Integration of Digital Television in Classroom Instruction: Students’ Learning Experiences, Challenges, and Strategies

Abstract

The rapid advancement of educational technology had led to the increasing integration of digital television as an instructional tool in classroom settings. This study aims to explore students’ learning experiences, challenges, and strategies in integrating digital television into classroom instruction. Employing a descriptive-quantitative research design, the study consist of students from the College of Education at Central Bicol State University of Agriculture. A 30-item survey questionnaire, with high reliability (Cronbach's alpha > 0.97), was used to collect data on learning experiences, challenges, and strategies. The data were analyzed using weighted mean and ranking technique. Results revealed that students generally had positive learning experiences with digital television, particularly in terms of enhanced attention, visualization of lessons, and overall engagement. Challenges were experienced occasionally, with limited access to digital television in some classroom and technical issues emerging as the most common concerns. Students frequently employed adaptive learning strategies such as note-taking, maintaining focus, and staying positive during instructional challenges. Correlation analysis showed a highly significant and strong positive relationship between learning experiences and strategies, while challenges had minimal influence on learning experiences and a weak relationship with strategy use. The findings suggest that digital television is an effective instructional tool when supported by appropriate infrastructure and students’ active learning strategies. These results highlight the importance of strategic implementation of digital television to enhance teaching and learning in higher education.