Impact Study for the Proficient Measures for Quality Education

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Impact Study for the Proficient Measures for Quality Education (PMQE)
Project of the Knowledge Channel
FINAL REPORT
Dr. Dennis S. Mapa
Associate Professor and Director for Research, School of Statistics
Affiliate Associate Professor, School of Economics
University of the Philippines Diliman
I. Background of the Study
The KNOWLEDGE CHANNEL FOUNDATION, INC. (KCFI), a non-stock and non-
profit corporation, is interested in evaluating the impact of its “2008 Proficient Measures for
Quality Education (PMQE) Project.” The study related to the 2008 PMQE project principally
aims to determine the impact of the programs of Knowledge Channel on the performance and
perception of the elementary students viewing these programs in about 158 selected schools
supported by Philip Morris Philippines. The scope of the impact study will focus on the
elementary pupils (since there is only one high school out of 158 schools1
), in particular on the
pupils’ performance using a 60-item achievement test, patterned after the Trends in International
Mathematics and Science Study (TIMMS) exam covering the areas of Mathematics, Science and
English,2
specially developed for this impact study.
The impact study specifically aims:
a. to examine the relationship between the presence of Knowledge Channel and the
attendance of students in the school and to examine the relationship between utilization
of the Knowledge Channel programs and the attendance of students in the school;
b. to examine the relationship between the presence of Knowledge Channel and the
students’ performance and to examine the relationship between utilization of the
Knowledge Channel programs and the students’ performance;
c. to evaluate the preferences and perception of the students on the programs of the
Knowledge Channel;
1
The final number of Knowledge Channel schools is one 157 schools. Babag Elementary School was excluded in
the study because the Knowledge Channel facilities were destroyed in a fire accident in the school.
2
The 60-item questionnaire is divided equally into three areas, namely: Mathematics, Science and English. Each
area has 20 items.

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d. to determine the “exemplar” practices initiated by the schools in order to increase the
viewing time of the students and to assess if these practices can be replicated in other
schools; and,
e. to determine if the schools have met the objectives set by Knowledge Channel related to
program utilization set at the start of the project implementation.
In addition to the 157 Knowledge Channel schools (referred to as the “experimental
group”), the research team also collected data on 142 Non-Knowledge schools that served as the
“control group.” The control group consisted of schools that do not have the facilities of the
Knowledge Channel. These schools were selected in such a way that the schools’ profile
(example: students population, teacher-student ratio) is the same as the schools included in the
experimental group to ensure that the only difference between the experimental group and the
control group is the presence of Knowledge Channel. The information obtained from the 299
schools in the experimental and control groups were used to answer the general and specific
objectives of the research.
II. Data Collection
A survey using a structured questionnaire3
, in addition to the 60-item achievement test,
was given to the representative sections (typically Grades 5 and 6) from the 299 experimental
and control schools. The data collection was divided into two stages: (1) at the start of the project
implementation to generate baseline data related to the students and schools characteristics and
(2) at the end of the School Year 2010-2011 (January to March 2011) to collect data on the
performance of the students. The baseline survey was conducted from July 27, 2010 to
December 13, 2010 and covered a total of 157 Knowledge Channel and 142 Non-Knowledge
Channel schools. The post-evaluation was conducted from January 17, 2011 to March 31, 2011.4
The number of Knowledge Channel and Non-Knowledge Channel schools covered in the survey
is provided in table 1.
3
In addition to the questionnaire given to the pupils, structured questionnaires were also administered to the
principals, ETV coordinators and subject teachers. The questionnaires are provided in the appendix.
4
The dates of visit per province are provided in the appendix.

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Table 1. Number of Knowledge Channel and Non-Knowledge Schools Visited
Province City/ Municipality No. of KCh Schools No of Non-KCh Schools
Ilocos Sur San Juan 6 0
Bantay 0 6
Narvacan 4 3
La Union Sudipen 4 2
Bengar 1 0
Balaoan 4 4
Benguet Baguio City 3 7
La Trinidad 3 1
Cagayan
Valley
Tuguegarao City 6 6
Bataan Balanga City 4 4
Nueva Ecija Cabanatuan City 4 4
Pampanga Angeles City 6 6
Zambales Olongapo City 5 6
NCR Quezon City 5 2
Cavite Magallanes 3 3
E. Aguinaldo 3 3
Laguna Cabuyao 4 4
Calamba City 6 2
Batangas Bauan 4 3
Quezon Real 4 4
Gumaca 4 4
Palawan Roxas 4 4

4
Camarines Sur Naga City 5 5
Libmanan 5 5
Pili 5 5
Albay Legaspi City 4 6
Tabaco City 6 4
Sorsogon Donsol 4 0
Iloilo Miag-ao 4 3
Oton 4 5
Negros Occ. Bacolod City 6 8
E.B. Magalona 4 4
Bago City 0 7
Bohol Tubigon 4 3
Jagna 4 5
Leyte Tacloban City 4 4
Samar Basey 5 0
Davao Davao City 6 0
The survey covered a total of 14,879 pupils with 10,419 pupils in Knowledge Channel
schools and 4,460 pupils in Non-Knowledge Channel schools. Out of the 10,359 Knowledge
Channel pupils, 5,201 are Grade 6 pupils and 5,218 are Grade 5 pupils. The number of pupils
covered by the survey per province is given in table 2 below.

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Table 2. Number of Pupils in Knowledge Channel and Non-Knowledge Channel Schools
Province Knowledge Channel Schools Non-Knowledge Channel Schools
Grade 6 Pupils Grade 5 Pupils Grade 6 Pupils
Albay 356 375 359
Bataan 162 166 168
Batangas 146 149 74
Benguet 217 253 292
Bohol 223 223 234
Cagayan Valley 176 155 165
Camarines Sur 569 585 434
Cavite 141 152 161
Davao 235 212 -
Ilocos Sur 249 259 222
Iloilo 244 217 186
La Union 190 167 127
Laguna 397 414 258
Leyte 145 143 80
NCR 203 205 104
Negros Occ. 390 366 668
Nueva Ecija 162 145 147
Palawan 117 148 113
Pampanga 212 221 228
Quezon 271 286 218
Samar 92 79 -
Sorsogon 121 114 -
Zambales 183 184 222
Total 5,201 5,218 4,460

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In addition to the Knowledge and Non-Knowledge pupils, information were also
obtained, using structured questionnaires, from the subject teachers and principals (for both
Knowledge Channel and Non-Knowledge Channel schools) and ETV coordinators (for
Knowledge Channel schools only). A total of 2,867 subject teachers, principals and ETV
coordinators participated in the study. The respondents classified according to type are provided
in table 3 below.
Table 3. Number of Principals, Subject Teachers and ETV Coordinators who participated
in the Study
Respondents Knowledge Channel Non-Knowledge Channel Total
Principals 155 138 293
Teachers 1297 1122 2419
ETV Coordinators 155 - 155
Total 1607 1260 2867

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III. Empirical Analysis
3.1. Econometric Model
An econometric model was built to determine if the presence of Knowledge Channel
facilities (pupils viewing the Knowledge Channel programs) affects the pupils’ academic
performance, compared to the performance of the control group (pupils without Knowledge
Channel facilities). The research team collected a panel data consisting of Grade 6 pupils across
two periods, pre-test and post-test periods. In order to control for systematic differences between
the Knowledge Channel pupils (treatment group) and the non-Knowledge Channel pupils
(control group), the sample is broken down into four groups: the control group during the pre-
test, the control group during the post-test, the Knowledge Channel pupils before the intervention
(pre-test) and the Knowledge Channel pupils after the intervention (post-test).
If we let KCh = 1 if the school has Knowledge Channel and 0 for the non-Knowledge
Channel schools (control), and let d2 denote a dummy variable with value 1 for the post test
period and 0 for the pre-test period, the econometric model to determine the impact of the
presence of Knowledge Channel on the average performance of the students (y) is known as the
difference-in-differences (DID) model and is of the form,
where y is the outcome variable of interest (average achievement score; Mathematics score;
Science score and English score of the pupil).
The parameter of interest 1 measures the effect of the presence of Knowledge Channel
(referred to as the Knowledge Channel Effect). The estimate of 1 is known as the “difference-
in-differences” estimator.




 



 KCh
d
KCh
d
y *
2
2 1
1
0
0

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3.2. Number of Knowledge Channel and Non-Knowledge Pupils in the Sample
A total of 8,502 Grade 6 pupils took the pre-test and post-test given by the research team,
out of the 9,661 Grade 6 pupils in the sample or a participation rate of 88 percent. Since the pre-
test and post-test results are combined in the analysis, there are 17,004 observations in the
analysis.
The two groups are categorized into 4,535 Knowledge Channel pupils (out of 5201
pupils) and 3,967 Non-Knowledge Channel pupils (from a total of 4,460 pupils). The
participation rate for the Knowledge Channel and Non-Knowledge Channel group are 87 percent
and 89 percent, respectively. The reason why a 100 percent participation rate was not achieved is
because some pupils were absent during the post-test visit and were not able to take the post-test
exam. The achievement test results from the pupils who don’t have either the pre-test or post-test
were omitted in the analysis.
The number of pupils in the Knowledge Channel and Non-Knowledge Channel groups
per province is provided in table 4 below.
Table 4. Number of Pupils who took the pre-test and post-test
Province Non-KCH School KCH School Total
Albay 610 612 1,222
% 49.92 50.08 100
Bataan 302 280 582
% 51.89 48.11 100
Batangas 118 274 392
% 30.1 69.9 100
Benguet 538 362 900
% 59.78 40.22 100
Bohol 406 382 788
% 51.52 48.48 100
Cagayan Valley 308 282 590
% 52.2 47.8 100
Camarines Sur 742 1,026 1,768
% 41.97 58.03 100
Cavite 312 270 582
% 53.61 46.39 100

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Davao 0 434 434
% 0 100 100
Ilocos Sur 406 466 872
% 46.56 53.44 100
Iloilo 294 366 660
% 44.55 55.45 100
La Union 190 334 524
% 36.26 63.74 100
Laguna 480 714 1,194
% 40.2 59.8 100
Leyte 138 234 372
% 37.1 62.9 100
NCR 194 344 538
% 36.06 63.94 100
Negros Occidental 1,200 718 1,918
% 62.57 37.43 100
Nueva Ecija 284 300 584
% 48.63 51.37 100
Palawan 198 206 404
% 49.01 50.99 100
Pampanga 446 344 790
% 56.46 43.54 100
Quezon 376 438 814
% 46.19 53.81 100
Samar 0 160 160
% 0 100 100
Sorsogon 0 204 204
% 0 100 100
Zambales 392 320 712
% 55.06 44.94 100
Total 7,934 9,070 17,004
% 46.66 53.34 100

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3.3. Highlights of the Study
3.3.1 Knowledge Channel’s Impact on Pupils’ Academic Achievement
The figures in tables 5a and 5b show a comparison of the average percentage scores of
pupils in Knowledge Channel and Non-Knowledge Channel schools in the pre-test and post-test,
respectively. The results show that, in the pre-test, the average achievement test of pupils in
Knowledge Channel schools is 40.98 percent and is significantly higher compared to the average
of pupils in Non-Knowledge Channel schools at 38.84 percent, or a difference of 2.14
percentage points. The result is significant at the 5 percent level.
Moreover, the results also show that the average percentage score is significantly higher
for pupils in Knowledge Channel schools in Mathematics (33.71 percent for Knowledge
Channel schools versus 31.62 percent for Non-Knowledge Channel schools), in Science (44.61
percent for Knowledge Channel schools compared to 42.01 percent for Non-Knowledge Channel
schools) and in English (44.63 percent for Knowledge Channel schools versus 42.86 percent for
Non-Knowledge Channel schools). In general, the average percentage scores of pupils in
Knowledge Channel schools are higher by about two percentage points than the average
percentage scores of pupils in Non-Knowledge Channel schools during the pre-test.
Table 5a. Comparison of Average Percentage Score in the 60-item Exam between
Knowledge Channel and Non-Knowledge Channel Schools (Pre-Test)*
Knowledge Channel Non-Knowledge Channel
Area Mean Std. Error N Mean Std. Error N Remarks **
Math 33.71 0.20 4535
31.62 0.19
3967
KCH schools have significantly
higher average pre-test scores
Science 44.61 0.26 4535 42.01 0.26 3967
English 44.63 0.30 4535 42.86 0.29 3967
Total 40.98 0.20 4535 38.84 0.20 3967
* total number of items is 60 points with 20 points each for Mathematics, Science and English;
** average score of KCH schools is higher at the 5% level of significance

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For the post-test, the results from table 5b show that the overall average percentage score
of pupils in Knowledge Channel schools is about 51.44 percent and is significantly higher than
the overall average percentage score for pupils in the Non-Knowledge Channel schools, recorded
at 44.57 percent, a significant difference of 6.86 percentage points.
Moreover, the tests show significant differences in the areas of Mathematics, Science and
English where the average percentage scores of pupils in the Knowledge Channel schools are
consistently higher compared to their counterparts in the Non-Knowledge Channel schools. In
Mathematics for example, the post-test average for Knowledge Channel pupils is 44.11 percent
compared to 36.74 percent for Non-Knowledge Channel pupils, a difference of 7.37 percentage
points. In Science, the figures are about 55.47 percent for Knowledge Channel pupils against an
average 48.10 percent for Non-Knowledge Channel pupils, a difference of 7.37 percentage
points. In English, the average percentage score of pupils in Knowledge Channel schools is
54.73 percent, compared to the average of 48.83 percent for pupils in the Non-Knowledge
Channel schools, a difference of 5.91 percentage points.
Table 5b. Comparison of Average Percentage Score in the 60-item Exam between
Knowledge Channel and Non-Knowledge Channel Schools (Post-Test)*
Area Mean Std. Error N Mean Std. Error N Remarks **
Math 44.11 0.25 4535
36.74 0.24
3967
Science 55.47 0.28 4535 48.10 0.28 3967
English 54.73 0.31 4535 48.83 0.31 3967
Total 51.44 0.23 4535 44.57 0.23 3967
* total number of items is 60 points with 20 points each for Mathematics, Science and English;
** average score of KCH schools is higher at 5% level of significance
While the average percentage scores indicate that pupils in Knowledge Channel schools
perform better compared to their counterparts in the Non-Knowledge Channel schools, further
analysis of the results will still have to be verified through the use of an econometric model to

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isolate the “Knowledge Channel Effect.” It is possible that some of the factors that influence
high scores for Knowledge Channel pupils are due to other factors, outside the presence of the
intervention. To carefully account for the impact of the presence of Knowledge Channel, we
estimated the difference-in-differences (econometric) model. The econometric model used the
pre-test and post-test information obtained from both the Knowledge Channel pupils and the
control group. The results are provided in tables 6a to 6d.
The figures in table 6a show the results of the econometric model, based on the
difference-in-differences (DID) framework, to estimate the impact of the presence of the
Knowledge Channel facilities on the average academic performance of the pupils who are
viewing, relative to the control group or Non-Knowledge Channel pupils. The table shows that
the estimated KCH effect is statistically significant at about 4.72 percentage points. It means that
presence of the Knowledge Channel facilities increases the pupils’ academic performance by
about 4.72 percentage points. This increase in the academic performance of the pupils (due to the
Knowledge Channel) is large enough and the Knowledge Channel facilities can be considered as
practical and economically-sound intervention.
The table also shows the Time Effect to be statistically significant at about 5.73
percentage points, reflecting the fact that post-test average scores are significantly higher than
the pre-test average scores. Moreover, the table shows that School Type is statistically significant
at 2.14 percentage points. This value refers to the difference in the average pre-test scores
between the Knowledge Channel pupils and Non-Knowledge Channel pupils.
Table 6a. Results of the Difference-in-Difference (DID) Estimator using the KCH Effect
(Overall Academic Achievement)
Variable (Overall Academic Achievement) coefficient std. error t-stat p-value
School Type (1 KCH; 0 Non-KCH) 2.1441 0.3066 6.9900 0.0000
Time Effect 5.7340 0.3167 18.1100 0.0000
KCH Effect 4.7206 0.4336 10.8900 0.0000
Constant 38.8375 0.2239 173.4500 0.0000

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The Knowledge Channel Effect is even higher when the difference in the Mathematics
scores between the pupils in the Knowledge Channel and Non-Knowledge schools is analyzed.
The figures in table 6b provide the estimates of the econometric model using only the
Mathematics component of the achievement test. The Knowledge Channel Effect is statistically
significant. This means that presence of the Knowledge Channel facilities increases the average
score of pupils in Mathematics by about 5.28 percentage points, even higher than the overall
effect of 4.72 percentage points.
Table 6b. Results of the Difference-in-Difference (DID) Estimator using the KCH Effect
(Mathematics)
Variable (Mathematics) coefficient std. error t-stat p-value
Time Effect 5.1197 0.3293 15.5500 0.0000
KCH Effect 5.2761 0.4509 11.7000 0.0000
Constant 31.6158 0.2328 135.7800 0.0000
The impact of the presence of Knowledge Channel in the Science component of the
achievement exam is also statistically significant. The figures in table 6c show the estimated
Knowledge Channel Effect to be about 4.77 percentage points, indicating that presence of the
Knowledge Channel facilities increases the average performance of pupils in Science by the
same value.
Table 6c. Results of the Difference-in-Difference (DID) Estimator using the KCH Effect
(Science)
Variable (Science) coefficient std. error t-stat p-value
Time Effect 6.0902 0.3967 15.3500 0.0000
KCH Effect 4.7686 0.5431 8.7800 0.0000
Constant 42.0103 0.2805 149.7800 0.0000
The impact of the presence of Knowledge Channel in the English component of the
achievement exam is shown in table 6d. The figure shows the Knowledge Channel Effect to be
about 4.14 percentage points and is statistically significant. The presence of the Knowledge

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Channel facilities increases the average performance in English by about 4.14. The effect of the
intervention in English, while still large, is the lowest compared to the effect in Mathematics and
Science.
Table 6d. Results of the Difference-in-Difference (DID) Estimator using the KCH Effect
(English)
Variable (English) coefficient std. error t-stat p-value
Time Effect 5.9617 0.4437 13.4400 0.0000
KCH Effect 4.1442 0.6075 6.8200 0.0000
Constant 42.8636 0.3138 136.6200 0.0000
The Knowledge Channel Effect in the entire sample data (or national average) shows that
it increases the average score of pupils in the achievement test by close to 5 percentage points.
Analyzing the data across provinces, the Knowledge Channel Effect shows certain variation,
with pupils in some provinces exhibiting double digit increases in the achievement test compared
to pupils in other provinces.
The figures in table 7a show the estimated Knowledge Channel Effect on the average
Achievement Test of the pupils in 20 provinces. 5
The provinces where the gain in the average
Achievement Test scores of the pupils are the highest includes BATANGAS with Knowledge
Channel Effect estimated at 13.27 percentage points, PALAWAN with 12.70 percentage points
gain due to the presence of Knowledge Channel, BOHOL with 12.07 percentage points gain and
CAVITE where the Knowledge Channel pupils average score is 10.23 percentage points higher.
The table also shows that Knowledge Channel has positive and significant effect in the 18 out of
the 20 provinces included in the study. The only province where Knowledge Channel does not
have significant impact in increasing the average academic performance of the pupils is ILOILO.
Moreover, in the province of LA UNION, the Knowledge Channel Effect is negative and
significant (estimated at – 5 percentage points), which means that the average Achievement Test
Score of pupils in Knowledge Channel schools is lower than the pupils in the Non-Knowledge
Channel schools by about 5 percentage points.
5
The provinces of Davao, Samar and Sorsogon were excluded in the analysis by provinces due to the fact that no
control schools are included in these areas.

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Table 7a. Estimated KCH Effect in Overall Academic Achievement by Province
Province Mean KCH Effect Std. Error p-value Remarks
Batangas 13.27 2.80 0.00 Significant ***
Palawan 12.70 2.22 0.00 Significant ***
Bohol 12.07 1.71 0.00 Significant ***
Cavite 10.23 1.86 0.00 Significant ***
Cagayan 7.88 2.16 0.00 Significant ***
Benguet 7.37 1.74 0.00 Significant ***
Zambales 7.19 1.92 0.00 Significant ***
Quezon 6.67 1.71 0.00 Significant ***
Negros Occ 5.78 1.12 0.00 Significant ***
NCR 5.42 2.51 0.03 Significant **
Camarines Sur 4.90 1.28 0.00 Significant ***
Pampanga 4.09 1.75 0.02 Significant **
Laguna 4.06 1.66 0.02 Significant **
Bataan 3.89 2.62 0.14 Significant +
Ilocos Sur 3.09 1.61 0.06 Significant *
Nueva Ecija 3.04 2.33 0.19 Significant +
Leyte 2.84 1.73 0.10 Significant *
Albay 2.33 1.49 0.12 Significant +
Iloilo -0.45 1.89 0.81 Not Significant
La Union -5.00 2.21 0.02 Significant Lower **
*** significant at 1% level; ** significant at 5%; * significant at 10%; + significant at 10% (1-sided)
The figures in table 7b show the estimated Knowledge Channel Effect on the average
Mathematics Achievement Test of the pupils in 20 provinces. The provinces gaining the highest
in average score of pupils in Mathematics Achievement Test due to the presence of Knowledge
Channel are the provinces of BOHOL where the Knowledge Channel Effect is estimated at 15.72
percentage points, BATANGAS with 11.94 percentage points and NEGROS OCCIDENTAL
with 11.78 percentage points. The figures in table7b also show that Knowledge Channel has
positive and significant effect in the 17 out of the 20 provinces included in the study. The
provinces where Knowledge Channel does not have significant impact in increasing the average
academic performance of the pupils in Mathematics are in ILOILO, NUEVA ECIJA and LA
UNION.

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Table 7b. Estimated KCH Effect in Mathematics Achievement by Province
Negros Occ 11.78 1.31 0.00 Significant ***
Pampanga 7.51 1.67 0.00 Significant ***
Palawan 6.35 2.74 0.02 Significant **
Bataan 5.99 2.66 0.03 Significant **
Laguna 5.79 1.77 0.00 Significant ***
Quezon 4.46 1.78 0.01 Significant **
Leyte 3.08 2.13 0.15 Significant +
Albay 2.54 1.65 0.13 Significant +
Ilocos Sur 2.35 1.55 0.13 Significant +
Iloilo 1.66 2.30 0.47 Not Significant
Nueva Ecija 0.28 2.33 0.91 Not Significant
La Union -1.66 2.35 0.48 Not Significant
The figures in table 7c show the estimated Knowledge Channel Effect on the average
Science Achievement Test of the pupils in 20 provinces. The provinces gaining the highest in
average score of pupils in the Science Achievement Test due to the presence of Knowledge
Channel are the provinces of BATANGAS where the Knowledge Channel Effect is estimated at
13.81 percentage points, BOHOL with 11.99 percentage points and PALAWAN with 10.43
percentage points. The figures also show that Knowledge Channel has positive and significant
effect in the 17 out of the 20 provinces included in the study. The provinces where Knowledge
Channel does not have significant impact in increasing the average academic performance of the
pupils are in LAGUNA and BATAAN.
In the province of LA UNION, the Knowledge Channel Effect is negative, estimated at –
9.21 percentage points, which means that the average academic performance of pupils in the

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Science Achievement Test in Knowledge Channel schools is lower than the pupils in the Non-
Knowledge Channel schools by about 9 percentage points.
Table 7c. Estimated KCH Effect in Science Achievement by Province
Nueva Ecija 5.84 2.94 0.05 Significant **
Iloilo 5.69 2.26 0.01 Significant **
Ilocos Sur 4.06 2.04 0.05 Significant **
Pampanga 3.95 2.32 0.09 Significant *
Leyte 3.74 2.75 0.17 Significant +
Albay 3.39 1.87 0.07 Significant *
Laguna 2.32 2.08 0.26 Not Significant
Negros Occ 2.17 1.49 0.14 Significant +
Bataan 0.64 3.08 0.84 Not Significant
La Union -9.21 3.07 0.00 Significantly Lower ***
The figures in table 7d show the estimated Knowledge Channel Effect on the average
English Achievement Test of the pupils in 20 provinces. The provinces gaining the highest in
average score of pupils in the English Achievement Test due to the presence of Knowledge
Channel are the provinces of PALAWAN where the Knowledge Channel Effect is estimated at
20.75 percentage-points improvement, BATANGAS with 13.38 percentage-points and CAVITE
with 11.98 percentage-points improvement. The figures also show that Knowledge Channel has
positive and significant effect in the 12 out of the 20 provinces included in the study. However,
presence of Knowledge Channel does not have significant impact in increasing the average
English scores of pupils in the National Capital Region (NCR), NUEVA ECIJA, ILOCOS SUR,
LEYTE, ALBAY and PAMPANGA. Moreover, presence of Knowledge Channel Effect is found

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to have negative and significant effect in the average English scores of pupils in the provinces of
LA UNION, estimated at – 4.13 percentage points and ILOILO at – 8.63 percentage points.
Table 7d. Estimated KCH Effect in English Achievement by Province
Zambales 5.52 2.93 0.06 Significant *
Bataan 5.34 3.54 0.13 Significant +
Laguna 3.84 2.24 0.09 Significant *
Negros Occ 3.76 1.68 0.03 Significant **
Camarines Sur 3.69 1.79 0.04 Significant **
NCR 3.62 3.48 0.30 Not Significant
Nueva Ecija 3.35 3.32 0.31 Not Significant
Ilocos Sur 3.01 2.52 0.23 Not Significant
Leyte 1.71 2.85 0.55 Not Significant
Albay 1.16 2.13 0.59 Not Significant
Pampanga 0.84 2.68 0.75 Not Significant
La Union -4.13 2.98 0.17 Significantly Lower +
Iloilo -8.63 2.76 0.00 Significantly Lower ***
3.3.2. Knowledge Channel’s Impact on Pupils’ Attendance
In addition to the Knowledge Channel Effect in the average Achievement Test of the
Grade 6 pupils, the study also looked at the impact of the intervention in the attendance rate of
the pupils. Intuitively, the presence of the Knowledge Channel facilities tends to increase the
attendance rate (or lower the number of absences) of the pupils because the programs viewed in
the Knowledge Channel creates excitement to the pupils (e.g. pupils gaining new knowledge)
that may eventually motivate them to go to school regularly. In other words, the Knowledge
Channel facilities in the schools served as an incentive for the pupils to attend classes.

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The impact of Knowledge Channel in the attendance rate has been observed in the
schools located in the provinces of the Autonomous Region of Muslim Mindanao (ARMM),
Regions IX and XII under the Television Education for the Advancement of Muslim Mindanao
(TEAM-Mindanao) funded by the United States Agency for International Development (USAID)
that seeks to improve the quality of basic public education in the public schools in Muslim
Mindanao through communications technology. In the impact evaluation study of the three-year
TEAM-Mindanao project it was shown that pupils in the Knowledge Channel Schools (the
treatment group) have higher attendance rate compared to the pupils in the Non-Knowledge
Channel Schools.
To compare the impact of the Knowledge Channel on attendance rate, the research team
collected the number of absences (in days) of the Grade 6 pupils in the Knowledge Channel and
Non-Knowledge Channel schools using the attendance record of the teachers. The figures in
table 8 show the average number of absences of the pupils for the entire sample of 23 provinces
and the individual provinces. The result shows for the entire sample, the average number of
absences of pupils in the Knowledge Channel schools is significantly lower compared to the
number of absences of pupils in the Non-Knowledge Channel schools by about 0.36 day per
pupils. This shows that on the average, the number of absences of pupils in Knowledge Channel
schools is lower by about 11 percent compared to pupils in the Non-Knowledge Channel
schools.
In addition, the number of absences of pupils in Knowledge Channel schools is
significantly lower than the pupils in the control group in 12 provinces with varying results.
Large differences in the number of absences were found in the provinces of ZAMBALES where
the number of absences of pupils in the Knowledge Channel schools is lower by 73 percent, in
BENGUET (lower by 42 percent), in ALBAY (lower by 49 percent), CAGAYAN (lower by 79
percent) and in CAVITE (lower by 45 percent).

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Table 8. Average Number of Absences (in days) of Pupils in Knowledge Channel and Non-
Knowledge Channel Schools by Province
Difference
Provinces Mean Std. Error Mean Std. Error Remarks
Overall (all areas) 2.92 0.07 3.28 0.08 -0.36 KCH significantly lower absences
Zambales 1.02 0.18 3.77 0.30 -2.75 KCH significantly lower absences
Benguet 3.36 0.25 5.81 0.44 -2.45 KCH significantly lower absences
Albay 2.51 0.18 4.90 0.36 -2.39 KCH significantly lower absences
Cagayan 0.40 0.07 1.89 0.22 -1.49 KCH significantly lower absences
Cavite 1.47 0.14 2.69 0.24 -1.22 KCH significantly lower absences
Iloilo 2.84 0.32 4.04 0.43 -1.19 KCH significantly lower absences
Camarines Sur 3.50 0.19 4.52 0.29 -1.02 KCH significantly lower absences
Negros Occ 3.23 0.25 4.09 0.24 -0.86 KCH significantly lower absences
Nueva Ecija 2.39 0.17 3.09 0.29 -0.71 KCH significantly lower absences
Quezon 0.95 0.11 1.63 0.22 -0.69 KCH significantly lower absences
Bataan 2.68 0.31 3.36 0.32 -0.68 KCH significantly lower absences
Ilocos Sur 1.08 0.12 1.58 0.16 -0.50 KCH significantly lower absences
Pampanga 1.42 0.19 1.51 0.19 -0.09 No significant difference
Batangas
0.41 0.08
0.08 0.04
0.32
KCh have significantly higher
absences
La Union 2.13 0.21 1.73 0.41 0.40 No significant difference
Leyte 7.24 0.56 6.03 0.61 1.20 No significant difference
Laguna 2.73 0.18 1.14 0.11
1.58
absences
NCR 4.20 0.40 0.84 0.16
3.36
absences
Bohol 7.27 0.61 2.52 0.30
4.75
absences
There are provinces in the sample where the average number of absences of pupils in
Knowledge Channel schools is higher compared to the pupils in the Non-Knowledge Channel
schools. These provinces are BATANGAS, LAGUNA, NCR and BOHOL. Moreover, the study
shows that in LA UNION and LEYTE the average number of absences of pupils in Knowledge
Channel schools is just the same or equal to the average number of absences of pupils in Non-
Knowledge Channel schools.

21
IV. Tabulated Results on the Rider Questions (use of Internet and others)
4.1. Results from the Pupils
Table 9A. Frequency of Cellphone Use of Pupils
Frequency of
Cellphone Use
Knowledge Channel Grade 6 Knowledge Channel Grade 5 Non-Knowledge Channel
Frequency % Frequency % Frequency %
Everyday 1455 28.23 1225 23.67 1244 28.29
4 to 6 times a week 392 7.61 367 7.09 301 6.84
2 to 3 times a week 601 11.66 488 9.43 480 10.91
once a week 393 7.63 412 7.96 385 8.75
Never 2313 44.88 2684 51.85 1988 45.20
Total 5154 100.00 5176 100.00 4398 100.00
Table 9B. Frequency of Radio Use of Pupils
Frequency of
Radio Use
everyday 1720 31.74 1766 34.24 1548 37.50
4 to 6 times a week 392 7.23 387 7.50 369 8.94
2 to 3 times a week 601 11.09 694 13.46 578 14.00
once a week 393 7.25 613 11.89 369 8.94
never 2313 42.68 1697 32.91 1264 30.62
Total 5419 100.00 5157 100.00 4128 100.00
Table 9C. Frequency of Television Use of Pupils
Frequency of
Television Use
Everyday 3775 73.69 3786 73.60 3285 74.46
4 to 6 times a week 284 5.54 318 6.18 239 5.42
2 to 3 times a week 298 5.82 269 5.23 237 5.37
once a week 252 4.92 211 4.10 146 3.31
Never 514 10.03 560 10.89 505 11.45
Total 5123 100.00 5144 100.00 4412 100.00

22
Table 9D. Frequency of Computer Use with Internet of Pupils
Frequency of
Computer Use
With Internet
Everyday 532 10.40 467 9.11 461 10.50
4 to 6 times a week 331 6.47 269 5.25 259 5.90
2 to 3 times a week 588 11.49 477 9.31 447 10.18
once a week 713 13.93 608 11.86 505 11.50
Never 2953 57.71 3305 64.48 2718 61.91
Total 5117 100.00 5126 100.00 4390 100.00
Table 9E. Frequency of Computer Use without Internet of Pupils
Frequency of
Computer Use
Without Internet
Everyday 233 4.57 285 5.59 198 4.55
4 to 6 times a week 232 4.55 194 3.80 162 3.72
2 to 3 times a week 374 7.33 366 7.18 285 6.55
once a week 627 12.30 465 9.12 463 10.64
Never 3633 71.25 3789 74.31 3245 74.55
Total 5099 100.00 5099 100.00 4353 100.00
Table 9F. Frequency of MP3 or Ipod Use of Pupils
Frequency of MP3
Players/Ipod Use
Everyday 365 7.13 389 7.58 338 7.710
4 to 6 times a week 217 4.24 208 4.05 177 4.037
2 to 3 times a week 334 6.52 257 5.01 265 6.045
once a week 392 7.65 364 7.10 347 7.915
Never 3813 74.46 3912 76.26 3257 74.293
Total 5121 100.00 5130 100.00 4384 100.000

23
Table 9G. Frequency of PSP or WII Use of Pupils
Frequency of
PSP/WII Use
Everyday 181 3.63 250 4.98 189 4.42
4 to 6 times a week 122 2.44 124 2.47 90 2.10
2 to 3 times a week 198 3.97 169 3.37 138 3.23
once a week 322 6.45 266 5.30 244 5.71
Never 4168 83.51 4208 83.87 3615 84.54
Total 4991 100.00 5017 100.00 4276 100.00
Table 9H. Time Spent by Pupils for Watching TV
Time Spent for
Watching TV per
Day
less than an hour 897 17.72 1166 23.06 829 18.98
2 to 3 hours 2201 43.48 2224 43.98 1958 44.83
4 to 6 hours 1086 21.45 930 18.39 894 20.47
more than 6 hours 579 11.44 506 10.01 476 10.90
I do not watch TV 111 2.19 136 2.69 167 3.82
Others 188 3.71 95 1.88 44 1.01
Total 5062 100.00 5057 100.00 4368 100.00
Table 9I. TV Shows Watched by Pupils
Type of Show
Knowledge Channel Non Knowledge Channel
Frequency Percentage Frequency Percentage
Soap Opera Telenovelas 7055 74.96 3947 77.50
News and Public Affairs 6691 71.10 3632 71.34
Anime 6670 70.90 3570 70.14
Educational Shows 6403 68.02 3485 68.44
Game Shows 5703 60.60 3082 60.55
Variety Shows 4541 48.25 2291 45.00
Music TV 4196 44.58 1956 38.42
Reality TV 3972 42.21 2044 40.15
Sports 2987 31.74 1522 29.91
Sitcom 2614 27.78 1190 23.37
Talk Shows 1886 20.04 936 18.39
Informative 1878 19.96 1032 20.28
Religious 988 10.50 479 9.41

24
Table 9J. Pupils who Use the Internet
Pupils who Use the Internet
Non Knowledge Channel Knowledge Channel
Total
Frequency % Frequency %
Yes 1770 39.76 2361 45.47 4131
No 2682 60.24 2831 54.53 5513
Total 4452 100.00 5192 100.00 9644
Table 9K. Reasons of Pupils for not using the Internet
Reasons for not using the Internet
Type of Student
No internet at home or in school 1302 48.55 1306 46.13
Pupils who do not know how to use the
computer 1073 40.01 1111 39.24
Pupils who are not allowed to use the
Internet by his/her parents 856 31.92 835 29.49
Pupils who do not have the time 688 25.65 647 22.85
Pupils who cannot afford internet café fees 398 14.84 405 14.31
Limited Number of Computers in School
with Internet Access 196 7.31 231 8.16
Table 9L. Places where Pupils Access the Internet
Places where students access the
Internet
Type of Student
Internet Cafes 1165 65.82 1603 67.89
Home 753 42.54 1029 43.58
Neighbor or Relative's House 370 20.90 536 22.70
Hotspot or Wifi Zone 122 6.89 181 7.67
Parents' office 72 4.07 153 6.48
School 73 4.12 126 5.34

25
Table 9M. Pupils who have Access to Internet in School
Pupils who have access
to internet in school
TOTAL %
Yes 125 7.37 57 2.40 182 4.47
No 1571 92.63 2319 97.60 3890 95.53
Total 1696 100.00 2376 100.00 4072 100.00
Table 9N. Reasons for Using Internet in School
Reasons for Using Internet in
School
Type of Student
Play educational games 70 56.00 38 66.67
Take exercises / quizzes 66 52.80 24 42.11
Create Projects 68 54.40 29 50.88
Doing research 83 66.40 43 75.44
Sharing online 27 21.60 14 24.56
Email assignment 32 25.60 14 24.56
Email questions 16 12.80 13 22.81
Ask questions about topic 32 25.60 24 42.11
Table 9O. How often Pupils Use Internet in School
How often do you use Internet in
school?
Everyday 9 7.2 2 3.51
4 - 5 times a week 17 13.6 3 5.26
2 - 3 times a week 28 22.4 5 8.77
Once a week 55 44 41 71.93
Table 9P. Pupils who have Access to Internet Outside School
Pupils who have access to
internet outside school
TOTAL %
Yes 1629 93.51 2320 97.60 3949 95.87
No 113 6.49 57 2.40 170 4.13
Total 1742 100.00 2377 100.00 4119 100.00

26
Table 9Q. Time Spent of Pupils in each Session for Using the Internet Outside School
Time Spent per Session for Using
the Internet Outside School
Total %
less than one hour 244 15.30 296 13.53 540 14.28
1 hour 852 53.42 1117 51.07 1969 52.06
2 to 3 hours 379 23.76 582 26.61 961 25.41
4 to 6 hours 71 4.45 125 5.72 196 5.18
more than 6 hours 49 3.07 67 3.06 116 3.07
Total 1595 100.00 2187 100.00 3782 100.00
Table 9R. Reasons of Pupils for Using the Internet Outside School
Reasons for Using Internet outside School
Type of Student
Play network games 1084 66.54 1764 76.03
Play educational games, taking quizes, exercises 1174 72.07 1617 69.70
Ask questions about a topic 488 29.96 1387 59.78
Email questions to experts 234 14.36 1387 59.78
Sending/ receiving email or messages 699 42.91 1369 59.01
Joining social networks 1021 62.68 1350 58.19
Doing research 1171 71.88 1028 44.31
Chatting with friends 947 58.13 913 39.35
Sharing online 381 23.39 625 26.94
Email assignments to teachers 478 29.34 559 24.09
Downloading music, images, videos 669 41.07 518 22.33
Create projects 923 56.66 354 15.26
Table 9S. Websites Frequently Visited by Pupils
Rank of Websites frequently visited
Type of Student
1 Facebook Facebook
2 Google Google
3 Youtube Y8
4 Y8 Yahoo
5 Yahoo Youtube
6 Friendster Friendster
7 Twitter Wikipedia
8 Wikipedia Twitter

27
Table 9T. Reasons of Pupils for Visiting Websites
Reasons
for
visiting
Websites
frequentl
y
Type of Student
1
Chat / connect with friends, family and
relatives Chat / connect with friends, family and relatives
2 Listen to music and watch videos Listen to music and watch videos
3 Play online games Play online games
4 Research for homeworks and projects Research for homeworks and projects
5 Browse pictures Browse pictures
6 Check / compose emails / messages
Upload and download music, pictures and other
files
7 Entertainment Entertainment
Table 9U. Educational Websites visited by Pupils
Rank of Educational Websites frequently
visited
Type of Student
1 Google Google
2 Encarta Wikipedia
3 Answers.com Encarta
4 Wikipedia Yahoo
5 Ask.com Youtube
6 Youtube Facebook
7 Yahoo Ask.com
8 Facebook Answers.com
Table 9V. Benefits from Educational Websites
Benefits that the Students
get from Educational
websites
Type of Student
1
Research for information about topics in the
homeworks and projects
Prepare homework and projects
2 Study for exams and quizes Do research
3 Browse for pictures and educational videos Study for exams and quizes
4 Prepare homework and projects Find fun activities
5 Entertainment Get new information

28
Table 9W. Comparison of Average Number of Books (Pre-test)
Subject
Mean Std. Dev. Mean Std. Dev.
Mathematics 1.48 0.97 1.4 0.752
Science 1.55 1.127 1.5 0.792
English 2.84 1.392 2.81 1.407
Filipino 1.83 1.07 1.75 0.913
Makabayan 1.36 0.749 1.35 0.707
Table 9X. Favorite TV Shows of Pupils
Favorite TV Shows Knowledge Channel Non Knowledge Channel
1 Naruto Aguabendita
2 Aguabendita 24 Oras
3 Noah Bantatay
4 Bantatay Ben 10
5 Ben 10 Eat Bulaga
6 Ilumina Ilumina
7 Immortal Immortal
8 Matanglawin Mara Clara
9 TV Patrol Matanglawin
10 Mara Clara Momay
11 Showtime Naruto
12 24 Oras TV Patrol
Table 9Y. Reasons of Pupils for liking said favorite TV Shows
Reasons for liking
said TV Shows Knowledge Channel
Non Knowledge Channel
1 Informative and full of life lessons I like the actors and actresses in the show
2 I like the storyline it involves singing and dancing
3 Funny, entertaining and adventurous the overall theme of the show
4 Actors and actresses playing the roles in the show entertaining and funny
5 I like cartoon characters very informative
6 theme and topic of the show characters have magic powers
7 music played in the show features real life events
8 I can understand and relate to the show I love cartoon characters
9 amazing effects used religious theme
10 good values they present on the show good storyline

29
Table 9Z. Favorite Subject of Pupils
Favorite Subject Knowledge Channel Non Knowledge Channel
1 Character Education English
2 English EPP
3 Filipino Hekasi
4 Hekasi MSEP
5 Makabayan Makabayan
6 MSEP Mathematics
7 Math Science
8 Science Filipino
9 EPP Home Economics
Table 9AA. Reasons of Pupils for Liking Subjects
Reasons for Liking the Subject Knowledge Channel Non Knowledge Channel
1 I understand the subject clearly and easily I learn about my favorite things
2
the teacher in that subject is friendly and
nice easy to understand
3
I like the topics discussed in that particular
subject I have fun learning about it
4
I am good at it / I excel in that subject
better I am challenged to learn new things
5 I want to learn more about it I excel in this subject
6
I find pleasure and happiness in this
subject I enjoy doing the projects
7 Simple real world application
8
the medium of language used in teaching
that subject is easier for me to understand outdoor activities
9
itt is related to the job that I want in the
future I want to be updated
10 the topics discussed are challenging I want to be good at this subject
Table 9AB. Least Favorite Subjects of Pupils (Pre-test)
Least Favorite Subject Knowledge Channel Non Knowledge Channel
1 Mathematics Mathematics
2 EPP English
3 Hekasi MSEP
4 MSEP Makabayan
5 English EPP
6 Science Science
7 Filipino Hekasi

30
Table 9AC. Reasons of Pupils for not liking the Subjects
Reasons for not liking said subjects Knowledge Channel Non Knowledge Channel
1 do not understand the topic
I don’t like solving problems in
mathematics
2
topic is difficult for me; I do not
excel in this subject difficut to understand
3 it is boring topic is complicated
4 the subject requires a lot of work I don’t like studying about it
5
I am unhappy with the way the
subject is taught
I get bored whenever it is taught in
class
6
I sometimes get hurt when the
projects are being done (e.g.
gardening, sewing) I don’t like memorizing a lot of things
7 I do not learn anything from it I don’t speak english fluently
8 I do not like the teacher I cant understand english well
9
I do not like to take down too
many notes
I find it difficult to answer the questions
raised by the teacher
4.2. Results from the Teachers
Table 10A. Highest Educational Attainment of Teachers
Highest Educational
Attainment
Knowledge Channel Teachers Non-Knowledge Channel Teachers
Total %
College Graduate 359 27.68 376 33.51 735 30.38
Some units in Masters 824 63.53 652 58.11 1476 61.02
Masters degree 96 7.40 79 7.04 175 7.23
Some units in PhD 16 1.23 13 1.16 29 1.20
PhD degree holder 2 0.15 2 0.18 4 0.17
Total 1297 100.00 1122 100.00 2419 100.00
Table 10B. Teachers who use books
Use of Books
Total %
Yes 1284 98.77 1099 97.00 2383 97.94
No 16 1.23 34 3.00 50 2.06
Total 1300 100.00 1133 100.00 2433 100.00

31
Table 10C. Frequency of Book Use of Teachers
Frequency of the
use of Books
Total %
Everyday 916 72.24 782 71.68 1698 71.98
2 to 3 times a week 245 19.32 222 20.35 467 19.80
Once a week 91 7.18 71 6.51 162 6.87
Twice a month 1 0.08 2 0.18 3 0.13
Once a month 2 0.16 1 0.09 3 0.13
Rarely 13 1.03 13 1.19 26 1.10
Total 1268 100.00 1091 100.00 2359 100.00
Table 10D. Teachers who Use Tapes
Use of Tapes
Total %
Yes 667 51.99 563 50.04 1230 51.08
No 616 48.01 562 49.96 1178 48.92
Total 1283 100.00 1125 100.00 2408 100.00
Table 10E. Frequency of the Use of Tapes of Teachers
Frequency of the use
of Tapes
Total %
Everyday 10 1.52 10 1.77 20 1.64
2 to 3 times a week 90 13.68 41 7.27 131 10.72
Once a week 138 20.97 95 16.84 233 19.07
Twice a month 82 12.46 61 10.82 143 11.70
Once a month 105 15.96 97 17.20 202 16.53
Rarely 233 35.41 260 46.10 493 40.34
Total 658 100.00 564 100.00 1222 100.00
Table 10F. Places where Tapes are Watched
Places where Tapes
are Watched
Total %
Classroom 258 39.21 394 72.83 652 54.38
LRC/AVR 213 32.37 27 4.99 240 20.02
Library 132 20.06 71 13.12 203 16.93
Others 55 8.36 49 9.06 104 8.67
Total 658 100.00 541 100.00 1199 100.00

32
Table 10G. Frequency of Cellphone Use of Teachers
Frequency of
Cellphone use
Total %
Everyday 1138 92.07 976 92.16 2114 92.11
4 to 6 times a week 21 1.70 16 1.51 37 1.61
2 to 3 times a week 19 1.54 12 1.13 31 1.35
Once a week 19 1.54 10 0.94 29 1.26
Never 39 3.16 45 4.25 84 3.66
Total 1236 100.00 1059 100.00 2295 100.00
Table 10H. Frequency of Radio Use of Teachers
Frequency of the
Use of Radio
Total %
Everyday 508 43.79 412 41.78 920 42.87
4 to 6 times a week 79 6.81 66 6.69 145 6.76
2 to 3 times a week 159 13.71 158 16.02 317 14.77
Once a week 238 20.52 198 20.08 436 20.32
Never 176 15.17 152 15.42 328 15.28
Total 1160 100.00 986 100.00 2146 100.00
Table 10I. Frequency of TV Use of teachers
Frequency of the
Television Use
Total %
Everyday 1005 80.21 822 78.81 1827 79.57
4 to 6 times a week 45 3.59 35 3.36 80 3.48
2 to 3 times a week 99 7.90 51 4.89 150 6.53
Once a week 66 5.27 53 5.08 119 5.18
Never 38 3.03 82 7.86 120 5.23
Total 1253 100.00 1043 100.00 2296 100.00

33
Table 10J. Frequency of Computer Use with Internet of teachers
Frequency of Use of
Computer with
Internet
Total %
Everyday 136 12.65 103 11.32 239 12.04
4 to 6 times a week 63 5.86 51 5.60 114 5.74
2 to 3 times a week 144 13.40 132 14.51 276 13.90
Once a week 248 23.07 218 23.96 466 23.48
Never 484 45.02 406 44.62 890 44.84
Total 1075 100.00 910 100.00 1985 100.00
Table 10K. Frequency of Computer Use without Internet of Teachers (Pre-test)
Frequency of Use of
Computer without
Internet
Total %
Everyday 131 13.09 120 13.94 251 13.48
4 to 6 times a week 70 6.99 73 8.48 143 7.68
2 to 3 times a week 159 15.88 133 15.45 292 15.68
Once a week 232 23.18 175 20.33 407 21.86
Never 409 40.86 360 41.81 769 41.30
Total 1001 100.00 861 100.00 1862 100.00
Table 10L. Frequency of MP3/ Ipod Use of Teachers
Frequency of Use of
MP3 Players or
Ipod
Total %
Everyday 52 5.08 51 6.01 103 5.50
4 to 6 times a week 30 2.93 28 3.30 58 3.10
2 to 3 times a week 73 7.13 62 7.31 135 7.21
Once a week 142 13.87 96 11.32 238 12.71
Never 727 71.00 611 72.05 1338 71.47
Total 1024 100.00 848 100.00 1872 100.00

34
Table 10M. Freqeuncy of PSP or WII Use of Teachers
Frequency of Use of
PSP or WII
Total %
Everyday 5 0.51 7 0.91 12 0.69
4 to 6 times a week 5 0.51 5 0.65 10 0.57
2 to 3 times a week 12 1.24 18 2.33 30 1.72
Once a week 54 5.56 41 5.31 95 5.45
Never 895 92.17 701 90.80 1596 91.57
Total 971 100.00 772 100.00 1743 100.00
Table 10N. Time spent by Teachers for Watching TV (Pre-test)
Time spent for
watching TV
Total %
less than an hour 92 7.10 111 9.91 203 8.41
1 hour 278 21.47 230 20.54 508 21.04
2 to 3 hours 729 56.29 597 53.30 1326 54.91
4 to 6 hours 155 11.97 150 13.39 305 12.63
more than 6 hours 32 2.47 29 2.59 61 2.53
I do not watch TV 9 0.69 3 0.27 12 0.50
Total 1295 100.00 1120 100.00 2415 100.00
Table 10O. Type of TV Show Watched by Teachers (Pre-test)
Type of TV Show
Knowledge Channel Teachers Non Knowledge Channel Teachers
News & Public Affairs 1216 93.18 1050 93.42
Soap Opera Telenovelas 784 60.08 692 61.57
Educational Shows 728 55.83 609 54.18
Informative 721 55.29 630 56.05
Variety Shows 468 35.86 380 33.81
Talk Shows 421 32.26 303 26.96
Game Shows 416 31.90 355 31.58
Reality TV 366 28.05 264 23.49
Religious 211 16.17 203 18.06
Sports 194 14.88 206 18.33
Music TV 180 13.79 158 14.06
Anime 135 10.35 109 9.70
Sitcom 112 8.58 91 8.10

35
Table 10P. Teachers who use the Internet
Do you use the
Internet?
Total %
Yes 603 47.18 560 50 1163 48.50
No 675 52.82 560 50 1235 51.50
Total 1278 100.00 1120 100 2398 100.00
Table 10Q. Reasons for not Using Internet of Teachers
Reasons for not using the Internet
No Internet connection at home and
at school 442
65.58
383 68.27
I do not know how to use the
Internet. 278
41.25
208 37.08
I have no time. 152 22.55 115 20.50
Limited number of computers with
Internet connection. 79
11.72
28 4.99
I cannot afford Internet fees. 77 11.42 52 9.27
Table 10R. Location of Internet Access of Teachers
Type of Location where
Internet is accessed
Home 414 68.43 362 64.53
Internet café. 235 38.91 227 40.46
Hotspot or WiFi zone. 113 18.71 78 13.90
School 90 14.90 48 8.56
Neighbor's or relative's house. 80 13.25 81 14.44
Public libraries. 5 0.83 1 0.18

36
Table 10S. Length of Stay Online of teachers
Length of stay
on-line.
Total %
Less than an
hour
102 17.26 102 18.12 204 17.68
1 hour 193 32.66 199 35.35 392 33.97
2 to 3 hours 259 43.82 217 38.54 476 41.25
4 to 6 hours 26 4.40 35 6.22 61 5.29
more than 6
hours
10 1.69 9 1.60 19 1.65
others 1 0.17 1 0.18 2 0.17
Total 591 100.00 563 100.00 1154 100.00
Table 10T. Reasons for Using Internet of Teachers
Reasons for using the Internet
Searching for teaching resources. 490 81.26 184 32.86
Participating in social networks 389 64.51 215 38.39
Sending / receiving email 369 61.19 224 40.00
Connecting with friends and relatives 356 59.04 210 37.50
Downloading or uploading images or photos 270 44.78 105 18.75
Searching for information. 239 39.64 224 40.00
Downloading or uploading music 229 37.98 72 12.86
Watching videos and podcast 175 29.02 137 24.46
Communicating with peers or experts 145 24.05 105 18.75
Designing and maintaining website 112 18.57 31 5.54
Table 10U. Teachers who have used the Internet for Teaching
Have you ever
used the Internet
for teaching?
Total %
Yes 153 26.29 168 17.70 321 20.966688
No 429 73.71 781 82.30 1210 79.033312
Total 582 100.00 949 100.00 1531 100

37
Table 10V. Reasons of the Teachers for not Using the Internet
Reasons for not using the Internet in
Teaching
Limited or no internet connection in school 360 83.92 544 69.65
Difficulty in scheduling use of computer lab 66 15.38 82 10.50
Do not know how to use computers for teaching. 53 12.35 237 30.35
I cannot afford internet fees 24 5.59 68 8.71
Table 10W. Uses of Internet in Teaching Related Activities
Use of Internet in Teaching Related Activities
Doing research; getting information from different sites 114 74.51 135 80.36
Create Projects 77 50.33 58 34.52
Uploading students' work, projects, videos and images 52 33.99 40 23.81
Email to communicate and exchange ideas 29 18.95 17 10.12
Social networking: communicating and collaborating 28 18.30 17 10.12
Take Online Quizes 25 16.34 16 9.52
Watching Online Videos 23 15.03 29 17.26
Online Chatting 16 10.46 14 8.33
Playing Games Online 11 7.19 10 5.95
Blogging 3 1.96 3 1.79
Designing and maintaining website 2 1.31 1 0.60
Table 10X. Are the websites you visit to read or download teaching and student related resources?
Are the websites you
visit to read or
download teaching
and student related
resources?
Total %
Yes 242 50.21 188 29.75 430 38.60
No 240 49.79 444 70.25 684 61.40
Total 482 100.00 632 100.00 1114 100.00

38
Table 10Y. Websites that Teachers Visit to
Websites Visited Often (by Rank) Knowledge Channel Non Knowledge Channel
1 Google google
2 Facebook yahoo
3 Yahoo wikipedia
4 Wikipedia youtube
5 Encarta facebook
6 Youtube encarta
7 depED -
8 starfall.com -
9 worldofteaching.com -
Table 10Z. Reasons that Make said Websites good
What do you think makes these sites
good educational sites for teachers?
Average Rank Standard Dev Average Rank Standard Dev
Chatting with other teachers. 7.65 2.43 7.96 1.97
Communicate via email with experts in the
field of your choice 6.14 2.03 6.15 1.96
Blog about teaching experiences and other
topics that might be of interest to students
and teachers.
5.91 2.39 6.08 2.18
Using e-mail or bulletin boards to exchange
ideas with peers/subject matter experts.
Disseminating information via the Internet.
5.62 1.87 5.66 1.77
Using e-mail or bulletin boards for group
projects/collaboration within the school
and/or with other schools
5.54 1.83 5.45 1.72
Upload instructional materials that you
created and want to share with others. 4.30 2.20 4.21 2.14
Uploading and downloading Lesson Plans
that you can use for your own lessons 3.78 2.25 3.87 2.23
Research about topics 2.65 2.00 2.82 2.01
Download content that you can use as
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40
APPENDIX 1. List of Schools
Province Municipality
Number of
Schools
Knowledge Channel
Schools
Number of
Schools
Control Schools
Batangas Bauan 3 Sta. Maria ES 3 San Roque ES
Cupang ES Bolo ES
Manalupang-SanVicente
ES
New Danglayan ES
Manghinao ES
Cavite Magallanes 3 Bendita ES 3 Ramirez ES
Magallanes ES Urdaneta ES
Calaungan ES Tua ES
Gen.
Aguinaldo
3 Bailen ES 3 Castaños Lejos ES
Kabulusan ES Lumira ES
Tabora ES Kay Paaba ES
Laguna
Cabuyao 4
Butong Elementary
School
4 Niuygan ES
Sala Elementary School Pulo ES
Cabuyao Central
Elementary School
North Marinig ES
Banay-Banay
Elementary School
Bigaa ES
Calamba 6 Real Elementary School 2 Halang ES
Lecheria Elementary
School
Tiyani ES
Lingga Elementary
School
Palingon Elementary
School
Sampiruhan Elementary
School
Lamesa Elementary
School
Camarines
Sur
Pili 5 A.C. Rodriguez ES 5 Pili West CS
Pili CS
Anayan – Sagrada
ES
Himaao ES La Purisima ES
San Jose South ES Palestina ES
School of the Future San Jose North ES
Libmanan 5 Pag-oring Nuevo ES 5 Sigamot ES
Loba-Loba ES Don Jose Ursua ES
Libmanan South CS Beguito Viejo ES

41
Number of
Schools
Knowledge Channel
Schools
Number of
Schools
Control Schools
Fundado ES Duang Niog ES
San Juan ES Bahay ES
Naga City 5 Sabang ES 5 Jose Rizal ES
Concepcion Grande ES Triangulo ES
Tabuco ES Grand View ES
Mabolo ES
Don Manuel Abella
ES
Sta. Cruz ES Pacol ES
Quezon Real 4 Llavac ES 4 Maragondon ES
Real CES Tanauan ES
Cawayan ES Ungos ES
Kiloloron ES Capalong ES
Gumaca 4 Roosevelt ES 4 Panikihan ES
Gumaca East CS Rosario ES
Gumaca West CS Progreso ES
Plaza Rizal CS Camohaguin ES
Albay Legaspi City 4 Albay CS 6 Victory Village ES
Bagumbayan CS San Roque ES
Gogon CS Arimbay ES
Pawa ES Taysan ES
Homapon ES
Bitano ES
Tabaco City 6 San Carlos ES 4 Bogñabong ES
Tabaco South Central ES Comon ES
San Ramon ES Pinagbobong ES
Buranghawon ES San Vicente ES
Sagurong ES
San Lorenzo ES
Sorsogon
Donsol 4 Bunuang Gurang ES 0
No Control Schools
For Sorsogon
Gogon ES
Donsol East CES
Sevilla ES
La Union Sudipen 4 Castro ES * 2 San Jose ES
Old Sudipen ES
Sudipen Central
School
San Francisco ES

42
Number of
Schools
Knowledge Channel
Schools
Number of
Schools
Control Schools
Sengngat ES
Bengar 1
Regional Science HS for
Reg 1
Balaoan 4 Pantar Sur ES 4 Musupe ES
Bungol ES Bulbulala ES
Butubut Sur ES Pantar Norte ES
Paraoir ES
Balaoan Central
School
Ilocos Sur
San Juan 6
Bacsil Community
School
0
No Control Schools
For San Juan
Don F Quilala MES
Saoang ES
Barbar ES
Labnig ES
Camanggan ES
Bantay 6 Silang ES
Bantay West CES
Ora East ES
Balaleng ES
Guimod ES
Bantay East ES
Narvacan 4 Narvacan North CES 3 Lungog ES
Marozo ES Quinaraya ES
Narvacan South ES Sulvec IS
San Pedro ES
Benguet La Trinidad 3 Benguet SPED Center 1 Balili ES
Buyagan ES
La Trinidad CES
Baguio City 3 Emilio Aguinaldo ES 7 Magsaysay ES
Quezon Hill ES Alfonso Tabora ES
Quirino ES Baguio Central ES
Doña Aurora H.
Bueno ES
M. L. Quezon ES
San Vicente ES

43
Number of
Schools
Knowledge Channel
Schools
Number of
Schools
Control Schools
Mabini ES
Bataan Balanga City 4 T. Camacho ES 4 Tortugas ES
Balanga ES Tenejero ES
Bo. Central ES
MP Cuaderno Sr.
MES
M. Delos Reyes Mem ES Cupang ES
Pampanga Angeles City 6 Malabanias ES 6 Amsic ES
Apung Guidang
Nepomuceno ES
Sta. Maria ES
Pandan ES Sto. Rosario ES
Virgen de los Remedios
ES
Pulungbulu ES
Sto. Domingo ES Gueco Balibago ES
Sitio Pader ES M. Nepomuceno ES
Zambales Olongapo
City
5 East Bajac-Bajac ES 6 Barretto II ES
Nellie E. Brown ES Ilalim ES
Tapinac ES James L. Gordon IS
Barretto I ES Banicain ES
Mabayuan ES Kalalake ES
Asinan ES
Nueva
Ecija
Cabanatuan 4 San Josef ES 4 Daan Sarile ES
P.G. Crisostomo ES J.P. Melencio MES
Valdefuente ES Caalibangbangan ES
Mabini Homesite ES Cabanatuan East ES
Cagayan
Valley
Tuguegarao
City
6 Bagay ES 6 Balzain ES
North East Central
School
Linao ES
Carig ES Pullua ES
Caritan Norte ES San Gabriel ES
Pengue – Ruyu ES
Tuguegarao North
CS
Annafunan ES Capatan ES
Negros
Occ.
Bacolod City 6 Bata ES I 8 Banago II ES
Sumag ES Cabugwason ES
Medel ES Montevista ES
A. Mabini ES ISLA ES
A. Bonifacio ES J. Gonzaga ES
Rizal ES A. Lizares ES
Patricia Homes ES
C.V. Ramos ES

44
Number of
Schools
Knowledge Channel
Schools
Number of
Schools
Control Schools
E. B.
Magalona
4 E.B. Magalona ES 4 A. Barrera MS
Gahit ES Jose Cuaycong ES
Tanza ES Alicante ES
Cudangdang ES Don H. Maravilla ES
Bago City 7 Dr. A. Sian ES
ML Araneta ES
Bagroy ES
Don S. Benedicto ES
B. Araneta ES
Newton Jison ES
Guanzon Balgos ES
Iloilo Miag-ao 4 Pungtod Caitib ES 3 Kirayan ES
Indagan Tan-agan ES Oyungan ES
Miag-ao East Central ES Guibolngan ES
Miag-ao West Central
ES
Oton 4
San Antonio-San Nicolas
ES
5 Tagbac ES
Abilay ES Pakiad ES
Botong Cabanbanan ES Cagbang ES
Sen. F. C. Zulueta ES Oton Central ES
Sta. Rita ES
Leyte Tacloban
City
4 Cabalawan ES 4 Bulante ES
Camansihay ES Lucio Vivero
Palanog Resettlement ES Old Kawayan ES
Salvacion ES Tagpuro ES
Samar
Basey 5 Bulao ES 0
NO CONTROL
SCHOOLS FOR
BASEY
Cogon ES
Cancaiyas ES
New San Agustin ES
Can-abay ES
Bohol Tubigon 4 Tubigon East Central ES 3 Avelino Chagas ES
Jose Boja ES Pinayagan Sur ES
Isaac Lopoz ES Pinayagan Norte ES

45
Number of
Schools
Knowledge Channel
Schools
Number of
Schools
Control Schools
Cahayag ES
Jagna 4 Cantagay ES 5 Canjulao ES
Bunga Mar ES Can-uba ES
Larapan ES Jagna Central ES
Naatang ES Malbog ES
Tubod Monte ES
Palawan Roxas 4 Andres Soriano Mem ES 4 Narra ES
Abaroan Elem. School
Roxas North Central
School
San Dionisio Elem.
School
San Jose ES
Magara Elem. School New Barbacan ES
Davao
Davao City 6
Lt. Cipriano Villafuerte
Sr. ES
0
NO CONTROL
SCHOOLS FOR
DAVAO
Don Juan Dela Cruz ES
Piedad Central ES
Magsaysay ES
Artemio Loyola ES
Davao City Special
School

46
APPENDIX 2. Dates of Pre-Test Visits to the Schools
Province City/ Municipality No. of KCh Schools No of Non-KCh Schools Dates of Visit
Ilocos Sur Aug. 31 – Sept. 3, 2010
San Juan 6 0
Bantay 0 6
Narvacan 4 3
La Union Sept. 6 – 10, 2010
Sudipen 4 2
Bengar 1 0
Balaoan 4 4
Benguet Sept. 14 – 17, 2010
Baguio City 3 7
La Trinidad 3 1
Cagayan Valley Tuguegarao City 6 6 Nov. 17 – 19, 2010
Bataan Balanga City 4 4 Sept. 20, 2010
Nueva Ecija Cabanatuan City 4 4 Nov. 8 – 9, 2010
Pampanga Angeles City 6 6 Sept. 23, 2010; Oct. 12,
2010; Nov. 03, 2010
Zambales Olongapo City 5 6 Oct. 11, 2010; Oct. 13,
2010; Nov. 4 – 5, 2010
NCR Quezon City 5 2 Sept. 22, 2010; Oct. 04,
2010
Cavite Nov. 10 – 11, 2010;
Nov. 18 – 19, 2010
Magallanes 3 3
E. Aguinaldo 3 3
Province City/ Municipality No. of KCh Schools No of Non-KCh Schools Dates of Visit

47
Laguna Nov. 10 – 12, 2010; Dec.
06, 2010
Cabuyao 4 4
Calamba City 6 2
Batangas Bauan 4 3 Oct. 21, 2010; Nov. 09,
2010; Nov. 17, 2010
Quezon Nov. 22 – 26, 2010
Real 4 4
Gumaca 4 4
Palawan Roxas 4 4 Sept. 7 – 8, 2010
Camarines Sur Nov. 22 – 26, 2010; Dec.
3, 2010; Dec. 10, 2010;
Dec. 13, 2010
Naga City 5 5
Libmanan 5 5
Pili 5 5
Albay Nov. 30 – Dec. 2, 2010;
Dec. 6 – 8, 2010
Legaspi City 4 6
Tabaco City 6 4
Sorsogon Donsol 4 0 Dec. 09, 2010
Iloilo Aug. 3 – 6, 2010
Miag-ao 4 3
Oton 4 5
Negros Occ. July 27 – 30, 2010; Aug.
8 – 12, 2010; Oct. 21 –
22, 2010; Oct. 28 – 29,
2010
Bacolod City 6 8

48
E.B. Magalona 4 4
Bago City 0 7
Bohol Aug. 23 – 27, 2010
Tubigon 4 3
Jagna 4 5
Leyte Tacloban City 4 4 Aug. 17 – 18, 2010
Samar Basey 5 0 Aug. 19 – 20, 2010
Davao Davao City 6 0 Sept. 28 – 29, 2010
APPENDIX 3. Dates of Post-Test Visits to the Schools
Province City/ Municipality Number of KCh
Schools
Number of Non-KCh
Schools
Date of Visits
Ilocos Sur February 21 – 24, 2011
San Juan 6 0
Bantay 0 6
Narvacan 4 3
La Union February 28, 2011
March 1 & 3, 2011
Sudipen 4 2
Bengar 1 0
Balaoan 4 4
Benguet March 7 – 10, 2011
Baguio City 3 7
La Trinidad 3 1
Cagayan Valley Tuguegarao City 6 6 February 16 – 18, 2011
Bataan Balanga City 4 4 February 21 & 23, 2011
Nueva Ecija Cabanatuan City 4 4 February 28, 2011

49
March 1, 2011
Pampanga Angeles City 6 6 March 17 – 18, 2011
Zambales Olongapo City 5 6 March 15 – 16, 2011
NCR Quezon City 5 2 February 7 – 11, 2011
Cavite March 21 & 23, 2011
Magallanes 3 3
E. Aguinaldo 3 3
Laguna March 3, 2011
March 14 & 18, 2011
Cabuyao 4 4
Calamba City 6 2
Batangas Bauan 4 3 February 10 – 11, 2011
Quezon March 7 – 10, 2011
Real 4 4
Gumaca 4 4
Palawan Roxas 4 4 February 28, 2011
March 1, 2011
Province City/ Municipality Number of KCh
Schools
Number of Non-KCh
Schools
Date of Visits
Camarines Sur March 15 – 22, 2011
Naga City 5 5
Libmanan 5 5
Pili 5 5
Albay March 24 – 25, 2011
March 28 – 29, 2011
Legaspi City 4 6

50
Tabaco City 6 4
Sorsogon Donsol 4 0 March 23 – 24, 2011
Iloilo February 14 – 18, 2011
Miag-ao 4 3
Oton 4 5
Negros Occ. February 7 – 11, 2011
February 21 – 23, 2011
Bacolod City 6 8
E.B. Magalona 4 4
Bago City 0 7
Bohol March 7 – 10, 2011
Tubigon 4 3
Jagna 4 5
Leyte Tacloban City 4 4 February 9 - 11, 2011
Samar Basey 5 0 February 7 – 8, 2011
Davao Davao City 6 0 February 16 – 18, 2011

51
APPENDIX 4. General Observations of the Research Team on Selected Knowledge Channel Schools
Name of School City/
Municipality
Province Remarks
Bacsil Community School San Juan Ilocos Sur For Follow up; TV was damaged in the flood during
Pepeng; Last viewing was Jan 2010. Technician who
tried to fix it said there are spare parts are available for
replacement.
Marozo ES Narvacan Ilocos Sur School is not accessible when it rains. No public
transportation would go there when it rains as vehicle
has to cross a river.
Barbar ES San Juan Ilocos Sur Principal is asking if sat dish can be transferred to a
different location; weak signal/ no signal in cases of
heavy raining; not yet reported to technical team
Buyagan ES La Trinindad Benguet Facility not used during the 1st Sem; No viewing since
July 2010 as their Library was under renovation;
Programs do not fit school curriculum
La Trinidad CES La Trinidad Benguet They have no separate ETV Viewing Room. The TV
set is in one of the Grade 5 classroom so most of the
time only the grade 5 watches the show. Not
welcoming, not receptive to monitoring even questions
the need for monitoring; The researcher was not
properly accommodated. Only 1 person entertained the
researcher (ETV Coordinator) and the teachers were
not cooperative, They refused to answer the
questionnaires as they were busy with their party and
the researcher had to wait a long time for them to
finish. No Pre-test was given as the first teacher the
researcher approached didn't provide the researcher
with the correct grade level of students for monitoring;
According to them they have no grade 6 students but
researcher later found out that they do have grade 6
pupils but they are not watching the programs. Facility
not fully utilized;
Emilio Aguinaldo ES Baguio City Benguet Viewing not maximized less than 50 % of plan
achieved; No viewing log sheets
Elpidio Quirino ES Baguio City Benguet New ETV Coordinator appointed last August 2010;
Still no viewing plan has been made as the date of visit
Sept 14, 2010.
Bagay ES Tuguegarao City Cagayan
Valley
Viewing not Maximized; Cable got cut -off during
flood, to be reconnected yet. Classes are
departmentalized some sections are not able to watch

52
the programs on schedule. For follow up.
Northeast Central School Tuguegarao City Cagayan
Valley
For Follow up; Intermittent cable signal since after July
23, 2010.
San Josef ES Cabanatuan City Nueva Ecija No viewing plan; Viewing starts at 7:45 in the
morning then resumes at 1:00 pm.
Mabini ES Cabanatuan City Nueva Ecija Viewing starts at 8:00 am and resumes at 1:30 pm;
Channel Guide for 2nd Sem. not yet received as of
Nov. 8, 2010
Valdefuente ES Cabanatuan City Nueva Ecija Viewing starts at 9:00 am and resumes at 1:00 in the
afternoon.
Sto. Domingo ES Angeles City Pampanga KCh facility not utilized for more than a year; they
didn’t receive channel guide; Viewing has stopped
after July 2009 because according to the ETV
Coordinator budget of work do not jive with topics on
KCh. The only school in Angeles not utilizing the
facility.
Sitio Pader ES Angeles City Pampanga Viewing not maximized because viewing room was
converted into a pre-school classroom. Grades 5
haven’t viewed since start of school year. Viewing
starts at 11 am after pre-school dismisses.
Nellie E. Brown ES Olongapo City Zambales Remind ETV Coordinator that log sheets should have
the # of students, date, time, name of teacher, KCh
program and teacher's signature
Mabayuan ES Olongapo City Zambales Viewing not maximized below 50% of viewing plan
achieved; last viewing indicated Jan. 10, 2010. No
viewing for 1st Sem as Library was under renovation.
Barretto I ES Olongapo City Zambales Log sheets ok; Viewing time starts at 9:40 am for
morning 1:20 pm afternoon Requesting for Channel
Guide for 2nd Sem.
San Antonio ES Quezon City NCR Viewing not maximized; Below 50% of plan was
achieved
Pinyahan ES Quezon City NCR ETV Coordinator is new and not yet that familiar with
the programs and set up. No viewing plan
Lagro ES Quezon City NCR School has 2 connections Sat Dish (Science
Laboratory) and Cable (Library) and 2 ETV
Coordinator.
Babag ES Quezon City NCR Still no facility after it was damaged in the fire.

53
Caluangan ES Magallanes Cavite Electric wires were stolen so school still has no power
as of Nov.11, 2011.
Kabulusan ES Aguinaldo Cavite The principal is requesting that TV be transfer to
another room.
Cabuyao Central School Cabuyao Laguna Viewing is not maximized; as of time of visit (Nov. 10,
2010) viewing room is being use as temporary
classroom of grade 5 as their room is being repaired.
Palingon ES Calamba Laguna Do not have viewing log sheets since they started
viewing; Team informed the Coordinator that she
should prepare the viewing log sheets and showed her
the sample in the guide. At the time of visit (Nov. 12,
2010) viewing room was in disarray as school office
was robbed the night before. KCh facility was intact.
Sampiruhan ES Calamba Laguna Viewing not maximized; Below 50% of viewing plan
achieved. School’s electric wires were stolen last June
2010; They also had no classes for 3 months when
school was under water because of the flood and
students were temporarily transferred to another
school.
Lingga ES Calamba Laguna Remote was stolen during the time school was made an
evacuation center; TV was transferred to EPP Room
from the clinic which is the original viewing room.
Llavac ES Real Quezon For Follow Up; Stat Dish Receiver was stolen during
the Brgy. Elections; No viewing until now and no
Channel guide as of Nov 25, 2010.
Real CES Real Quezon Use of viewing room is not maximized (below 50%
achieved) as it is far from the classrooms; only Grade 5
& 6 are viewing. No Channel guide as of Nov 24, 2010
Not very accommodating
Cawayan ES Real Quezon Pupils watch regularly; viewing starts after flag
ceremony until 4 pm. Viewing was on going when the
team visited; no channel guide as of Nov. 24, 2010.
Very receptive to monitoring;
Plaza Rizal ES Gumaca Quezon Requesting for additional adbox; no channel guide yet
as of Nov. 22, 2010
Gumaca East Central
School
Gumaca Quezon They only watch every lunch break and 1:00 - 2:00
base on their log sheets; School staffs were not really
accommodating; There was no class on the scheduled
day of monitoring and they failed to inform the team.

54
Roosevelt ES Gumaca Quezon Viewing starts @ 8:40 am and 2 :30 pm; no channel
guide for 2nd sem yet as of Nov. 22, 2010;
Gumaca West Central
School
Gumaca Quezon The school is requesting for additional cable to be able
to maximized viewing of KCh shows. They have 9 tv
sets donated by PTCA and they pay for cable
connection at 280/ month; Very receptive to
monitoring; No Channel Guide as of Nov. 22, 2010
Magara ES Roxas Palawan Viewing for this school year started July 2010; No
viewing guide before that. Receptive to monitoring and
very accommodating. Limited textbooks available.
ASMES Roxas Palawan Aug. 2010 start of viewing; Receptive to monitoring
and very accommodating.
Abaroan ES Roxas Palawan Receptive to monitoring and very accommodating.
San Dionisio ES Roxas Palawan Receptive to monitoring. KCh TV is in the principal’s
office; School has limited books.
Himaao ES Pili Camarines
Sur
Requests that Channel Guide be mailed directly to
them and not to the Division office as it is far from
their school and sometimes gets lost/ misplaced.
Pag-oring Nuevo ES Libmanan Camarines
Sur
Requests connection to 2 classrooms with TV
Sabang ES Naga City Camarines
Sur
Audio of KCh programs is at times low. No Digibox;
School is asking for CD's on Mathtinik, Sineskwela,
Alikabuk and other Filipino - based programs.
Bagumbayan Central
School
Legaspi City Albay Very detailed and organized log sheets and viewing
plan
Gogon CS Legaspi City Albay No viewing plan.
Pawa ES Legaspi City Albay Sometimes TV Volume is low.
San Lorenzo ES Tabaco City Albay Below 50% of viewing plan has been achieved.
Miag-ao East Central
School
Miag-ao Iloilo Haven't started viewing for the 1st Sem as of Aug 3,
2010; No viewing plan as of that time either; asking
about additional connections.
Miag-ao West Central
School
Miag-ao Iloilo June 15 start of viewing but no Channel Guide was
received as of time of visit
San Antonio-San Nicolas
ES
Oton Iloilo Misplaced log sheets; No viewing last June due to
series of back outs according to ETV Coordinator.

55
Abilay ES Oton Iloilo Very accommodating, Very receptive to Monitoring;
Viewing room full of displays about KCh activities in
school.
Gahit ES E.B. Magalona Neg. Occ. No Viewing Plan
Cantagay ES Jagna Bohol Viewing not maximized below 50% of viewing plan
has been achieved: Viewing room is occupied by
Grade 5 and 6 as Classroom; Sat Dish was out of order
last June 15 repaired only last Aug. 4, 2010. Very
receptive to monitoring, very accommodating.
Bunga Mar ES Jagna Bohol Classrooms with TV are connected to Sat Dish to
maximize viewing and to give more chance to those
with grade levels without TV sets; very
accommodating and receptive to monitoring.
Naatang ES Jagna Bohol Viewing room is bare; no viewing schedule posted; 2
TV's for connection t6o Sat Dish; Most books being
used are already condemned.
Larapan ES Jagna Bohol Wants a splitter/connection for tvs in other
classrooms;
Tubigon East Central
School
Tubigon Bohol AVR and Electric wires of the school were stolen:
Rewiring was being done at the time of visit (Aug. 24,
2010) so Reception and Audio of TV set were not
checked; No other tech problems were present.
Can-abay ES Basey Samar Viewing not maximized.
Don Juan Dela Cruz ES Davao City Davao This school has a good room display related to KCh
Lt. C. Villafuerte, Sr. ES Davao City Davao Asking for additional connections to the 37 classrooms
Artemio Loyola ES Davao City Davao No log sheets and no viewing since June 2010; unit got
disconnected and was only connected Sept 2010 during
the transfer of the TV from ETV room to Library; ETV
Coordinator has been informing the Installation team of
the problem since June but they only came last Sept to
reinstall
Davao City Special School Davao City Davao ETV Coordinator informed us that there instances
when programs have no audio; researcher asked her to
note down the date, time, and programs when this
happens; She said students are also complaining KCh
online takes time to load.

56
Piedad Central ES Davao City Davao Sometimes feed has no sound; Sky cable visited their
school Sept 2010 and informed the school re problem
with payment. I suggested to the coordinator to call up
sky cable and clarify the matter with them

57
APPENDIX 5. General Observations of the Research Team on Selected Non- Knowledge Channel
Schools
Name of
School
City/
Municipality
Province Remarks
Mabini ES Baguio City Benguet A teacher designated as ETV Coordinator attended a seminar
workshop but the school was not given a TV set. The principal is
very much interested as her previous post was a KCh beneficiary
school. They have a conference room that can accommodate 150
students per viewing. She is willing to adjust the schedules of the
students to maximize viewing. Teachers are asking if they can be
provided with VCD s of the Programs which are Filipino Based.
The Principal also mentioned that in her previous KCh school she
had a bad experience with the researcher who visited their school
for monitoring. She said researcher belittled the efforts of the
school.
Balzain ES Tuguegarao
City
Cagayan
Valley
The principal is very interested in becoming a recipient school.
Students in her school come from a poor community.
Pullua ES Tuguegarao
City
Cagayan
Valley
Not receptive to visit; researcher heard principal telling the
teacher that this is just a research study so no need to make a fuss
about the data entered into the forms.
San Gabriel ES Tuguegarao
City
Cagayan
Valley
Got deferred because no viewing room was available at the time
of the evaluation of the school but school still receives channel
guide copies and they are being asked to submit reports; They
now have a room available and wants a chance to become a real
recipient school.
Tuguegarao
North Central
School
Tuguegarao
City
Cagayan
Valley
School is not a recipient school but they are receiving channel
guides also; The principal wants the KCh office to correct their
file so their school can have a chance to be considered for
beneficiary schools. Principal is very receptive to the KCh
program.
Capatan ES Tuguegarao
City
Cagayan
Valley
The principal is very interested in becoming a recipient school.
He even asked the team what he has to do so his school will
become a beneficiary school.
Tenejero ES Balanga
City
Bataan Principal is accommodating and interested in being a beneficiary
school.
Sta. Maria ES Angeles
City
Pampanga Principal is very accommodating and is very much interested in
becoming a beneficiary school. They have shifting classes.
Barretto II ES Angeles
City
Pampanga Principal came from a KCh school and he also wants his new
school to become a beneficiary school
Ilalim ES Angeles Pampanga Principal is very much interested in becoming a recipient school.

58
City
Goodwill ES Quezon City NCR Used to be a recipient school; principal has no idea why cable got
disconnected; It has already been cut off when he got assigned to
the school. The school still regularly receives channel guide
copies and the principal has informed KCh in writing several
times about this but he never got any reply. He is asking if there
is a way for them to become a beneficiary school again.
Tua ES Magallanes Cavite School really lacks resources. Having the KCh facility would
greatly benefit them.
San Roque ES Bauan Batangas School used to be a KCh school. They are asking if they can
become a beneficiary school again.
Bolo ES Bauan Batangas The school used to be a KCh school. The principal is interested to
have their school connected again
San Jose ES Roxas Palawan Has a big vacant room reserved for KCh viewing if they become
a recipient; The principal here is even requesting the principal of
San Dionisio if he can bring his students there to watch KCh
programs. He is really eager to have the facility in his school as
he knows the whole school will greatly benefit from it.
Roxas North
Central School
Roxas Palawan Multi-grade school. Lacks resources and facilities.
Palestina ES Pili Camarines Sur Got deferred because they lack a viewing room the last time.
They now have an extra room and are still very much interested
to be a recipient
Sigamot ES Libmanan Camarines Siur Principal here was the principal of Pag-oring Nuevo ES when
KCh was installed there. She is very much interested in having
KCh in this school
Beguito Viejo
ES
Libmanan Camarines Sur Multi grade combination. Very much interested in becoming a
recipient school as they also lack resources.
Duang Niog
ES
Libmanan Camarines Sur Principal is very much interested and has already planned where
the viewing room will be once they will become a recipient of
KCh
Jose Rzal ES Naga City Camarines Sur Used to be a beneficiary of KCh installation was in 2003 but
teacher not sure why connection got cut off in 2007-2008
Triangulo ES Naga City Camarines Sur Poorest school in Naga City according to their principal. Most
students come from the slums area next to the school; principal is
accommodating, school lacks books and other resources
Oyungan ES Miag-ao Iloilo Principal and teachers are very much interested to be evaluated

59
for possible beneficiary.
Tagbac ES Oton Iloilo This school has no books; Principal is very eager to have the KCh
as it will greatly benefit the students. School is very
accommodating. The school is situated in the middle of rice
paddies. The students are from a poor community. The principal
is driven to make her school excel despite lack of resources.
Having the KCh facility would greatly benefit the hard working
students and teachers and principal of this school.
Cagbang ES Oton Iloilo Principal is eager to have the facility as their school is in need.
Banago II ES Bacolod
City
Neg. Occ. Principal eager to have the facility in their school.
Kabugwason
ES
Bacolod
City
Neg. Occ. A relatively new school erected when area became a resettlement
site.
Montevista ES Bacolod
City
Neg. Occ. Principal welcomes the chance to become a recipient.
ISLA ES Bacolod
City
Neg. Occ. A resettlement area; School welcomes the chance to be a
recipient.
Jose Gonzaga
ES
Bacolod
City
Neg. Occ. Used to be a recipient; Cable got cut off and there was no follow
up with KCh; They want to be given another chance to become a
recipient again. Principal and teachers are very accommodating.
A. Lizares ES Bacolod
City
Neg. Occ. Not that receptive; One teacher even pulled out the students when
the team was about to give the exam even with the endorsement
from the OIC as the principal was in a meeting in the district
office so they had to come back again just to give the exam.
Patricia Homes
ES
Bacolod
City
Neg. Occ. Principal and teachers are accommodating and welcomes the
chance to become a recipient
Jagna Central
ES
Jagna Bohol Principal is very accommodating and helped us in getting the
control schools needed.
Malbog ES Jagna Bohol Teachers are very eager to have a chance to become a beneficiary
school.
Tubod Monte
ES
Jagna Bohol Principal and teachers are accommodating. They are interested in
KCh and its programs.

60
APPENDIX 6. Results per Province of the Difference-in-Difference (DID) Estimator using the KCH
Effect
(Overall Academic Achievement) in Albay
Variable coefficient std. error t-stat p-value
Time Effect 6.6175 1.0572 6.2600 0.0000
Intervention Effect (KCH ETV) 2.3259 1.4939 1.5600 0.1200
Constant 37.7760 0.7475 50.5300 0.0000
(Mathematics) in Albay
Time Effect 4.0656 1.1710 3.4700 0.0010
Constant 33.0656 0.8280 39.9300 0.0000
(Science) in Albay
Time Effect 6.1311 1.3205 4.6400 0.0000
Constant 41.9180 0.9337 44.8900 0.0000
(English) in Albay
Time Effect 9.5410 1.5107 6.3200 0.0000
Constant 38.3443 1.0682 35.9000 0.0000

61
(Overall Academic Achievement) in Bataan
Time Effect 5.1325 1.8167 2.8300 0.0050
Constant 39.5475 1.2846 30.7900 0.0000
(Mathematics) in Bataan
Time Effect 4.3709 1.8453 2.3700 0.0180
Constant 32.2517 1.3048 24.7200 0.0000
(Science) in Bataan
Time Effect 7.7152 2.1397 3.6100 0.0000
Constant 41.7881 1.5130 27.6200 0.0000
(English) in Bataan
Time Effect 3.0132 2.4549 1.2300 0.2200
Constant 44.2715 1.7359 25.5000 0.0000

62
(Overall Academic Achievement) in Batangas
School Type (1 KCH; 0 Non-KCH) -1.4485 1.9796 -0.7300 0.4650
Time Effect 2.2034 2.3405 0.9400 0.3470
Constant 36.4972 1.6550 22.0500 0.0000
(Mathematics) in Batangas
Time Effect 4.1525 2.9386 1.4100 0.1580
Constant 31.4407 2.0779 15.1300 0.0000
(Science) in Batangas
Time Effect 5.1695 2.9791 1.7400 0.0830
Constant 37.2881 2.1066 17.7000 0.0000
(English) in Batangas
Time Effect -2.0339 3.0562 -0.6700 0.5060
Constant 40.7627 2.1610 18.8600 0.0000

63
(Overall Academic Achievement) in Benguet
Time Effect 3.9777 1.1045 3.6000 0.0000
Constant 47.2181 0.7810 60.4600 0.0000
(Mathematics) in Benguet
Time Effect 4.6468 1.1439 4.0600 0.0000
Constant 35.0744 0.8089 43.3600 0.0000
(Science) in Benguet
Time Effect 3.0112 1.3916 2.1600 0.0310
Constant 51.3197 0.9840 52.1500 0.0000
(English) in Benguet
Time Effect 4.0706 1.6833 2.4200 0.0160
Constant 55.1673 1.1903 46.3500 0.0000

64
(Overall Academic Achievement) in Bohol
Time Effect 15.8210 1.1920 13.2700 0.0000
Constant 38.1199 0.8429 45.2200 0.0000
(Mathematics) in Bohol
Time Effect 14.0394 1.4741 9.5200 0.0000
Constant 32.5616 1.0424 31.2400 0.0000
(Science) in Bohol
Time Effect 14.9754 1.6153 9.2700 0.0000
Constant 40.7389 1.1422 35.6700 0.0000
(English) in Bohol
Time Effect 18.3498 1.5667 11.7100 0.0000
Constant 41.0591 1.1079 37.0600 0.0000

65
(Overall Academic Achievement) in Cagayan
Time Effect 6.2229 1.4911 4.1700 0.0000
Constant 41.7749 1.0544 39.6200 0.0000
(Mathematics) in Cagayan
Time Effect 3.9935 1.8139 2.2000 0.0280
Constant 36.9481 1.2826 28.8100 0.0000
(Science) in Cagayan
Time Effect 7.9870 1.7980 4.4400 0.0000
Constant 44.6753 1.2714 35.1400 0.0000
(English) in Cagayan
Time Effect 6.6883 2.0274 3.3000 0.0010
Constant 43.7013 1.4336 30.4800 0.0000

66
(Overall Academic Achievement) in Camarines Sur
Time Effect 3.7601 0.9733 3.8600 0.0000
Constant 35.1527 0.6882 51.0800 0.0000
(Mathematics) in Camarines Sur
Time Effect 3.2884 1.0245 3.2100 0.0010
Constant 29.0297 0.7245 40.0700 0.0000
(Science) in Camarines Sur
Time Effect 3.7466 1.2329 3.0400 0.0020
Constant 38.7736 0.8718 44.4700 0.0000
(English) in Camarines Sur
Time Effect 4.3261 1.3628 3.1700 0.0020
Constant 37.6146 0.9637 39.0300 0.0000

67
(Overall Academic Achievement) in Cavite
Time Effect 1.1111 1.2689 0.8800 0.3820
Constant 32.9808 0.8973 36.7600 0.0000
(Mathematics) in Cavite
Time Effect 0.3205 1.6241 0.2000 0.8440
Constant 30.6410 1.1484 26.6800 0.0000
(Science) in Cavite
Time Effect 2.4679 1.8109 1.3600 0.1730
Constant 34.3910 1.2805 26.8600 0.0000
(English) in Cavite
Time Effect 0.83333 1.57356 0.53000 0.59700
Constant 33.91026 1.11268 30.48000 0.00000

68
(Overall Academic Achievement) in Ilocos
Time Effect 1.0016 1.1778 0.8500 0.3950
Constant 34.4828 0.8328 41.4000 0.0000
(Mathematics) in Ilocos
Time Effect 1.8966 1.1311 1.6800 0.0940
Constant 29.5320 0.7998 36.9200 0.0000
(Science) in ilocos
Time Effect 2.1429 1.4898 1.4400 0.1510
Constant 35.1970 1.0535 33.4100 0.0000
(English) in Ilocos
Time Effect -1.1823 1.8415 -0.6400 0.5210
Constant 38.7192 1.3021 29.7400 0.0000

69
(Overall Academic Achievement) in Iloilo
Time Effect 18.6168 1.4048 13.2500 0.0000
Intervention Effect (KCH ETV) -0.4474 1.8864 -0.2400 0.8130
Constant 38.7869 0.9933 39.0500 0.0000
(Mathematics) in Iloilo
Time Effect 17.5170 1.7129 10.2300 0.0000
Constant 28.8435 1.2112 23.8100 0.0000
(Science) in Iloilo
Time Effect 16.6327 1.6800 9.9000 0.0000
Constant 45.2041 1.1879 38.0500 0.0000
(English) in Iloilo
Time Effect 21.6327 2.0559 10.5200 0.0000
Intervention Effect (KCH ETV) -8.6272 2.7608 -3.1200 0.0020
Constant 42.3129 1.4537 29.1100 0.0000

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