This study examined the effectiveness of radio-based instruction as a parent-teacher collaboration activity for Kindergarten learners at Southville 5A Elementary School-Langkiwa, Biñan City, Laguna, Philippines, during the School Year 2020-2021. A descriptive research design was employed, involving 228 parents and 13 teachers. Data were collected using a researcher-developed questionnaire and analyzed through frequency, percentage, weighted mean, one-way ANOVA, and Pearson’s r correlation. Findings revealed that the majority of teacher-respondents were young, female, and bachelor’s degree holders with several years of teaching experience, while most parent-respondents were female, high school graduates, and not formally employed. Both groups demonstrated a consistently high level of collaboration across all phases of radio-based instruction. Teachers and parents strongly agreed on key practices such as maintaining regular communication, guiding learners during broadcasts, and monitoring task completion after the sessions, as reflected in high mean ratings across indicators. Further analysis indicated that differences and relationships between respondents’ demographic characteristics and their level of collaboration were not statistically significant, suggesting that effective collaboration is not influenced by profile variables but rather by shared responsibility and engagement. Based on these findings, a Mother Tongue-based radio instructional script was developed to support early literacy. The study concludes that radio-based instruction, strengthened by active parent-teacher collaboration, is a viable and effective supplemental learning modality in alternative education settings.
Radio-based instruction; parent-teacher collaboration; kindergarten education; mother tongue instruction; early literacy; distance learning; audio-based learning, Laguna, Philippines.
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