Utilization of the Reporters, Administrators, Inquirers, Synthesizers and Enhancers (RAISE) Method in Teaching Media and Information Literacy among Selected Senior High School Students: Basis for a Proposed Enriched 21st Century Skills Pedagogical Input Recommendation
DOI:
https://doi.org/10.5281/zenodo.23903891Keywords:
Cooperative Learning, RAISE Method, Media and Information Literacy, 21st Century Skills, Mixed-Methods Design, Senior High SchoolAbstract
This study investigated the use of the Reporters, Administrators, Inquirers, Synthesizers, and Enhancers (RAISE) method, a cooperative learning strategy, in teaching Media and Information Literacy (MIL). Using a sequential explanatory mixed-methods design, it involved 38 purposively selected Grade 11 STEM students at Manuel A. Roxas High School, Manila. Data from a validated 50-item pretest and posttest and a focus group discussion were analyzed using descriptive statistics, the Shapiro-Wilk test, the paired-samples t-test, Cohen’s d, eta squared, and thematic analysis. The pretest showed low mastery across all MIL competencies, especially in classifying media contents (58.13%). Scores improved significantly from the pretest (M = 37.550, SD = 5.450) to the posttest (M = 41.553, SD = 5.778), t(37) = 4.480, p < .001, with a medium-to-large effect (d = 0.727; η² = 0.352). Three themes emerged: Enhancement of Communication and Confidence, Collaborative Accountability via Shared Roles, and Deep Conceptual Understanding and Active Recall. The meta-inference indicated convergence, as students perceived that structured roles eased speaking anxiety and reduced passive dependency on peers, offering possible explanations for, but not proof of, the score gain. Because the one-group design lacked a control group, the improvement cannot be attributed solely to the RAISE method. The findings support pilot testing through a proposed Enriched 21st Century Skills Pedagogical Input and further research with comparison groups, delayed posttests, and larger samples.
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