Effectiveness of Using Audio-Visual Facilities to Improve Grammar Among Learners and Their Language Fluency

This study investigated the effectiveness of using audio-visual facilities in improving grammar and language fluency among learners in Kibawe, Division of Bukidnon, during the school year 2024–2025. Anchored on Piaget’s Constructivist Theory, the research employed a descriptive-correlational design to examine the relationship between the utilization of audio-visual materials and learners’ levels of language proficiency. A total of 100 respondents from Kibawe National High School participated through a complete enumeration sampling method. Data were collected using a modified survey-questionnaire and analyzed through descriptive statistics such as mean, standard deviation, and Pearson r Product-Moment Correlation Coefficient. Findings revealed that audio-visual facilities were highly effective in enhancing learners’ grammar, vocabulary, pronunciation, speaking, and reading comprehension. However, results also indicated no significant relationship between the degree of effectiveness of audio-visual tools and the learners’ overall language fluency, implying that while such tools enhance specific linguistic skills, they do not directly influence general fluency. Furthermore, no significant differences were found when results were grouped according to age and sex. The study concludes that audio-visual facilities serve as valuable supplementary tools in language instruction, supporting the development of grammar and specific communication skills. It recommends sustained integration of technology-assisted learning to create interactive, engaging, and inclusive English language classrooms.