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Abstract
This study determined the effectiveness of integrating podcasts into learners' lessons to enhance agricultural literacy. Through quantitative methods, including surveys and pre-and post-tests, the study assessed the effectiveness of podcast integration in improving learners' cognitive, affective, and psychomotor domains of agri-crop production. The researcher selected two sections of grade 7 from a junior high school in the division of Tanuan City. The researcher used an experimental method to determine the effectiveness of podcast integration. The study revealed that the respondents perceived the integration of podcasting as a localized learning tool in terms of localized lessons, localized discussions, and localized interviews as highly appreciated because of the relatability and practicality of the lesson. On account of the student's perceptions regarding the utilization of podcast design in terms of length, pedagogical approach, style, and fit with other materials, they strongly agree on all the indicators that were interpreted as highly favorable. Moreover, the study reveals a statistically significant difference in the level of agricultural literacy among students before and after the utilization of podcasting as a localized learning tool in agri-crop production across the cognitive, affective, and psychomotor competency domains. The use of the localized podcast content significantly increased their scores based on the administered assessment.
