Methods Preferred in Learning Development Communication Concepts Among the Fourth-Year Mass Communication Students of the University of Perpetual Help Rizal

Abstract

This study aimed to determine the development communication concepts that are relevant to the Philippine setting, to find out the preferred methods of learning development communication concepts, to find out the potential of teachers that could reinforce/aid learning, and to determine different activities that could help students link theory and practice. This study is a descriptive survey using total enumeration. But of the 64 fourth-year students enrolled in the subject Mass Communication 12 (Development Communication Concepts And Approaches), only 46 were able to answer the direct-structures questionnaires distributed. Library research and observation provided additional data on the topic.

Data gathered were analyzed through an index score where computations were made by getting the average of the product of the frequency with the value assigned to the answers of the respondents. Results showed that Development Communication is a discipline that utilizes systematic approach in tracing, formulating, presenting solutions to societal problems like poverty, population growth, environmental degradation, malnutrition, dehumanization, etc. The discipline underscores the importance of creativity in conveying messages that guide target audience with procedures and alternatives that could facilitate change or improvement. Development Communication showcases a holistic approach of solving problems, of reaching target beneficiaries that can better aid them the capability to develop their human potentials. The interactive participative, informative nature of Discussion; and the explorative nature of Discovery Learning or Field Work merited the respondents’ preference in learning development communication concepts. Teachers’ potentials such as enthusiasm in the presentation of the subject matter, knowledge on the subject matter, sense of humor, articulateness, openness to students’ suggestions, proper use of visual aids, assigning of challenging and quality homework, and one who can impose discipline, are qualities that the respondents perceived as encouraging, thus reinforcing the learning of development communication concepts. A variety of activities can be used to help students acquire a clear grasp of linking theory with practice. Activities may range from serious to entertaining. The teacher should devise a plan specifically designed to the students’ frame of reference to stimulate, to encourage their participation that may pave the way to learning development communication.

This study allowed the researcher to see the relevance of future studies that may focus on how discussion and discovery learning may be maximized to facilitate the learning of development communication concepts. Future research should be made to view the relevance of development communication, not only in Mass Communication but also in other social science courses. This could promote a better understanding of the focus of the discipline and is also a way of multiplying the number of development communication specialists who can become catalysts of change.