prianes’s study to
evaluate how the respondents are influenced.
Barbara and Pelonia (2009) measured how exposure to violence on television
influences children’s behavior. Together with the children are their respective mothers,
whose exposure was also measured. Results show that the mothers have enough
awareness to television violence, although the children still indicate that their exposure
has influenced their behavior, values, growth, development, and the gaining of
information.22 The present undertaking measured how various media content influence
third year and fourth year journalism and communication students.
Belisario and Claro (2001) measured the effects of television programs on the
moral and spiritual values of selected preschoolers. Findings show that most of the
respondents are viewing educational and science-oriented shows, although soap operas
and sitcoms are popular as well. It did yield positive results – respect for parents and
other people, self-appreciation, etc.23 The present undertaking recognizes media as an
agent in developing spiritual and moral values of a person and also the way a person lives
his life.
Mirabel and Napay (2009) measured the effects of video games on teenagers in
Legazpi City. It was found out that most of the teenagers were adversely affected by
video games, especially in school. A large percentage of them had less to nil interest in
15
studying for school, with some even cutting classes.24 The present study used media
content which have the traits of the most popular video games, violence and sexual
themes, to evaluate its effects to third year and fourth year journalism and communication
students.
Gasga and Sodsod (2010) measured the effects of political infomercials on
registered voters of the 2010 presidential election in Legazpi City. The respondents were
inclined towards political advertisements presenting their platforms like anti-poverty and
livelihood, as well as those utilizing prominent personalities like celebrities.25 The present
undertaking also understands the power of media to influence and dictate a person’s way
of thinking and that it matters how the media presents someone or something.
Synthesis of the State of the Art
The review of related literature and studies recognized the need for media literacy
education as early as grade school, as well as how much media affects the society as a
whole. Baran, Jolls and Thoman, Worth, Gillespie, and Potter presented their own
schools of thought in media literacy - all three have a universal definition, i.e. the power
to effectively and efficiently comprehend, and utilize media messages, although they
differ in some principles.
Castrence, Abaya, Cristobal, de Jesus, de Manila, Coronel, Braid, Victorino, and
Labrador presented the positive and adverse effects of media in society, and the issues of
credibility and responsibility on the part of the practitioners.
Dominick, McKenzie and Biagi focused on the effects of media to the society,
and the importance of media literacy education from as early as grade school. Hobbs and
16
Frost, and Rosenbaum conducted studies on measuring the level of media literacy
through various approaches. Gasga and Sodsod, Mirabel and Napay, Belisario and Claro,
Barbara and Pelonia, and Alicdan and Prianes all concentrated on the social effects of
media, and results are geared toward the implementation of media literacy education.
The present study evaluated the effectiveness of existing curricula of AB
Journalism and AB Communication in teaching media literacy skills and how they
respond to various media messages. Given their advantage over younger students and
non-communications college students, the respondents are expected to yield favorable
results.
Gap Bridged by the Study
The study deals with how efficiently communications students consume and
create media messages, a first of its kind in the Bicol Region. In addition, it is also the
first study on media literacy where AB Journalism and AB Communication students of
Bicol University and Aquinas University of Legazpi, respectively are the chosen
respondents.
The research, unlike any other research conducted that deals with the “what, who,
when and where,” of media effects, this research deals with the “why and the how,” of
this effects, and would likely to generate different results. This is the gap bridged by the
present study.
17
Theoretical Framework
The Hypodermic Needle Theory, also known as the Magic Bullet Theory, implies
that the mass media has a direct, immediate, and powerful effect on their audiences. The
mass media in the 1940s and 1950s were perceived as a powerful influence on behavior
change. One of the factors contributed to this “strong effects” theory of communication
was the fast rise and popularization of radio and television.26
The theory suggests that the mass media could influence a very large group of
people directly and uniformly by ‘shooting’ or ‘injecting’ them with messages designed
to trigger a desired purpose. Media, as an agent in personality development, can influence
how the people think and act, injecting or shooting something negative would always
bear something negative.
The relevance of the theory to the study can be presented through substitution of
the variables: “Media” can be the professors, “media content” as the information taught
by the professors, and “influence to the consumers” could be the level of learning
acquired by the students. The theory implies that the level of learning of the students has
a tight connection to the information injected to them for basic media literacy skills.
With media literacy education, future journalists as well as media consumers
would develop a sense of responsibility and would most likely produce responsible media
messages.
18
Figure 1. Theoretical Paradigm
Mass Media
Media Content
Influence on
media consumers
HYPODERMIC NEEDLE THEORY
19
Conceptual Framework
The definition of media literacy, according to the Center of Media Literacy, is the
ability to access, analyze, evaluate, and create media, as well as the understanding of
media’s role in society. Media literacy also inculcates the essential skills of inquiry and
self-expression necessary for citizens of a democracy.
The research revolves on how much the respondents were taught about the basics
of journalism, i.e. news appreciation, data gathering, exposure to various beats, editing
and copywriting, newspaper management. In addition, their ability to analyze and
interpret media content was measured to determine their media literacy level as an end-
user.
The results thereof were compared between the two schools involved, i.e. Bicol
University and Aquinas University. After conducting the research, the researchers would
like to give way or introduce changes and programs that can be adopted by the present
curriculum.
20
Figure 2. Conceptual Paradigm
Level of media
literacy
Comparison
between AUL, BU
Programs which can be
introduced for media
literacy education
21
Definition of terms
The following terms are taken from sources and defined operationally for clearer
presentation:
Analysis- the examination of something in detail in order to understand it better or
draw conclusions from it27
Beats- a regular route followed or area covered while reporting28
Data gathering- the collection of the necessary data for news items
Effects- the results produced by a cause; as used in the study, these refer to the
observable changes in one’s behavior when exposed to various media types29
Interpretation- an explanation or establishment of the meaning or significance of
something30
Layout- the design or arrangement of printed material such as an advertisement or
the pages of a book31
Level- the amount or concentration of something32
Literacy- the ability to read and write to a competent level or the knowledge of or
competence in a subject or area of activity33
Makeup- the arrangement of typographical elements on a page34
Media- the various means of mass communication considered as a whole,
including television, radio, magazines, and newspapers, together with the people involved
in their production35
Media literacy- the power to effectively and efficiently comprehend, and utilize
media messages36
News appreciation- when the news item(s) is most effective
22
Newspaper management- the operations and controlling of the affairs of a
newspaper
23
NOTES
1. Baran, S. (2006). Introduction to Mass Communication (4th edition). New York, NY, USA: McGraw Hill
2. Potter, W. J. (2005). Media Literacy (3rd edition). Thousand Oaks, CA, USA: Sage
3. Thoman, E. & Jolls, T. (2005). Literacy for the 21st Century. Santa Monica, CA, USA: Center for Media Literacy.
4. Ibid.
5. Biagi, S. (1996). Media Impact an Introduction to mass media. Belmont, CA, USA: Wadsworth
6. McKenzie, R. (2006). Comparing Media from Around the World. Boston, MA, USA: Pearson Education
7. Littlejohn, S. (1999). Theories of Mass Communication. Belmont, CA, USA: Wadsworth
8. Dominick, J. (2002). The Dynamics of Mass Communication Media in the Digital Age (7th edition). New York, NY, USA: McGraw Hill
9. Teodoro, L. V. & De Jesus, M. Q. (2001). The Filipino Press and Media, Democracy and Development. Diliman, Quezon City, Philippines: University of the Philippines Press
10. Ibid.
11. Ibid.
12. Ibid.
13. Ibid.
14. Ibid.
15. Ibid.
16. Hobbs, R. & Frost, R. (2003). Measuring the acquisition of media-literacy skills. Wellesley, MA, USA: Babson College
17. Rosenbaum, J. (2007). Measuring Media Literacy: Youngsters, Television, and Democracy. Nijmegen, Netherlands: Radboud University
18. Walkosz, B., Jolls, T., & Sund, M. A. (2008). Global/Local: Media Literacy for the Global Village. Santa Monica, CA, USA: Center for Media Literacy
19. Worth, P. (2004). Evaluating the Effectiveness of School-Based Media Literacy Curricula. Stanford, CA, USA: Stanford University
24
20. Gillespie, T. Media Violence and Media Literacy. Ireland: Religious Society of Friends in Ireland
21. Alicdan, C. & Prianes K., Television soap operas: Effect on selected students of Ligao National High School, (Undergraduate Thesis, Bicol University College of Arts and Letters, Legazpi City, March 2009)
22. Barbara, A. & Pelonia I., Exposure to Television Violence and its Influences on Children’s Behavior, (Undergraduate Thesis, Bicol University College of Arts and Letters, Legazpi City, March 2009)
23. Belisario, J. & Claro, J., The Effects of Television on the Moral and Spiritual Values of Preschoolers, (Undergraduate Thesis, Bicol University Institute of Communication and Cultural Studies, Legazpi City, March 2001)
24. Mirabel, R. & Napay, M., The Effects of Video Game Violence on the Gamers in Legazpi City, (Undergraduate Thesis, Bicol University College of Arts and Letters, Legazpi City, March 2009)
25. Gasga, J. & Sodsod, J., The Effects of Political Infomercials on Registered Voters of Legazpi City, (Undergraduate Thesis, Bicol University College of Arts and Letters, Legazpi City, March 2010)
26. Hypodermic needle theory (2011, March 14). Wikipedia. Retrieved March 14 2011 from http://en.wikipedia.org/wiki/Hypodermic_needle_theory
27. Analysis. (2009). Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation
28. Beat. (2009). Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation.
29. Effect. (2009). Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation
30. Interpret. (2009). Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation
31. Layout. (2009). Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation
32. Level. (2009). Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation
33. Literacy. (2009). Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation
34. Makeup. (2009). Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation
35. Media. (2009). Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation
36. Thoman, E. & Jolls, T. (2005). Literacy for the 21st Century. Santa Monica, CA, USA: Center for Media Literacy
Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research methodology used in the conduct of the study.
This includes the research design, sources of data, respondents, and data gathering
procedure, research instruments and its statistical treatment.
Research Design
This study used a combination of descriptive quantitative and qualitative methods
of research to provide necessary information on the study “The Media Literacy Level of
selected AB Journalism and AB Communication students of Albay.” The method is a
purposive process of tabulating and analyzing data to describe systematically a situation
or area of interest factually and accurately. This includes public opinion surveys,
questionnaires, interview studies, status studies, et cetera. Since this study was concerned
with the ability to analyze, comprehend, and create media efficiently, the descriptive
method will deem useful.
Sources of Data
The responses of selected third and fourth year AB Journalism students of Bicol
University and selected third and fourth year AB Communication students of Aquinas
University of Legazpi to the questionnaire were considered the primary sources of data in
the study. Secondary sources of data comprised of unpublished theses, books, journals,
and related articles published over the Internet.
26
Respondents
The respondents of the study are the third and fourth year students of AB
Journalism and AB Communication of Bicol University and Aquinas University of
Legazpi, respectively. At least 50% percent of the total number was taken as the sample
size of the study. There were seven third year and four fourth year AB Communication
students of Aquinas University of Legazpi, while there were 79 third year and 68 fourth
year AB Journalism students of Bicol University. The total number of students is 158,
whereas the sample size is 81.
Table 1 Frequency Distribution of Respondents by School, Course, Year, and Block
School Course, Block Total students Respondents %
Bicol University Journalism 3 79 40 51
Journalism 4 68 34 50
Subtotal 147 74 50
Aquinas
University
Communication 3 7 4 57
Communication 4 4 3 75
Subtotal 11 7 64
Total 158 81 51
Research Instrument
The researchers used an evaluation research questionnaire to gather necessary
data. The questionnaire was patterned from Hobbs and Frost’s study, “Measuring the
acquisition of media literacy skills,” to assess the media literacy skills of the
respondents.1
27
The questionnaire utilized a Likert scale and a checklist including both close and
open-ended questions. The questions identified how the much media literacy skills the
respondents have, and how they analyze and interpret media messages through a viewing
of video clips.
The first part, which used a Likert scale (an ordered scale from which respondents
choose one option that best aligns with their view) measured what they have been taught
of on news appreciation, data gathering, exposure to various beats, editing and
copywriting, and newspaper management.
The second part is an evaluation checklist in how the respondents respond to
media content through the video clips, one with violence and sexual themes with the
other. The third part gathered suggestions on what can be done in order to introduce and
promote media literacy to the schools involved and the community.
Data Gathering Procedure
An evaluation research questionnaire was used for data gathering, which was also
the tool for obtaining data from the respondents. A letter was prepared by the researchers
with the approval of the college dean and head of the department, in order to gain access
to the student respondents of the said educational institutions.
Statistical Tool Used
The researchers used simple frequency count in tallying the responses. Percentage
and frequency was compared to assess the media processing skills of the respondents.
The researchers obtained data from the responses of the respondents. The researchers
28
targeted at least fifty percent of the junior and senior students of AB Journalism of Bicol
University and AB Communication of Aquinas University.
To treat the data gathered through the survey questionnaire, the following
statistical tools were used:
Frequency distribution. The number of respondents’ responses or occurrences of the
subject of the study. It is done through simple one-by-one counting.
Weighted mean. To determine the level of awareness of the survey participants, the
weighted mean formula was computed.2 The formula is:
WM=∑fW/N
Where: WM=weighted mean f=frequency of the responses W=weighted value N = total number of respondents
Likert scale. An ordered, one-dimensional psychometric scale from which respondents
choose one option that best aligns with their view3:
Where: 1=very effective 2=effective 3=somewhat effective 4=ineffective 5=very ineffective
29
NOTES
1. Hobbs, R. & Frost, R. (2003). Measuring the acquisition of media-literacy skills. Wellesley, MA, USA: Babson College
2. Ali, L. (2011, March 14). How to Calculate Weighted Mean. eHow. Retrieved March 14 2011 from http://www.ehow.com/how_5544473_calculate-weighted-mean.html#ixzz1GYJVKscX
3. Likert scale (2011, March 14). Wikipedia. Retrieved March 14 2011 from http://en.wikipedia.org/wiki/Likert_scale
CHAPTER 4
THE MEDIA LITERACY LEVEL OF SELECTED AB JOURNALISM AND AB
COMMUNICATION STUDENTS OF ALBAY
This chapter is a presentation of the findings, conclusions, and recommendations
of this study from the data gathered from the responses of the survey participants. The
results and findings are presented in tables and graphs and supplemented with textual
discussion.
Media literacy skills
Table 2 News Appreciation by the respondents
Skill Weighted Mean Adjectival description
Timeliness 4.06 The topic has been taught to me well
Proximity 3.38 The topic has been taught to me well
News appreciation delves on two attributes of news – timeliness and proximity.
Timeliness is the reportage of unfolding events or occurrences, distinguishing a journalist
from a historian or playwright. As news is highly perishable, the journalist should report
an event immediately; if he wants his story appreciated. Proximity is the nearness of the
event to the intended readers, which make the news more appreciated.1
Table 3 suggests that the adjectival answer to the respondents’ skill level in terms
of timeliness and proximity is that both topics have been taught to them well, but not well
enough to create retention.
31
As the fundamental parts of newswriting, timeliness and proximity are the most
redundant topics in most journalism books and professors. With that, they become easier
to teach with the abundance of references. Yet the findings suggest that the teaching
strategies can be improved for retention on the part of the students.
Table 3 Data Gathering by the respondents
Skill Weighted Mean Adjectival description
Identifying sources 4.27 The topic has been taught to me well
Crafting questions 3.85 The topic has been taught to me well
Conducting interviews 4.22 The topic has been taught to me well
Covering press conferences 3.43 The topic has been taught to me
Ambush interviews 3.41 The topic has been taught to me
Organizational writing styles 3.53 The topic has been taught to me well
Journalism, as opposed to literary fiction, is purely based on facts. To get these
facts is possible only through proper data gathering. The sources of data must be
identified properly, the questions must be well crafted, and one must know how well they
can conduct interviews. Press conferences and ambush interviews, both a Pandora’s Box
of information, should also be learned on how it must be handled properly.
Organizational writing styles must also be observed to be as factual as possible in the
reportage.
Table 4 indicates that identifying sources, crafting questions, conducting
interviews, and organizational writing styles have been taught well, but not well enough
for them to perfect. Covering press conferences and handling ambush interviews,
however, have just been taught to them.
32
Media practitioners have an advantage in teaching journalism through on job
experiences than non-practitioners; identifying sources, crafting questions, conducting
interviews and organizational writing styles can be easily taught if the professor has
enough field experience to boot. The findings reveal that students need more hands-on
activities to practice these methods of data gathering. Covering press conferences and
ambush interviews, however, have not really been a mastered art yet, which makes them
a little difficult to teach regardless of experience.
Table 4 Exposure to various beats by the respondents
Beat Weighted Mean Adjectival description
City hall/Provincial Capitol 3.69 The topic has been taught to me well
Court 2.94 The topic has been taught to me
Police/Crime 3.73 The topic has been taught to me well
Disaster 3.40 The topic has been taught to me well
Others 4.22 The topic has been taught to me well
Beats are a regular fixture in news reporting, where a journalist is assigned to
cover and report a specific area or subject in a certain period of time. The usual beats
include covering the city hall and provincial capitol, court stories, the police beat (or
crime stories), and covering disasters.
Table 5 indicates that covering the city hall and provincial capitol, the police beat,
and disasters have been taught well, but not well enough to fully master the coverage of
these beats. On covering court stories, however, has just been taught to them.
A usual newswriting class would have students assigned to cover various beats
and submit at least one story every week. This gives the students hands-on experience,
33
yet the findings show that more rigorous exercises can be given beforehand to practice to
make a better coverage.
Table 5
Editing and copywriting by the respondents
Skill Weighted Mean Adjectival description
Polishing articles 3.78 The topic has been taught to me well
Copy reading symbols 3.02 The topic has been taught to me
Headline writing 3.85 The topic has been taught to me well
Caption writing 3.80 The topic has been taught to me well
Beat assignments 3.85 The topic has been taught to me well
A publication’s content for its upcoming issue needs to undergo rigorous editing
and proofreading before it can be submitted for layout, and eventually printing. Vital
skills needed in this stage of producing a publication are as follows: being able to polish
articles well for the readers, knowledge of the use of copy reading symbols, writing
headlines and captions, and knowing what beats must be assigned.
Table 6 reflects that the respondents have been taught polishing articles, headline
writing, caption writing, and beat assignments well, but not well enough for them to be
able to put it to practice efficiently. Copy reading symbols have just been taught to them.
Experienced newspaper editors have a distinct advantage in teaching these skills
as they are used to these functions. Several references covering polishing articles,
headline writing, and caption writing are readily available; beat assignments are usually
learned through evaluating writers. Copy reading symbols, however, have lost its
popularity due to the advent of computers, where copy reading becomes more efficient.
34
Table 6 Makeup and Layout by the respondents
Skill Weighted Mean Adjectival description
Tabloid 3.12 The topic has been taught to me
Magazine 3.11 The topic has been taught to me
Makeup is the physical arrangement of the elements on a printed page, including
headlines, photographs, white spaces, and rule or column lines. Makeup is the page
design of a newspaper, while layout is that of a magazine or an advertisement.2
The makeup of a newspaper has these functions: 1) to provide attractive
appearance to the individual pages and a pleasing harmony or contrast in the continuity of
pages; 2) to show the relative importance of news and feature materials through their
positioning in the newspaper pages; and 3) to facilitate reading through the avoidance of
monotony or disharmony in the appearance of newspaper pages.3
It is shown on Table 7 that makeup and layout has been taught to them, although
not necessarily well enough for them to make a recall. To practice makeup and layout,
one needs a computer with the necessary software and the skills to manipulate them well.
The lack of computer units in Bicol University and the absence of necessary software and
layout skills in both schools make the skills much difficult to teach.
Table 7 Newspaper management by the respondents
Skill Weighted Mean Adjectival description
Beating the deadline 3.81 The topic has been taught to me well
Newsroom operations 3.67 The topic has been taught to me well
35
The journalist’s laboratory may be the whole world, but everything he does boils
down on how important his role will be in the newsroom; whether his story will be
published or not, or on how efficient he works. Beating the deadline and the ways and
means of the newsroom are the basic skills necessary for any journalist.
Table 8 shows that the importance of deadlines is being implemented and that
what is being done in a newsroom is well taught, but the respondents have not applied
these skills in real life situations.
To pass certain subjects in journalism, beating the deadline is a necessary skill,
and its importance is equal to what the students will face in the real world. This is not
easy to implement though, especially with lenient professors taken advantage by some
students. Newsroom operations can be easily taught via books and references, but a
simulated newsroom would give a more hands-on experience for the students.
36
Analysis and interpretation of media content
In the second part of the survey questionnaire, the respondents were shown video
clips containing violence and sexual themes. Its purpose is in lieu of problem #2 of the
statement of the problem, analysis and interpretation of media content
Table 8 Target Audience by Age Bracket of the respondents
Age bracket Frequency Percentage
2- to 11-year-olds 8 8.79
12- to 17-year-olds 13 14.29
18- to 24-year-olds 55 57.14
25- to 39-year-olds 13 14.29
40- to 59-year-olds 1 1.09
60-year-olds and older 4 4.4
Table 8 shows what the respondents think was the target age bracket of the video
clips presented. About 57.14% claim that 18-24 year olds are the target market of the
videos considering that these ages are matured enough to interpret those videos. Second
was 12- to 17 year-olds with 14.29%, followed by 25- to 39 year-olds with 14.29%, next
is 2- to 11-year olds with 8.79%, followed by 60-year-olds and older with 4.40%, while
40- to 59-year-olds got the lowest frequency of 1.09%.
Walkosz, Jolls, and Sund’s (2008) study indicated that media, as a primary agent
of personality development, plays a vital role in life. Gillespie indicated that media
violence is still education, and for minors to stay in front of unhealthy media content
37
would likely to develop bad social life. Worth (2004) pointed out that minors exposed to
unhealthy media content will eventually adapt to what they see.
Belisario and Claro (2001) indicated the power of media to develop children’s
moral values, the present undertaking yielded result that at least 23.08% think that the
violence and sexually themed videos are fit for minors. The present undertaking found
that the videos shown was analyzed to be fit for mature people, but some 23.08% still
thinks that the videos containing violence were fit for minors.
Table 9 Target Audience by Income Class by the respondents
Income class Frequency Percentage
poor 7 8.43
middle-class 68 78.31
wealthy 11 13.26
Table 9 shows what target income class the respondents think of the video clips
presented. Around 78.31% of the respondents think that the clips were suited for the
middle class, while 13.26% of the total respondents claim that the video clips were for
wealthy people. About 8.43% claim that it was for the poor.
Table 10
Target Audience by Gender by the respondents
Gender Frequency Percentage
men 69 84.15
women 13 15.86
38
Table 10 shows what the respondents think the target gender of the video clips
shown. Around 84.15% of the respondents think that the clips were more appropriate for
male audiences – this result may conclude that males are more likely to watch violence
and sexually themed material compared to female responses which just amounted to
15.86% of the total responses.
Table 11 Purpose of video clips by the respondents
Purpose Frequency Percentage
to inform 6 5.94
to entertain 60 59.41
to persuade 0 0
for self-expression 21 20.79
to make money 10 9.9
to teach 4 3.96
Table 11 presents what the respondents perceive to be the purpose of the
presented video clips. Entertainment got the highest percentage amounting to 59.41% of
the total responses. Self-expression followed with 20.79%, followed by making money
with 9.9%, next is information at 5.94%, and teaching with 3.96%. No respondent
answered that the video clips were used to persuade.
Mirabel and Napay (2009) showed the entertainment function of media in form of
video games that affect the respondents negatively. The present undertaking found out
that violence and sex were most likely to be the object of entertainment and influence
39
those of the audience. Mirabel and Napay in their study pointed out that entertainment
from media violence can still influence the audience.
Table 12 Techniques used by video clips to attract attention by the respondents
Purpose Frequency Percentage
violence 20 17.54
the use of cute characters 31 27.19
comedy 33 28.07
dramatic storylines 3 2.59
animation 21 18.42
sexual innuendos 8 6.9
Table 12 presents what the respondents thought what techniques were used in the
video clips to attract and hold their attention. The use of comedy got the highest
frequency of 28.07% of the total responses. While, the use of cute characters placed next
having 27.19%, followed by use of animation with 18.42%, next is violence with
17.54%, while, sexual innuendos placed last with only 6.14%.
Table 13
Impact of video clips by the respondents
Video Clip Weighted Mean Adjectival Rating
Happy Tree Friends: A Bit Of A Pickle 3 the video clip has an impact on me
SBC Packers by Rex Navarette 3 the video clip has an impact on me
Happy Tree Friends: A Bit Of A Pickle and Rex Navarette’s skit SBC Packers
were chosen by the researchers as the video clips to be shown to the respondents in the
40
second part of the questionnaire, analysis and interpretation of media content. Happy
Tree Friends is an online sitcom created by Mondo Mini Shows featuring cartoon
characters that usually engage in various forms of gore and violence. SBC Packers is a
skit included in Rex Navarette’s Hella Pinoy, a DVD of his stand-up comedy parodying
Filipinos in the United States.
Both video clips had an impact on the respondents, but not so much that it would
influence them.
41
Comparison between respondents from Bicol University and Aquinas University of
Legazpi
Figure 3 Media literacy skill levels by school
Figure 3 presents the average rating of each school in each media literacy skill
included in the questionnaire. In terms of news appreciation, all respondents have learned
about timeliness and were taught excellently but are not using it in their journalistic work,
with a skill level of 4.
For proximity, all respondents from Bicol University yielded the same results,
that they are taught about the topic excellently, but they are not necessarily using their
learning in journalistic practice. AB Communication students displayed the highest skill
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Bicol University
Aquinas University of Legazpi
42
level of 5, that they are taught excellently and that they are using it in their journalism
practice.
In terms of data gathering skills, the respondents from Aquinas University
displayed the highest skill level of 5 in identifying sources, i.e. that they are taught well
and they are using it in their tasks. Bicol University respondents indicated that the topic
has been taught excellently but they are not applying it to their journalistic assignments.
In crafting questions the respondents from Bicol University and Aquinas
University showed same results, which they have been taught well about the skill, yet
they haven’t applied it in their work.
In conducting interviews, same result as that of identifying sources, all of the
respondents were taught excellently but only respondents from Aquinas University use
the skill in their tasks. While, Bicol University respondents were just taught and are not
applying it in their tasks.
For covering press conferences, all of the respondents are taught but are not
applying it in their journalism tasks. AB Communication students were taught
excellently, while, AB Journalism respondents were not even taught excellently.
The same results came out with covering press conferences; only AB
Communication students were taught excellently but are still not using it in their tasks.
AB Journalism students were not taught excellently about this topic.
For organizational writing styles, all the respondents displayed same results. The
respondents were taught excellently but are not using it in their journalistic tasks.
43
For exposure to various beats, in covering the city hall/ provincial capitol, AB
Journalism students were taught excellently but are not using it in their tasks. The
respondents from Aquinas University were taught about the topic but not enough to make
an impact.
Covering the court beat yielded the lowest results for all the respondents with skill
level of 3. The result implies that covering this beat may have been taught to them failed
to create a recall.
For police/crime beats, AB Journalism respondents showed that the topic was
taught excellently but they are not using it while covering this beat. AB Communication
respondents indicated that they were taught about the topic but not well enough.
In covering disasters, all respondents indicated that they are taught but are not
using it. But, only AB Journalism respondents were taught excellently but still are not
using it in their tasks. While, AB Communication students were not even taught
excellently about the topic.
In terms of polishing articles, all respondents from Bicol University and Aquinas
University showed same results. With skill level of 4, the result implies that the
respondents were taught excellently but are not utilizing this learning for their outputs.
Copyreading symbols have same results from all Bicol University and Aquinas
University respondents. It was indicated that the use of copyreading symbols was taught
but not well enough for them to be able to really use them in practice.
44
In terms of writing headlines, Aquinas University respondents displayed highest
results, that they have been taught excellently and that they are using it in their tasks.
While, Bicol University respondents indicated that they were taught excellently but are
not using it for their benefit.
Writing captions and beat assignments yielded same results, all of the respondents
were taught excellently about the topic. But the results indicated that the respondents are
not using it in their journalistic tasks.
In makeup and layout in tabloids and magazines, all of the respondents indicated
that the topic has been taught to them but they haven’t applied it in their work. Bicol
University respondents meanwhile have showed that it has been taught to them but not
well enough for them to use it. While, Aquinas University students indicated that they
were taught excellently but are also not using it in their journalistic tasks.
All respondents indicated the same results that they were taught how important
deadlines are but are not necessarily applying it. This indicates how delayed the outputs
are submitted by the students in both schools.
In terms of newsroom operations, only the AB Communication students claim
that they are taught excellently on this field and they are also using it in their tasks. AB
Journalism on the other hand indicated that they are also taught well but they have not
applied it due to a lack of a simulated newsroom.
45
Figure 4 Target audience of the video clips by school
Figure 4 shows that respondents from both schools have fairly the same opinion
on whom the video clips were most appropriate for. In terms of age bracket, 56.32% of
the respondents from Bicol University said the video clips were appropriate for 18- to 24-
year olds, while 85.71% of the respondents said likewise. In terms of income class, all
respondents from Aquinas University and 77.22% of the respondents from Bicol
University agree that the clips are also for middle class audiences. Gender wise, 82.67%
of the Bicol University respondents and all 7 respondents from Aquinas University say
that the clips cater to male audiences.
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Bicol University
Aquinas University of Legazpi
46
Figure 5 Purpose of the video clips by school
Figure 5 indicates that the respondents think that the video clips were made
primarily to entertain. Around 59.57% of the respondents from Bicol University and
57.14% of the respondents from Aquinas University agree that the clips are mainly for
entertainment, while 42.86% of the Aquinas University respondents think that the clips
were made for moneymaking. Only 7.45% of the Bicol University respondents, however,
agree with them.
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Bicol University
Aquinas Universiy of Legazpi
47
Figure 6 Techniques used by video clips to catch attention by school
Figure 6 shows mixed opinions among the respondents in terms of how their
attention was caught by the video clips, with comedy as the highest. About 27.78% of the
Bicol University respondents and 37.5% of the Aquinas University respondents think that
the use of comedy caught their attention, while 26.85% of the respondents of Bicol
University and 25% of the respondents from Aquinas University said that the use of cute
characters caught their attention.
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
Bicol University
Aquinas University of Legazpi
48
Table 14 Impact rating of video clips by school
Video Clip Bicol University Aquinas University of Legazpi
Happy Tree Friends: A Bit Of A Pickle 2.61 3.57
SBC Packers by Rex Navarette 2.51 3.71
Table 10 shows the impact rating of the video clips shown by school. AB
Communication from Aquinas University respondents displayed higher impact levels and
are more likely to be influenced by certain media content than those the of AB
Journalism students of Bicol University. The entire respondents claim that they were
influenced by the video clips but AB Journalism respondents showed lower level of being
influenced as that of AB Communication students.
Activities or programs that can be introduced to recognize media literacy education
to the school and community
Table 15.1 Activities or programs to recognize media literacy in school as suggested by the
respondents
Activity or program Frequency Percentage
Seminars 19 23.46%
Film showing 8 9.88%
Workshops 7 8.64%
Documentary festivals 2 2.47%
Others 11 13.58%
Total 47 58.02%
49
Table 15.2 Activities or programs to recognize media literacy in the community as suggested by the
respondents
Activity or program Frequency Percentage
Seminars 16 19.75%
Film showing 7 8.64%
Workshops 2 2.47%
Others 9 11.11%
Total 34 41.98%
The respondents’ top recommendations in the recognition of media literacy
education in both the school and the community are the conducting of seminars, film
showings, and workshops. Having documentary festivals were also recommended for the
schools.
Other recommendations include enhancement trainings, press conventions,
outreach programs, values education, activities for a healthy social life, media ethics
seminars, conducting conferences, a community newspaper, having competent
professors, and the inclusion of a media literacy subject into the curriculum.
50
NOTES
1. Malinao, A. (2003). Journalism for Filipinos (3rd Ed.). Mandaluyong City, Philippines: National Bookstore.
2. Ibid.
3. Ibid.
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions, and recommendations
of the study.
Summary
This study was conducted with the purpose of assessing the media literacy level
of selected AB Journalism and AB Communication students of Albay. This study sought
to measure the level of media literacy of the selected students in terms of news
appreciation, data gathering, exposure to various beats, editing and copywriting, makeup
and layout, newspaper management, and also their ability analyze and interpret media
content. After measuring the media literacy skills of the respondents, the results were
then compared to see the similarities and differences between the respondents in two
schools. The recommendations to recognize media literacy education were also tapped
from the respondents.
An evaluation research questionnaire was utilized for gathering data. The
questionnaire, which served as the survey vehicle, was administered via random sampling
to a sample of 81 selected AB Journalism and AB Communication students of Bicol
University and Aquinas University of Legazpi, respectively, to gather necessary data. A
part of the questionnaire was patterned from Hobbs and Frost’s study, “Measuring the
acquisition of media literacy skills,” to assess the media literacy skills of the respondents.
52
The statistical tools used for analyzing and interpreting data include frequency
distribution and percentage, weighted mean, and ranking.
Findings
The salient findings of the study are as follows:
1. The level of media literacy of the selected students in terms of:
a. News appreciation. The respondents have indicated that they have been
taught both timeliness and proximity excellently, but they have not fully
applied them in their journalistic work.
b. Data gathering. The respondents have indicated that they were taught to
identify sources, craft questions, conduct interviews, and use organizational
writing styles excellently, but they have not fully applied it in their journalistic
work. Covering press conferences and handling ambush interviews, however,
have been taught to them but not well enough for them to make a recall.
c. Exposure to various beats. The respondents have been taught how to cover
city hall and provincial capitol beat, police/crime beat and disaster beat
excellently, but they have not applied it well enough in their journalistic work.
Covering the court beat has been taught, but not well enough to make an
impact.
d. Editing and copywriting. The respondents have been taught to polish
articles, write headlines, write captions, and what beats should be assigned
excellently, but they have not applied it well enough in their journalistic work.
53
Copy reading symbols have been taught, but not well enough for them to be
able to use them well.
e. Makeup and layout. The respondents indicate that they have been taught
makeup and layout in both tabloid form and magazine, but not well enough
for them to put them into practice.
f. Newspaper management. The respondents have been well taught with the
ability to beat deadlines as well as the newsroom operations, but has not
applied it in real-life scenarios.
g. Analysis and interpretation of media content. In the second part of the
survey questionnaire, the respondents were shown video clips containing
violence and sexual themes.
For Target audience: Age bracket of the video clips presented, 57.14% claim
that 18-24 year olds are the target market of the videos considering that these
ages are matured enough to interpret those videos. After 18-24, the next age
bracket which got the highest frequency was 12- to 17-year-olds with 14.29%,
followed by 25- to 39-year-olds with 14.29%, next is 2- to 11-year olds with
8.79% followed by 60-year-olds and older with 4.40%, while 40- to 59-year-
olds got the lowest frequency of 1.09%.
In terms of Target income class of the video clips presented. The responses
which indicated that the target income class of the video clips amounted to
78.31% of the total responses were the middle class. On the other hand, only
54
13.26% of the total respondents claim that the video clips were for wealthy
people and only 8.43% claim that it was for the poor.
In Target gender class of the video clips shown, the respondents who
answered male amounted to 84.15%, this result may conclude that males are
more likely to watch violence and sexually themed material compared to
female responses which just amounted to 15.86% of the total responses.
In terms of the possible purpose of the presented video clips, the
entertainment function got the highest frequency amounting to 59.41% of the
total responses. Self-expression function followed with 20.79%, followed by
making money purpose with 9.9, next is informing function with 5.94%, and
teaching function is the lowest with only 3.96%.
For techniques used in the video clips to attract and hold ones attention,
comedy got the highest frequency of 28.07% of the total responses. The use of
cute characters placed second with 27.19%, followed by use of animation with
18.42%, then violence with 17.54%, and sexual innuendos with 6.14%.
For violence themed video, which is “Happy Tree Friends: A Bit of a Pickle,”
the respondents of AB Communication 4 had the highest impact from the
video, with a weighted mean of 4. They are followed by AB Communication
3 (3.25), AB Journalism 4B (3.06), AB Journalism 3A (2.9), AB Journalism
4A (2.47), and AB Journalism 3B (2.45).
SBC Packers by Rex Navarette, a video laden with sexual themes and foul
language, has influenced the respondents from AB Communication 4 the
55
most, with a weighted mean of a perfect 5. The remaining respondents,
however, have lesser impact from the video, with weighted means ranging
from 2 and 3. Behind AB Communication 4 are AB Journalism 3A (2.9), AB
Communication 3 (2.75), AB Journalism 4A (2.59), AB Journalism 4B (2.41),
AB Journalism 3B (2.15).
On the other hand, both block A classes claimed that “SBC Packers by Rex
Navarette” had also some impact on them, while both block B classes
indicated that it had some impact on them but it was minimal.
h. The similarities and differences between selected students of AB Journalism
of Bicol University and the AB Communication students of Aquinas
University of Legazpi in terms of media literacy skills
In terms of News appreciation skills, AB Journalism and AB Communication
students share same results in timeliness; they have been taught excellently
but are not using it. In proximity, AB Communication generated a perfect
rating of 5 and the highest of all the respondents.
For Data gathering skills, Aquinas University and Bicol University
respondents displayed the same results – where they were taught excellently.
Aquinas University students, however, indicated higher results in some
aspects of this skill.
56
In terms of Exposure to various beats, it is found out that Bicol University
students have more knowledge in the coverage of various beats than Aquinas
University respondents.
For Editing and copywriting skills, the skills in using copyreading symbols
got the lowest percentage of all the results in this aspect, with average rating
of 3 for all the respondents. Same results were generated in the other aspects
for all of the respondents with an average of 4.
The same results were indicated in Makeup and layout skills. AB
Communication respondents are more adept in the designing of tabloids and
magazines than AB Journalism students.
For Newspaper management, all of the respondents displayed same results in
beating deadlines, but different results for newsroom operations. It is indicated
that Aquinas University respondents are more adept in newsroom operations
than Bicol University students.
Respondents from both schools indicate that that the video clips shown are for
18- to 24-year-olds, middle class, and for males. In terms of purpose, both
schools agree that the video clips are made to entertain.
The respondents displayed that the techniques used to hold their attention
were the comedy and the use of cute characters, the 2 techniques got at least
25% of the total responses.
For the impact of the violence themed video, the results indicated that the
Aquinas University respondents are more influenced by the video than those
from Bicol University. On the other hand, the video with sexual themes had
57
less impact for almost all blocks except AB Communication 4 with a higher
impact rating.
i. Activities or programs recommended by the respondents to promote media
literacy in their schools and communities
The top four recommendations to promote media literacy in schools given by
the respondents was to give seminars about media literacy, film showings of
media literacy related films or documentaries, workshops on campus
journalism, and documentary festivals featuring the work of AB Journalism
and AB Communication students. In the community, seminars, film showings,
and workshops were also recommended.
Respondents from Bicol University also suggested enhancement trainings,
press conventions, outreach programs, values education, a community
newspaper, having competent professors, and the inclusion of a media literacy
subject into the curriculum.
Respondents from Aquinas University of Legazpi recommend activities for a
healthy social life as well as media ethics, conducting conferences, and proper
information dissemination.
Conclusions
From the results of this study, the following conclusions were drawn:
1. The respondents of AB Journalism in Bicol University have a lower level of
Media literacy. In the first part of the questionnaire, the respondents from
58
Aquinas University usually indicate higher scores compared to Bicol
University respondents. One of the factors to be considered is the number of
students. In AB Communication, 7 students for 3rd year and 4 for 4th year,
while AB Journalism 3A has 39 and 3B with 40 students, and at 34 for each
4th year class. The results show that number of students have an effect on the
learning; the lesser the students, the more attention can be given from a
professor to each student. In facilities, Aquinas University is more blessed
than Bicol University. For example, the classroom of the AB Communication
students is a computer laboratory with a ratio of 1 student per computer with
internet access; in fact the computers usually outnumber the students. In Bicol
University, the ratio of computer to student is lower, usually 1:2 or 1:3 or
lesser. Some of the computers have some problems and all computers cannot
easily access the internet, unless the student will purchase an internet account.
Another factor would be the faculty – Aquinas University’s AB
Communication professors are mostly part-timers with a ratio of one professor
to 7 students. Bicol University, however, has at least 2 regular faculty
members with six part-timers, yet the ratio of 1 professor to 30-40 students, an
obvious disparity between the two schools.
2. In Aquinas University, 3rd year AB Communication students generated higher
skill levels than those of the 4th years, a rare trend in most educational
institutions.
3. The respondents from Bicol University present the usual trend in the survey,
where the fourth year students indicate higher media literacy levels than third
59
years. A factor to consider in this result is that the professors from Bicol
University are experience-based; with most of them being media practitioners,
giving them different teaching approaches from conventional teachers.
4. In terms of media content analysis, the respondents pointed out that the video
clips shown containing violence and sexually themed videos are for 18- to 24-
year-old middle-class males.
5. For purpose of the clips, the respondents indicate that violence and sexually
themed videos are made primarily to entertain.
6. The respondents’ attention can easily be held by pleasing visuals and comic
approaches used in a certain video. Without considering the content of the
video, as long as it is well presented, more viewers will be attracted.
7. The AB Communication students from Aquinas University indicated that they
are easily influenced by a violent video, while it would impact AB Journalism
students lesser. The video with sexual themes has lesser impact than the
violent video, though AB Communication students have a higher level of
being influenced. The researchers concluded that AB Communication students
are more vulnerable to the influence of violence and sex through media than
the AB Journalism students.
Recommendations
In light of the foregoing findings and conclusions, the following
recommendations were put forward:
60
1. For Bicol University, despite the competencies of professors, additional
facilities may be required to be able to improve media literacy skills. A more
strict screening for professors and students could also help. The University, or
at least its Print and Broadcast Media Department, should also consider
having regular press conventions, film showing activities, and documentary
festivals to help students familiarize with media literacy. The inclusion of
media literacy education in the curriculum may be needed to maximize the
student learning abilities, even though it will be included to curriculums of
elementary and high school1. The curriculum where the respondents are in,
have journalism subjects only in the third and fourth years (with the exception
of Introduction to Journalism, which is taken in second year), but the present
curriculum has been reorganized, putting more Journalism subjects as early as
freshman year. The new curriculum may yield better results than that of the
old, and most likely to develop the students’ skills better. The university
school paper, The Bicol Universitarian (or possibly another paper), could be
expanded to a community newspaper – covering not only the university, but
the province of Albay as well. Existing college publications like University of
the Philippines-Diliman’s The Philippine Collegian, which competes with
national papers like The Philippine Daily Inquirer and Manila Bulletin.
2. For Aquinas University, considering the low number of enrollees, the
University must increase promotional efforts for the course. Despite the
University’s advantage in facilities, the program may eventually die a natural
death if the trend in the enrolment would further decline. The curriculum
61
could be improved, since the findings reveal that the students’ media literacy
level declines through time. Conducting conferences, workshops, film
showings, and activities concerning healthy social life and media ethics, are
also being recommended.
3. To the community, the researchers recommend giving seminars, enhancement
trainings, outreach programs, and the like to improve the media literacy levels
of both children and adults alike. Also, community newspapers can be tapped
for proper information dissemination about media literacy.
4. To all, especially the respondents, the development of sensitivity is
recommended to at least aid the problem of apathy or being uninterested with
what they are in. The learning process should include the interest of the
student and as well as the professors. Working hand-in-hand, the researchers
would want to recognize the ability to change learning process with right
efforts.
BIBLIOGRAPHY
63
A. BOOKS
Baran, S. (2006). Introduction to Mass Communication (4th edition). New York, NY, USA: McGraw Hill
Biagi, S. (1996). Media Impact an Introduction to mass media. Belmont, CA, USA:
Wadsworth
Dominick, J. (2002). The Dynamics of Mass Communication Media in the Digital Age (7th edition). New York, NY, USA: McGraw Hill
Littlejohn, S. (1999). Theories of Mass Communication. Belmont, CA, USA: Wadsworth
Malinao, A. (2003). Journalism for Filipinos (3rd Ed.). Mandaluyong City, Philippines: National Bookstore.
McKenzie, R. (2006). Comparing Media from Around the World. Boston, MA, USA:
Pearson Education Potter, W. J. (2005). Media Literacy (3rd edition). Thousand Oaks, CA, USA: Sage
Teodoro, L. V. & De Jesus, M. Q. (2001). The Filipino Press and Media, Democracy and Development. Diliman, Quezon City, Philippines: University of the Philippines Press
Thoman, E. & Jolls, T. (2005). Literacy for the 21st Century. Santa Monica, CA, USA:
Center for Media Literacy.
64
B. UNPUBLISHED MATERIALS
Alicdan, C. & Prianes K., “Television soap operas: Effect on selected students of Ligao National High School”, (Undergraduate Thesis, Bicol University College of Arts and Letters, Legazpi City, March 2009)
Barbara, A. & Pelonia I., “Exposure to Television Violence and its Influences on
Children’s Behavior”, (Undergraduate Thesis, Bicol University College of Arts and Letters, Legazpi City, March 2009)
Belisario, J. & Claro, J., “The Effects of Television on the Moral and Spiritual Values of
Preschoolers”, (Undergraduate Thesis, Bicol University Institute of Communication and Cultural Studies, Legazpi City, March 2001)
Gasga, J. & Sodsod, J., “The Effects of Political Infomercials on Registered Voters of
Legazpi City”, (Undergraduate Thesis, Bicol University College of Arts and Letters, Legazpi City, March 2010)
Gillespie, T. “Media Violence and Media Literacy”. Ireland: Religious Society of Friends
in Ireland Hobbs, R. & Frost, R. (2003). “Measuring the acquisition of media-literacy skills”.
Wellesley, MA, USA: Babson College Mirabel, R. & Napay, M., “The Effects of Video Game Violence on the Gamers in
Legazpi City”, (Undergraduate Thesis, Bicol University College of Arts and Letters, Legazpi City, March 2009)
Rosenbaum, J. (2007). “Measuring Media Literacy: Youngsters, Television, and
Democracy.” Nijmegen, Netherlands: Radboud University Walkosz, B., Jolls, T., & Sund, M. A. (2008). “Global/Local: Media Literacy for the
Global Village”. Santa Monica, CA, USA: Center for Media Literacy Worth, P. (2004). “Evaluating the Effectiveness of School-Based Media Literacy
Curricula.” Stanford, CA, USA: Stanford University
65
C. WEBSITES/ELECTRONIC SOURCES
Ali, L. (2011, March 14). How to Calculate Weighted Mean. eHow. Retrieved March 14 2011 from http://www.ehow.com/how_5544473_calculate-weighted-mean.html#ixzz1GYJVKscX
Hypodermic needle theory (2011, March 14). Wikipedia. Retrieved March 14 2011 from
http://en.wikipedia.org/wiki/Hypodermic_needle_theory Likert scale (2011, March 14). Wikipedia. Retrieved March 14 2011 from
http://en.wikipedia.org/wiki/Likert_scale Microsoft Encarta Dictionaries [DVD]. Redmond, WA: Microsoft Corporation
APPENDICES
67
APPENDIX A
Bicol University
College of Arts and Letters
Legazpi City
Eduardo A. de Leon
Regional Director
Philippine Information Agency Region V
Legazpi City
Sir:
We are pursuing the study “The Level of Media Literacy of selected AB Journalism and AB
Communication Students of Albay” in partial fulfillment of the subject Research in Journalism
(Comm. 4).
In regards to this, we ask for your permission to validate the study’s survey questionnaire
attached hereto, in order for the undersigned to proceed with the collection of data.
Thank you and God bless!
Respectfully yours,
Nico P. Arboleda
Michael Leer G. Asuncion
Researchers
Noted:
Dr. Agnes J. Nepomuceno
Subject Professor
68
APPENDIX B
Bicol University
College of Arts and Letters
Legazpi City
Susana C. Cabredo, Ed. D.
Vice President for Academic Affairs
Aquinas University of Legazpi
Legazpi City
Thru: Susan B. Bobadilla, Ph. D.
Dean, College of Arts, Sciences, and Education
Aquinas University of Legazpi
Legazpi City
Madam:
We are pursuing the study “The Level of Media Literacy of selected AB Journalism and
AB Communication Students of Albay” in partial fulfillment of the subject Research in Journalism
(Comm. 4).
We would like to ask for your permission to conduct our study in the AB Communication
department, since the third and fourth year students of the said department are our chosen
respondents together with the third and fourth year AB Journalism students of Bicol University.
Furthermore, we also ask for your permission to validate the study’s survey
questionnaire attached hereto, in order for the undersigned to proceed with the collection of
data.
Thank you and God bless!
Respectfully yours,
Nico P. Arboleda
Michael Leer G. Asuncion
Researchers
Noted:
Dr. Agnes J. Nepomuceno Dr. Elnora Brocales
Subject Professor Thesis Adviser
69
APPENDIX C
Bicol University
College of Arts and Letters
Legazpi City
C E R T I F I C A T I O N
This is to certify that the survey questionnaire of the study “The Level of Media Literacy
of selected AB Journalism and AB Communication Students of Albay” of Michael Leer G.
Asuncion and Nico P. Arboleda has been validated by the undersigned, and can proceed with the
collection of data.
AIDA ALCAZAR-NAZ
Information Officer
Philippine Information Agency Region V
ALVIN SARIO
Research Professor
Aquinas University of Legazpi
Noted:
Dr. Elnora Brocales
Thesis Adviser
70
APPENDIX D
Bicol University
College of Arts and Letters Legazpi City
Dear respondent:
The researchers of the study “The Media Literacy Level of Selected AB Journalism and AB Communication Students of Albay” have chosen you as their respondents in the aforementioned study.
The study aims to determine the level of media literacy skills of the respondents in order to recognize the importance of media literacy education in both Bicol University and Aquinas University of Legazpi.
In line with this, we ask for your fullest cooperation in answering the attached questionnaire carefully and fully. The responses will be used for academic purposes alone, and will be treated with utmost confidentiality.
Thank you very much.
Respectfully yours,
Nico P. Arboleda
Michael Leer G. Asuncion Researchers
71
Name: ________________________________________________________________
Year: __3rd __4th School: __Aquinas University __Bicol University
I. Answer the following questions by encircling the appropriate answer:
In a scale of 1-5, rate yourself on how much you were taught the following items:
5 – The topic has been taught to me excellently 4 – The topic has been taught to me well 3 – The topic has been taught to me 2 – The topic may have been mentioned to me 1 – The topic has not been taught at all
1. News appreciation
i. Timeliness 1 2 3 4 5 ii. Proximity 1 2 3 4 5
2. Data gathering
i. Identifying sources 1 2 3 4 5 ii. Crafting questions 1 2 3 4 5 iii. Conducting interviews 1 2 3 4 5 iv. Covering Press Conferences 1 2 3 4 5 v. Ambush interviews 1 2 3 4 5 vi. Organizational writing styles 1 2 3 4 5
3. Exposure to various beats
i. City hall/Provincial Capitol 1 2 3 4 5 ii. Court 1 2 3 4 5 iii. Police/Crime 1 2 3 4 5 iv. Disaster 1 2 3 4 5 v. Others (please specify):
____________________ 1 2 3 4 5
4. Editing and copywriting
i. Polishing articles 1 2 3 4 5 ii. Copyreading symbols 1 2 3 4 5 iii. Headline writing 1 2 3 4 5 iv. Caption writing 1 2 3 4 5 v. Beat assignments 1 2 3 4 5
1. City hall 2. Court
72
3. Police/Crime 4. Disaster 5. Others
5. Makeup and Layout
i. Tabloid 1 2 3 4 5 ii. Magazine 1 2 3 4 5
6. Newspaper management
i. Beating the deadline 1 2 3 4 5 ii. Newsroom operations 1 2 3 4 5
II. After viewing the video clips, answer the following questions:
1. The video clips are appropriate for (check the best choices, one per column):
__ 2- to 11-year-olds __ poor __ men __ 12- to 17-year-olds __ middle-class people __ women __ 18- to 25-year-olds __ wealthy people __ 25- to 40-year-olds __ 40- to 60-year-olds __ 60-year-olds and older
2. What was the purpose of the video clips?
__ to inform __ for self-expression __ to entertain __ to make money __ to persuade __ to teach
3. Which of these techniques was the most effective in attracting and getting your attention?
__violence __dramatic storylines __the use of cute characters __animation __comedy __ sexual innuendos
4. In a scale of 1-5, with 5 being the highest, rate the impact of the video clips:
5 – the video clip has heavily influenced me 4 – the video clip has somewhat influenced me 3 – the video clip has an impact on me 2 – the video clip has little impact on me 1 – the video clip does not have any impact on me at all
73
a. Happy Tree Friends: A Bit Of A Pickle 1 2 3 4 5 b. SBC Packers by Rex Navarette 1 2 3 4 5
III. What activities or programs can be introduced to promote media literacy to your school?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
To your community?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
CURRICULUM VITAE
75
CURRICULUM VITAE
Name: NICO PAYGANE ARBOLEDA
Address: #57 Rizal St. Guinobatan, Albay
Date of Birth: October 13, 1990
Age: 20
Civil Status: Single
Parents: Romeo Roces Arboleda
Evelyn Paygane Arboleda
EDUCATIONAL BACKGROUND
Elementary: Guinobatan East Central School
Guinobatan, Albay
2000-2003
Secondary: Bicol Regional Science High School
Tuburan, Ligao City
2003-2005
St. Gregory the Great Minor Seminary
Panal, Tabaco City
2005-2007
Tertiary: Bicol University College of Arts and Letters
Legazpi City
Bachelor of Arts in Journalism
2007-2011
76
CURRICULUM VITAE
Name: MICHAEL LEER GRANATIN ASUNCION
Address: Brgy. 40, Cruzada Legazpi City
Date of Birth: July 4, 1991
Age: 19
Civil Status: Single
Parents: Laurence S. Asuncion
Raquel G. Asuncion
EDUCATIONAL BACKGROUND
Elementary: Albay Central Elementary School
Legazpi City
1997-2003
Secondary: Divine Word College of Legazpi High School
Legazpi City
2003-2007
Tertiary: Bicol University College of Arts and Letters
Legazpi City
Bachelor of Arts in Journalism
2007-2011