1

opportunities they encounter, and their strategies for coping with such

circumstances. Employing methodologies such as interviews and observations,

this research endeavors to provide insights into how students navigate their

learning journey when faced with the absence of audio-visual equipment.

STATEMENT OF THE PROBLEM

This study aims to explore student’s experiences in the absence of audio-

visual equipment in their classroom. Specifically, this study will address the

following questions:

1. How does the absence of audio-visual equipment affect the experiences of

2nd year BSED English?

2. How do Second year BSED English students cope with the challenges posed

by the absence of audio-visual equipment in their learning environment?

3. How do insights gain from the experiences of 2nd year BSED English students

in the absence of audio-visual equipment inform strategies for improving access

to educational resources?

SIGNIFICANCE OF THE STUDY

The results of this study will be significant to the following:

Students. This study provides a deeper understanding of the challenges

faced by second-year BSED-English students in their educational environments

lacking audio-visual equipment. By gaining insights into their experiences,

students can develop resilience, adaptability, and alternative learning strategies.

 2

Educators. The findings of this study inform educators about the impact

of resource limitations. Through this, the educators can strategize and utilize

appropriate instructional materials that the students need in terms of audio-

visual.

Department Head. This study will be an authentic source of insights of

the experiences among BSED-English Second Year Students in the absence of

Audio-visual equipment. The findings of the study will help them to address the

needs of the students in terms of Audio-visual Equipment.

School Administration. It can help them to assess and provide the

needed equipment per classrooms and per departments.

Multimedia Specialists. The findings of this study will be great basis to

have a continuous availability of technical support for audio-visual equipment,

ensuring smooth operation in classrooms and during events.

Researchers. The results will provide them with more information for

further future study purposes.

Future researchers. The research will aid in future investigations and

can serve as a fundamental basis for expanding upon existing knowledge and

generating new insights.

 3

SCOPE AND LIMITATIONS

Participants for this study are selected through purposive sampling, based

on the following specific criteria: they are second year BSED English students;

under academic year 2024-2025, second semester; they have experienced

learning in classrooms where audio-visual equipment is absent; they are willing

to share their experiences and insights related to learning challenges and coping

strategies in the absence of audio-visual equipment; and they demonstrate

proficiency or familiarity with audio-visual equipment, indicating a level of digital

savviness.
 4

Also, according to Shapkalova et al. (2020), the absence of AV equipment

significantly impacts specific subjects and learning environments. Integrating

audio-visual equipment in religious education classrooms enhances students'

motivation and engagement. The absence of multimedia resources limits

teachers' ability to diversify instructional methods, potentially leading to a less

dynamic and interactive learning environment. Additionally, Sari et al. (2022)

further assert that technology integration is crucial for maintaining learners'

motivation and engagement, especially in religious education classrooms.

Besides, in reference to Al Aqad et al. (2021), suggest that the absence of

multimedia resources impacts students' overall comprehension and language

acquisition, particularly in subjects like English. The lack of AV equipment

hinders the development of fundamental skills, such as listening and language

acquisition. The integration of AV aids boost students' enthusiasm and retention

of subject matter. Without these tools, students may find it harder to stay

engaged, leading to decreased motivation and potentially hindering their

academic progress.

According to Dheghu et al. (2020), supports that without the use of AV

aids, teachers often revert to traditional teaching strategies, neglecting the

diverse learning needs and preferences of students, thereby limiting their

academic growth and development.

 5

As per the research of Clarke (2019), emphasizes the importance of

integrating vision and sound for understanding and completing tasks involving

occlusion and partial observability. The challenges posed by the absence of AV

equipment are not limited to traditional educational settings but extend to

specialized fields such as robotic manipulation tasks. The research emphasizes

the importance of integrating vision and sound for understanding and completing

tasks involving occlusion and partial observability. Robots without access to

sound feedback struggle to localize and interact with objects effectively, leading

to decreased task success rates and increased errors.

Furthermore, according to Kelly et al. (2020) and Smith et al. (2021),

highlight the negative impact of the absence of AV equipment on the robot's

ability to learn from multi-modal data sources, adapt and correct its behavior

during task execution, and integrate temporal information from sound cues,

resulting in suboptimal decision-making processes and reduced task efficiency.

Beyond than that, according to Muganga et al. (2019), highlight a global

shift towards student-centered learning approaches, emphasizing a transition

from traditional teacher-centered pedagogies. However, in regions with limited

technological resources, this shift is hindered by the absence of audio-visual

equipment, leading to a continued reliance on rote learning and memorization

techniques. This reliance obscures student engagement and the development of

critical thinking skills.

Moreover, in the words of Irmawati et al. (2020), states that students

exposed to audio-visual aids reported enhanced communication and

 6

comprehension skills. These aids foster collaborative learning and cultural

awareness, the diverse experiences and perceptions of students based on their

exposure to such aids, suggesting that the benefits are not uniformly

experienced.

To add this, according to Peralta et al. (2022), identify the absence of

audio-visual equipment as a significant challenge in distance learning, especially

during the COVID-19 pandemic. This absence can lead to feelings of isolation

among students, and hinder the accessibility and inclusivity of education. The

challenges faced in distance learning are exacerbated by the lack of

technological resources, impacting the quality of education delivered to students.

Likewise, in the words of Afzal et al. (2023), highlights the digital divide as

a major obstacle in education, particularly in rural areas with limited connectivity.

The absence of audio-visual aids exacerbates this divide, widening educational

gaps and limiting exposure to enhanced learning methods. The disparities in

access to technology further hinder students' ability to leverage digital tools for

enriched learning experiences.

Additionally, according to Buenaflor et al. (2023) and Reedy (2019), assert

that the lack of audio-visual equipment inhibits teaching efficacy, particularly in

indigenous communities. This technological gap exacerbates existing

educational challenges and widens disparities between indigenous and non-

indigenous students. The absence of these resources limits teachers' ability to

employ diverse instructional strategies and create dynamic learning

environments.
 7

Based on Jain et al. (2023), indicate that while some students benefit from

audio-visual aids, others prefer traditional teaching methods. Challenges faced

without these aids include reduced engagement, difficulty visualizing concepts,

and decreased retention. The absence of audio-visual equipment restricts

students' ability to fully engage with the material and impacts their overall

understanding and retention of the content.

According to Smith (2019) and Jones et al. (2020), emphasize the

absence of audio-visual equipment as a barrier to modern teaching and learning

practices. This deficiency compromises educational quality and exacerbates the

digital divide, depriving students of essential skills for the digital age. Without

access to these technological tools, educators struggle to deliver dynamic and

immersive lessons that resonate with contemporary learners.

To add, argue that the absence of visual aids hinders teacher

effectiveness by limiting their ability to create engaging and interactive learning

environments. Teachers struggle to cater to diverse learning styles and may

inadvertently increase cognitive load on students. The lack of audio-visual

equipment compromises teachers' capacity to effectively convey complex

concepts and engage students in the learning process (Hamad, 2023 and Agwu

et al., 2019).

According to Perifanou et al. (2019), while the integration of augmented

reality (AR) presents opportunities, it also poses challenges due to the absence

of audio-visual equipment. Teachers recognize the potential benefits of AR but

face barriers such as high costs, inadequate digital skills, and concerns about
 8

security and ethics. Despite these challenges, there are opportunities for

innovative teaching and learning experiences in classrooms without audio-visual

equipment.

In light of Johnson et al. (2019) and Martinez et al. (2020), the absence of

audio-visual equipment poses challenges to modern teaching methodologies.

However, this limitation also encourages teachers to innovate and employ

traditional teaching methods that emphasize creativity, collaboration, and critical

thinking. Teachers can capitalize on this constraint to focus on foundational

teaching skills and design hands-on activities that foster student engagement

and comprehension.

In continuation, according to Aziz (2021), despite recognizing the benefits

of integrating Information and Communication Technology (ICT) in education, a

noticeable absence of audio-visual equipment persists in many institutions. The

lack of audio-visual equipment in educational settings significantly impacts both

teaching and learning experiences. This limited availability hinders the interactive

and dynamic nature of modern pedagogy. Teachers often find themselves

restricted to traditional teaching methods, heavily relying on verbal

communication and static materials, which may not align with the diverse

learning styles of today's students.

Likewise, according to Aziz (2021), educators in various institutions have

experienced challenges in making learning more engaging and stimulating due to

the lack of audio-visual equipment. Additionally, students, especially in higher

education, increasingly expect a more interactive and multimedia-rich learning

 9

environment. Without access to audio-visual tools, educators struggle to

incorporate diverse teaching methods, such as video presentations, interactive

simulations, and multimedia resources, which are known to enhance

comprehension and retention.

Moreover, the absence of audio-visual equipment affects the overall

quality and effectiveness of instruction. Teachers often express feelings of

frustration and inadequacy when they cannot utilize modern teaching aids to

facilitate better understanding and engagement. This absence can result in

missed opportunities for collaborative learning, critical thinking, and problem-

solving, which are essential skills for students in today's digital age.

Furthermore, according to Dubey et al. (2023), highlights the experiences

of students and educators based on the absence of audio-visual equipment

underscore the importance of having comprehensive technological

infrastructures in place for effective learning. The lack of these tools has not only

affected the educational process but also hindered the overall satisfaction levels

of students. As educational institutions continue to navigate the challenges

presented by the pandemic and beyond, ensuring access to essential audio-

visual equipment becomes imperative to enhance the efficacy and efficiency of

technology-based learning systems.

In conclusion, the lack of audio-visual (AV) equipment in schools and

colleges presents a range of challenges that significantly affect how teachers

teach and how students learn. Numerous studies have shown that AV tools boost

engagement, understanding, and the quality of teaching. Yet, many schools

 10

struggle to provide the necessary technology. To bridge this gap and create more

interactive, effective teaching methods that suit today's students' diverse learning

needs, integrating AV equipment is crucial. As education continues to change

and adapt, prioritizing the use of audio-visual tools is essential to meet modern

educational needs effectively.

Related Studies

According to the study of Harsa et al. (2019), in their study entitled

“Several challenges related to teaching listening comprehension due to the

absence of audio-visual equipment”. The study reveals that traditional teaching

methods, heavily reliant on oral instructions, were predominant. Many textbooks

used in the curriculum lacked audio accompaniments, limiting students' exposure

to varied accents and natural speech patterns. This deficiency in multimedia

elements made it difficult for students to effectively grasp the nuances of listening

comprehension.

Furthermore, the conventional approach of depending solely on oral

teaching, without the support of visual aids, resulted in less interactive and

engaging classroom sessions. The lack of audio-visual equipment, such as

projectors, videos, or animations, forced students to rely only on their auditory

senses, which may not cater to all learning styles. Such limitations often led to

decreased student engagement and comprehension levels. Additionally, the

absence of modern teaching tools restricted the variety of listening materials

available for educators, making the learning process monotonous and less

dynamic (Harsa et al., 2019).

 11

On the other hand, Labinska et al. (2020), study entitled “The absence of

audio-visual equipment in classrooms” restricts the creation of dynamic and

interactive situations. Without visual aids such as educational films, television,

and computers, learners encounter challenges in comprehending and retaining

new vocabulary and grammatical structures. The lack of these essential tools

also diminishes the opportunity for students to actively engage with the language,

thereby impeding their overall language acquisition and retention. Motivation

plays a pivotal role in foreign language learning, contributing significantly to

language acquisition, reduced anxiety, and enhanced self-efficacy. Also, the

integration of audio-visual means in teaching is considered indispensable in

modern pedagogy. However, the absence of audio-visual equipment in traditional

teaching methods limits the variety of didactic means available to educators. The

study found that without the support of audio-visual tools, teachers predominantly

rely on text-based materials, limiting the scope of interactive and experiential

learning. Such traditional approaches fail to cater to the diverse learning needs of

students, especially in developing their communicative skills effectively. The lack

of exposure to authentic language through audio-visual means further restricts

students' ability to grasp complex linguistic structures and patterns, hindering

their progress in mastering the foreign language.

According to Vishnupriya et al. (2022), study entitled “Limited opportunities

for hands-on learning in the absence of audio-visual equipment” states that

before the advent of audio-visual aids, teaching was primarily text-centric, relying

heavily on textbooks and chalkboards. This traditional method required teachers

 12

to employ descriptive language and vivid storytelling to convey concepts

effectively, given the absence of visual aids. Consequently, teachers integrated

interactive discussions, debates, and role-plays to maintain student engagement

and foster a participative classroom environment. Despite encouraging creativity,

teaching without audio-visual aids presented numerous challenges. Teachers

had to invest more time in preparing materials and devising innovative ways to

elucidate complex ideas without visual aids. Furthermore, indicates that

assessing student comprehension was more intricate due to the limited visual

tools available. For students, this environment demanded heightened attention,

emphasizing note-taking and listening skills. They had to visualize and

conceptualize information based solely on verbal descriptions and textual

materials, a process that was both challenging and enriching. The absence of

audio-visual aids in educational settings resulted in a distinctive set of

experiences for both educators and learners. While it required teachers to be

more inventive in their pedagogical approaches, it also empowered students to

hone their listening and conceptualization skills. Although audio-visual aids have

undeniably enhanced the teaching-learning process, reflecting on the

experiences without them provides valuable insights into the evolving dynamics

of education.

Apart from this, Kumar et al. (2019), their study entitled “Experiences of

students in the absence of audio-visual equipment” states that in the field of

medical education, the importance of audio-visual aids has become increasingly

evident in recent years. Also highlighted a significant majority of medical students

 13

expressing a preference for lectures enriched with visual aids, finding them more

engaging and conducive to learning. However, the absence of these aids can

significantly impact the learning experience. Without visual aids such as

PowerPoint presentations or overhead projectors (OHP), students often find it

challenging to grasp complex concepts, particularly those involving diagrams and

flowcharts. And observed this when students reported a decreased ability to

visualize and understand these graphical representations without the aid of such

tools. Without clear visual representations on a board or screen, students

struggle to capture essential points and details during lectures. This leads to

reduced comprehension of the material and hinders their ability to review and

reinforce their understanding later on. Students have expressed that the use of

aids like blackboards or PowerPoint slides significantly aids in note-taking,

making it easier to structure and organize their notes effectively.

Additionally, Kumar et al. (2019), their study entitled “Experiences of

students in the absence of audio-visual equipment” emphasize that without

audio-visual aids, students often find lectures to be monotonous and less

interactive. The lack of visual stimulation can result in decreased engagement

and attention spans, making it more likely for students to become distracted or

disinterested during the lecture. Also, it has been supported this with feedback

from students who expressed those visual aids not only enhance their

understanding but also keep them actively engaged and motivated throughout

the lecture. In conclusion, the absence of audio-visual equipment in medical

education can have a profound impact on students' learning experiences,

 14

affecting their comprehension, note-taking abilities, and overall engagement in

lectures.

According to Khalili et al. (2021), in their study “Comparative studies:

learning outcomes with and without audio-visual aids; comparative studies” have

shown significant differences in learning outcomes when audio-visual aids are

incorporated into educational settings. In a quasi-experimental study conducted

at Tabriz University of Medical Sciences (TUMS), university students who were

exposed to audio-visual materials demonstrated significantly improved reading

comprehension compared to those taught through conventional text-based

methods. This suggests that the integration of audio-visual aids can indeed

enhance specific language skills, such as reading, in university-level English

classes. Also, found that the impact of audio-visual aids extends beyond mere

academic performance. Students exposed to multimedia-based education

showed more positive attitudes and higher motivation towards English learning.

This implies that audio-visual aids not only contribute to better learning outcomes

but also play a pivotal role in shaping students' perceptions and enthusiasm for

language acquisition.

On the other hand, Namaziandost et al. (2019) study entitled “The

absence of audio-visual aids in English as a Foreign Language (EFL)

classrooms” states the significant challenges for both learners and educators. In

their study on the impact of audio-visual aids on teaching listening among Iranian

pre-intermediate EFL learners, the researchers found that authentic video

materials enhanced listening comprehension compared to traditional audio-

 15

based methods. In classrooms lacking audio-visual equipment, students miss out

on the dynamic and engaging learning experiences provided by visual stimuli,

which are crucial for improving listening skills. The limited use of audio-visual

equipment hampers the implementation of innovative teaching strategies and

methods. Without access to audio-visual aids, educators are constrained to rely

on conventional teaching materials, such as textbooks and audio CDs, which

may not cater to diverse learning styles or adequately stimulate students'

interest. This limitation results in less interactive and engaging lessons,

potentially leading to decreased motivation and participation among EFL

learners.

According to the recent study of Namaziandost et al. (2019), in his study

entitled “Strategies of teachers for compensating the lack of audio-visual aids”

reveals that educators facing a deficit of audio-visual aids in English language

classrooms are compelled to employ innovative strategies to bridge the gap. One

approach adopted by teachers involves leveraging alternative technologies such

as online resources, digital platforms, and interactive software to supplement

traditional teaching materials. In light of the limitations posed by the absence of

audio-visual equipment, educators increasingly turn to these alternative tools to

provide students with dynamic and engaging learning experiences. Also,

teachers are exploring creative ways to integrate multimedia resources into their

lessons despite the lack of traditional audio-visual aids. For instance, educators

utilize online videos, podcasts, and educational apps to deliver audio-visual

content remotely, thereby enriching the learning environment and enhancing

 16

student engagement. By embracing technology-based solutions, teachers offer a

diverse range of learning materials and activities that cater to different learning

styles and preferences.

In recent educational studies of Harsa et al. (2023), in their study entitled

“The challenges of the absence of audio-visual equipment in English listening

comprehension” emphasizes the role of audio-visual media, particularly

animation videos, has been underscored as beneficial for enhancing students'

listening comprehension in English learning. However, many classrooms,

especially in certain regions, face significant challenges due to the absence or

inadequate provision of such equipment. Also revealed that the conventional

tools, predominantly relying on oral teaching, were still prevalently used. This

lack of modern teaching aids can hamper the effectiveness of teaching listening

comprehension, especially when the content lacks dynamic visual and auditory

elements that can captivate students' attention and facilitate better

understanding.

Furthermore, Salam et al., (2023), in the study “Experiences of teachers in

collaborating with colleagues to share resources and strategies in the absence of

audio-visual equipment” states that in the face of challenges related to the

absence of adequate audio-visual equipment, EFL teachers have showcased

remarkable resilience and ingenuity by engaging in collaborative efforts with their

colleagues. Teachers frequently relied on one another to share resources and

strategies that could compensate for the lack of technological tools. This

collaborative approach allowed educators to pool together their collective

 17

knowledge, experiences, and available resources, fostering a supportive

environment where they could collectively navigate the complexities of

integrating digital media into their teaching practices. These collaborative

endeavors were not limited to merely sharing physical resources but extended to

the exchange of innovative teaching strategies and methods. Teachers often

engaged in discussions, workshops, and training sessions where they shared

best practices, lesson plans, and creative ideas for integrating digital media

effectively in the classroom. Such collaborative learning environments proved

instrumental in empowering educators to adapt and evolve their teaching

methodologies, even in resource-constrained settings.

Furthermore, Papanastasiou et al. (2019), in the study “The absence of

real-world examples and applications in the classroom” states that it can hinder

students' ability to apply theoretical knowledge in practical settings. This gap can

result in a disconnect between what is taught in the classroom and the skills

required in the real world, making it essential for educators to incorporate audio-

visual aids to enhance learning experiences and better prepare students for

future challenges.

According to Ando et al. (2022), in their study entitled “The impact of

absence of sufficient audio-visual aids absence of sufficient audio-visual aids on

college students' preparedness for higher education” states that blended learning

has become a predominant modality in higher education, especially in the wake

of the COVID-19 pandemic. Also, students at Cebu Technological University-

Moalboal Campus experienced challenges and struggles, particularly with the

 18

absence of sufficient audio-visual aids. This absence posed a significant barrier,

hindering their preparedness for higher education and vocational training. Many

students expressed a preference for a blended learning modality due to its

combination of virtual and physical instructions. However, the lack of exposure to

comprehensive audio-visual aids left them feeling less equipped to handle the

diverse and dynamic learning environments of higher education.

Apart from this, according to the Universal Journal of Educational

Research (2020), in the study “The impact of absence of audio-visual equipment

on student engagement and learning outcomes” emphasizes the integration of

multimedia technology in educational settings has shown significant promise in

enhancing student engagement and learning outcomes. Multimedia technology,

characterized by its ability to stimulate multiple senses and facilitate interactive

learning experiences, has been instrumental in making learning more enjoyable

and effective for students. When audio-visual equipment is incorporated into the

learning environment, it not only captures students' attention but also provides

them with varied and dynamic ways to interact with educational content, thereby

fostering deeper understanding and retention.

Moreover, the absence of audio-visual equipment in classrooms can have

a considerable impact on student engagement and overall learning outcomes.

Without access to multimedia tools and interactive learning resources, students

may face challenges in maintaining focus and interest during lessons. Traditional

teaching methods, devoid of visual aids and interactive elements, may fail to
 19

cater to the diverse learning preferences and needs of students, leading to

decreased motivation and limited academic achievement. Thus, the absence of

audio-visual equipment can create barriers to effective learning, hindering

students' ability to fully grasp complex concepts and engage actively in the

educational process.

Additionally, Stevi and Haryanto (2020), entitled "Need Analysis of Audio-

Visual Media Development to Teach Science Materials for Young Learners”,

states the utility of the phenomenological approach and used an instrument of

needs analysis for teachers and students in the form of a questionnaire. Their

study is significant as it obtains an overview of the current situation of the use of

instructional media as a learning source in science teaching process in

elementary school in Surakarta, the perception and challenges faced by primary

school teachers in Surakarta in delivering of the digestive system subject matter,

and the formulation of learning media needs to be developed in science teaching

on the digestive system materials. The findings of the study reveals that the lack

of media for some materials science has created problems for teachers. In order

to explain a series of biological processes that cannot be observed directly, the

materials require a visual representation of objects. This problem is not being

adequately addressed through the use of pictures in books. Consequently, the

material concepts are not well adapted to students.

On the other hand, Rosepetra et.al (2021) study entitled "Challenges and

Solutions in the Utilization of Audio-Visual Materials in the Teaching Social

Studies in Upper Basic Schools in Udi Education Zone, Enugu State, Nigeria" is
 20

related to this present study. Their study adopted descriptive survey research

design and utilized no sampling procedure since the study used the entire 94

Social Studies teachers in the fifty-four (54) government owned secondary

schools in Udi Education Zone of Enugu State. This study examined the

challenges and possible solution to the utilization of audio-visual materials in

teaching social studies in upper basic schools in Udi education zone, Enugu

state, Nigeria. The specific of objectives were to identify the challenges in

utilizing audio- visual materials in teaching Social Studies and ascertain the

possible solutions to the challenges of utilizing audio- visual materials in teaching

social studies. The study reveals that lack of funding, difficulty in using

audiovisual aids, lack of storage facilities, insufficient time, limited interest and

awareness on the part of school authorities as well as some teachers' inability to

improvise audiovisual materials are also factors. Lack of funding for the provision

and maintenance of audiovisual aids has been a major challenge faced by

teachers when using audiovisual aids. It was followed by the fact that they were

too difficult to operate. The least was the lack of resource rooms to properly store

audiovisual aids, but others felt that their use would consume considerable time.

Funding for the purchase of audiovisual equipment, training teachers on how to

take advantage of audiovisual material so that students can see and interact with

sound visual aids in teaching and learning, improvisation Audiovisual aids

provided by teachers and students.

Moreover, Ding et al. (2019), their study entitled “Challenges and

opportunities in classrooms without audio-visual equipment: a teacher

 21

perspective” states that the integration of digital technologies in education is

predominantly driven by teacher-centered purposes, often focusing on

presentation for instructional purposes. Such utilization of digital tools has been

found to curtail opportunities for meaningful communicative language learning,

limiting the scope for interactive and engaging classroom experiences. While

digital technologies can potentially support various content-specific areas and

address both teachers' and students' needs, the absence of audio-visual

equipment poses significant challenges for teachers aiming to enhance lesson

quality, create class materials, and foster student engagement.

Moreover, Siti Lutfah (2021), the study “Innovative solutions to the

absence of audio-visual equipment in classrooms” reveals the practical obstacles

faced by teachers in utilizing audio-visual media, such as limited access to

LCDs/projectors and inadequate understanding of their usage. To address these

challenges, educational institutions and policymakers should prioritize investing

in modern audio-visual equipment and providing comprehensive training for

educators. Moreover, collaborative efforts between teachers and IT support staff

could be encouraged to facilitate the seamless integration of audio-visual tools in

the classroom.
 22

THEORETICAL FRAMEWORK

The proposed phenomenological theoretical framework for this research

focuses on capturing BSED-English second-year students' lived experiences and

perceptions in the absence of audio-visual aids. This framework grounds itself in

Edmund Husserl's (1931) works and expands upon by Max van Manen (1990) to

provide a deeper understanding of the students' subjective experiences.

This framework comprises four essential constructs: lived experiences,

meaning-making, essence of the phenomenon, and interpretation of experiences.

Husserl (1931) emphasizes the lived experiences construct, highlighting

the importance of understanding the students' immediate, first-person

experiences without audio-visual aids. This involves exploring the students'

feelings, perceptions, and thoughts as they navigate their learning environment

without technological support.

 23

Max van Manen (1990) elaborates on the meaning-making construct,

focusing on how students make sense of their experiences without audio-visual

equipment. This construct seeks to uncover the students' interpretations,

reflections, and understanding of their learning process without technological

aids.

Van Manen (1990) describes the essence of the phenomenon, aiming to

identify the core characteristics and underlying themes of the students'

experiences in the absence of audio-visual aids. It seeks to distill the essential

aspects that define the phenomenon and shape the students' learning

experiences.

Lastly, the interpretation of experiences construct examines how the

students' experiences without audio-visual equipment influence their overall

learning journey, motivation, and engagement. It delves into the students'

reflections on their experiences and the implications for their future learning

practices.
 24

DEFINITIONS OF TERMS

The terms used in the study were the following:

Experiences: According to Kolb (2019), "experiences" is the foundation of

learning and development, particularly through his theory of experiential learning.

Also emphasizes the importance of engaging with real-world experiences,

reflecting experiences, conceptualizing new ideas based on them, and new

concepts in subsequent experiences.

In this study, "experiences" for BSED-English second-year students refer

to instances and observations shared via qualitative interviews or observations.

These encompass challenges in comprehension, teaching methods,

engagement, and academic performance, particularly in the absence of audio-

visual aids during educational activities.

 25

Absence: Smith (2019) defines "absence" as the non-attendance or lack

of presence of students in educational settings, exploring its causes from

personal to systemic factors. He delves into the repercussions of chronic

absenteeism on students' academic performance, social development, and well-

being.

This study defines "absence" as the unavailability or lack of access to

crucial audio-visual equipment essential for teaching and learning in BSED-

English second-year students. Such absence prompts adjustments in

instructional methods and learning experiences, potentially impacting

engagement, comprehension, and academic performance.

Audio-Visual Equipment: In "The Experiences of BSED-English Second-

Year Students in the Absence of Audio-Visual Equipment," "audio-visual

equipment" denotes tools like projectors and screens, as per McLuhan's

"Understanding Media." McLuhan's insights illustrate how the presence or

absence of such tools impacts students' engagement and learning processes,

emphasizing media's role in perception and interaction.

In this research, "audio-visual equipment" is defined "audio-visual

equipment" as technological tools like projectors, audio systems, and interactive

whiteboards used in education. The absence of these resources leads BSED-

English second-year students to adjust their learning strategies and engage with

alternative methods, potentially diverging from traditional practices reliant on

audio-visual aids.
 26

Research Locale

Figure 2: Map of the Locale

 27

This study will be conducted at Gensantos Foundation College

Incorporated (GFI), Bulaong Ext. Brgy. North, General Santos City, South

Cotabato. GFI is a private and non-sectarian foundation institution that provides

relevant and quality education and develops real-world and industry-ready

graduates who are technologically-adept in an environment that promotes holistic

development, inclusivity, empowerment, and sustainability.

Research Respondents

This study targets ten (10) BSED-ENGLISH students from the academic

year 2024-2025, second semester. Specifically, the study focuses on 2nd year

students, including both irregular and regular students from four sections (S1E,

S2E, S3E, and S4E). The researcher uses a purposive sampling method based

on specific criteria to select participants who will best help achieve the study’s

objectives. This method allows the researcher to target students possessing

characteristics or information relevant to the study. Purposive sampling is

effective in this study as it is commonly used in exploratory research to gain a

deeper understanding of a phenomenon or to generate hypotheses for future

research.

Research Instrument

The research instrument utilizes self-made questionnaire tool for

structured interview. This is a fixed format interview in which all questions are

prepared beforehand and are put in the same order to each participant.

Moreover, the researchers will gather information through one-on-one interview,

 28

key informant interview (KII). Records, pen and bond paper are also used in the

study for recording and gathering of data.

Ethical Consideration

When exploring the experiences of BSED-English second-year students

without audio-visual equipment, ethical considerations are crucial. The study

must protect participants' privacy and confidentiality, ensuring anonymized and

aggregated data to prevent identification. Informed consent is essential, clarifying

the study's purpose, risks, and benefits. The research should prioritize students'

well-being and dignity, avoiding harm. Dissemination of findings should focus on

constructive improvements rather than stigmatizing individuals or the institution.

Data Gathering Procedures

The researcher submits a letter to the school president, English

department coordinator, and participants to secure formal consent before

conducting the study. This letter grants permission to conduct in-depth interviews

to explore the experiences of second-year BSED-English students in classrooms

without audio-visual equipment. One-on-one interviews with five BSED-English

third-year students are conducted by the researcher, following their consent. An

interview guide with open-ended questions addresses their experiences in the

absence of audio-visual equipment. All information is recorded, and the

interviews are transcribed for comprehensive analysis. After the data collection

phase, the researchers review participant responses to explore the experiences

of students in the absence of audio-visual equipment in their classrooms. This

 29

data-gathering methodology emphasizes an objective investigation of students'

experiences in this specific context.

Data Analysis Procedure

This study examines the experiences of BSED-English second-year

students in the absence of audio-visual equipment using Braun and Clarke's

(2013) thematic analysis method. This method involves an interactive process

consisting of six steps: becoming familiar with the data; generating the codes;

generating themes; reviewing themes; defining and naming themes; and locating

exemplars to identify recurring themes and patterns within the data. The

researchers code the transcripts and categorize responses into meaningful

themes. Through an interactive process, they analyze the coded data to identify

key insights and interpretations, exploring the nuanced perspectives of the

respondents to understand their views on the experiences of students in the

absence of audio-visual equipment.

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