Abstract
This study dealt with the influence of the usage of podcast to listening comprehension of students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of usage of podcast and listening comprehension in terms of their respective indicators, the significant relationship between usage of podcast and listening comprehension and what domains of usage of podcast substantially influence listening comprehension. Also, this study utilized a quantitative-correlational design with 112 respondents among students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a high level of usage of podcast among students in terms of educational value of podcast, expectancy, affect and attitude. In the same manner, the results also showed high level of listening comprehension in terms of process, input, listener, task, affect and context. In addition, there was a moderate correlation, and a significant relationship between usage of podcast and listening comprehension. Hence, this led to the rejection of the null hypothesis. Also, all domains of usage of podcast significantly influenced listening comprehension, however two (2) out of four (4) domains of usage of podcast significantly influenced listening comprehension. Therefore, promoting usage of podcast as part of interactive learning it would influence the student’s listening comprehension. These approaches not only enhance usage of podcast and listening comprehension but also to enhance new way of interactive learning and development to students. In line with research results, the implementation of these methods fostered a positive environment at Lorenzo S. Sarmiento Sr. National High School, encouraging students to actively participate in their studies and enhance academic excellence. Thus, the students may continue to use podcast since it enhance their listening comprehension, and teachers may also engage and support this kind of medium of development to make better progress and improve their listening comprehension.
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