Effective Strategies in Teaching Literature To Non-Language Major Students

P O L YT E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S
Chapter 1
The problem and its background
Introduction
Howard Gardner's Multiple Intelligence Theory tells us that every learner is
unique and is gifted with different skills. Therefore, educators shall integrate their
teaching strategies and tools with their students' intelligences. Teaching literature to
non-language major students for example shall be packed with strategies that will
help them to appreciate it.
Sophomore students of PUP College of Human Kinetics probably wonder why
they have literature courses. They insist that it is not significant to their field; that is
why, some fail to pass the subject. The quotation by Aristotle; The roots of
education are bitter, but the fruit is sweet can infer that non language major
students may not understand at least for now how literature can aid them with their
chosen field. Moreover, people who write literary pieces become vocal in expressing
their emotions to papers and have numerous different styles in writing literature
which can be the window for people to view aspects of life years back. Hope Towner
2009, stated in her article that literature is the reflection of one's culture. It is the
evidence of history, and history tells us stories of experiences. Being the best
teacher, experiences teach us how to solve problems, predict other problems that
may occur next, and how things are to be done. Hence, literature helps us develop
our capabilities and improve our self-competency. Literature is not a simple subject
that students just need to pass. Furthermore, these students need to realize that as
a Filipino and soon to be teachers, one of their duties is to promote nationalism to
their students. It is a trait that should be kept inflame through generations.
It is important for language majors to know and see that non-language majors
also need to experience and learn literature. This study is about engaging nonlanguage students to better understanding of different cultures of the world. In this
way, they can also develop their ability and skills in expressing their feelings and
their poetic sides. This study aims to seek and cite different strategies in teaching
literature to non-language major students as well as to prove the importance of
literature to them. Also, it aims to benefit not only the teachers upon the effective
teaching of literature but also the non-language major students through helping them
appreciate the beauty of literature or of reading in general.
Background of the Study
Being in this generation, we cannot deny the fact that students cant hardly
understand lessons if they are not really focused and interested and also if their
lecturers dont give their full attention to teaching certain topics. It could also
because of the modern technology rapidly dominating all over everywhere. It can
also be because of their different lifestyles. Although they are studying, some
students give more importance to their extracurricular activities that are more
appealing to them rather than their other subjects. This is why we focused on this
topic. The importance of this study is to identify and develop (if not the most
accurate) the most relatively accurate strategies in teaching literature especially to
those who are non-language majors such as the students who are taking up
Bachelor of Physical Education. We want to identify these strategies that will make
them appreciate studying literature despite their very active lifestyle and schedules.
We want to arrange strategies compatible to their learning styles. In that way,
they will find studying about literature enjoyable.
Theoretical Framework
In supporting a study, we need to find proofs to show that our study is
achievable. Here are some theories that are related to our study:
Transactional Theory
Transactional theory, as it applies to literary criticism and the teaching of
literature, suggests a reciprocal, mutually defining relationship between the reader
and the literary text. The term interaction conjures a picture of separate objects
encountering one another but remaining essentially unchanged like billiard balls
bouncing off one another, and thus is an inadequate and misleading label for the
mutually shaping exchange between reader and text (Rosenblatt, 1986). That
exchange, a transaction, is more accurately characterized by Annie Dillard's
metaphor. She writes:
The mind fits the world and shapes it as a river fits and shapes its own banks
(1982).
Transactional theory proposes that the relationship between reader and text
is much like that between the river and its banks, each working its effects upon the
other, each contributing to the shape of the poem. This theory states that when a
student or reader is reading a literary text, it is not only the text which gives an
information or insight about a certain topic but the reader is also able to compare
what he knows about the topic to what is written on the text. The teacher lets the
student to create his own picture in his mind, according to how he understands the
text.
By doing this, information in a student over flow and he is able to weigh
whether a literary piece is good or great. At the same time, the author can consider
the readers thoughts. In other words, there is an interaction that occurs. In relation
to our study, this theory implies that people have different ideas about certain things.
We suppose by teaching literature, teachers can encourage the students to ponder
their thoughts with the existing ones to think critically.
Social Learning Theory
Social Learning Theory, developed by Sir Albert Bandura, states that a learner
learns by observing behaviors, practices, and the outcomes of those behaviors. This
theory shows three kinds of effect in exposing a student to a model. These are
modeling effect, whereby a learner acquires new kinds of response patterns;
inhibitory or disinhibitory effect, whereby the learner decreases or increases the
frequency, latency or intensity of previously acquired responses; and eliciting effect,
whereby the learner merely receives from the model a cue for releasing a response
that is neither new nor inhibited. This theory is now coordinated with teaching
through modeling; a teachers basic technique. In relating the theory to our study,
those outcomes of behaviors of certain persons can be literary pieces. By reading
these pieces, a learner is able to view ones way of writing emotions. In teaching
literature, these literary pieces stand as models and as the theory says, learners can
be able to evaluate whether what they are reading is acceptable or not. Also, they
are able to decide whether a certain piece is worthy of appreciation or not.
Conceptual Framework
INPUT
Respondents Profile:
1.1 Name
THROUGHPUT
OUTPUT
Formulating of
The Effective Strategies in
questionnaires.
Teaching Literature to
1.2 Age
Sophomore Students of
1.3 Gender
Distribution of survey
PUP College of Human
1.4 Section
questionnaires to the
Kinetics School Year 2014-
respondents.
2015
Survey questionnaires
Collection of the survey
questionnaires.
Tallying of the results from

the data gathered.
Analyzing the tallied data.
Summarizing all the data.
Statement of the Problem

The study aims to answer the following sub problems:
1. What is the demographic profile of the students in terms of name, age,
section?
2. What are the common genres or pieces of literature that are being taught to
non-language courses?
3. What are the benefits of learning literature to non-language?
4. What is the main purpose of non-language students in studying literature?
5. How the factors are in teaching literature affect the non-language students in
studying literature courses?
6. What are the effective strategies in teaching literature to BPE sophomore
students?
Hypothesis
The study tested the following hypotheses:
There are certain strategies that are frequently used by educators and are
believed to be effective and beneficial to the students and that will help them in
studying and appreciating literature.
Scope and Limitations
The respondents of this study are the sophomore non-language major
students of Polytechnic University of the Philippines College of Human Kinetics;
specifically the Bachelor in Physical Education II-1, II-2, and II-3, school year 20142015. The study focused on the strategies that are mostly used in teaching literature
to them. It also involved the students insights about the need to study literature
despite not being language majors. The study did not involve language majors and
other courses in Polytechnic University of the Philippines excluding sophomore BPE.
This study has no intention to prove or insist that a particular strategy is not effective
to be of use.
Significance of the Study
To the Teachers:
By studying the perceptions of the students and strategies used in teaching,
lecturers will be able to build their knowledge of possible ways to implement more
effective and motivational strategies in teaching literature to students of any major.
To the Students:
The material can give the students a new perspective about literature as this
study relates the subject onto their field.
To the Parents:
The results of this study may give them views on what are the factors that
affects their children and their performance in literature subjects.
To the Future Researchers:
This study may serve as a reference material for future studies regarding
teaching strategies.
Definition of Terms
Aid
to provide with what is useful or necessary in achieving goals.
Aspect
a particular status or phase in which something appears or

maybe regarded.
Effective
producing a result that is wanted.
Engage
to get and keep someone's attention, interest, etc.
Integrate
to make something a part of another larger thing.
Literature
written works such as poems, plays, and novel that are

considered to be very good and to have lasting importance.
Poetic
having a beautiful or graceful quality.
Promote
to help something happen, develop, or increase.
Significant having a special or hidden meaning.

Strategy
a careful plan or method for achieving a particular goal usually

over a long period of time.
Vocal
expressing opinions in a public and forceful way.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
The review of related literature and studies of this study focuses on the
Effective Strategies in Teaching Literature Sophomore Students of Polytechnic
University of the Philippines College of Human Kinetics School Year 2014-2015.
A. Related Literature
Foreign Literature
Literature offers a bountiful and extremely body of written material which is
important in the sense that it says something about the fundamental issues, and
which the enduring rather than ephemeral (Rylance and Simons, 1988). Literature
keeps our history intact and in record. Current issues and trends of the past are
recorded through literature for the readers of the future; it immortalizes the events.
According to Gadamer 1975, the way to establish a connection to the works of the
past is to consider that they are connected to the present. Mistakes of the past leave
lessons for the future. Literature does not only keep record but it helps us talk to the
hearts. As teachers, we ought to value our values for we are to become role models
of our students. Literature is a good material that would help to influence the
learners life.
A factor to consider is to evaluate whether a particular work will be able to
stimulate the kind of personal involvement we have just described; by arousing
learners' interests and provoking strong, positive reactions from them and the
availability of variety of activities enables the teacher to concentrate on meeting
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students' weaknesses in particular skill areas. To Joanne Colie and Stephen Cam,
accordingly 1987, teaching literature with enjoyable student-centered activities is
important when teaching non-language specialists because using the teachercentered approach such as question and answer only make the students mostly fail
to internalize the text. In addition, students who do not see their culture reflected in
literature may believe that they have no value and little or no importance in society
and school (Bishop, 1992). The reader shares tradition in which he lives in.
Every good teacher shall be able to vary pedagogical practices to meet the
needs of student learning, not according to some abstract definition such as
collaborative learning is always best and some ideological commitment to a single
method like the democratic student-centered classroom (Gregory, 2001). The
experimental nature of teaching should always be regarded as a virtue (Davies,
2015).
Local Literature
Social Work is supposed to look at life as a whole. But to see and deal with
life as a whole, two things are necessary; the culture of art, especially as perceived
in creative literature; and the order of science (Yasas, 2008). This statement
supports the idea that literature was one of the beneficial factors that we should
consider in life. We can imply that literature was intact to our way of life. It could
simply mean that in order for us to explore what life is, we should know firstly how to
appreciate it, and with this, we can use literature as a way to appreciate life. This
statement is also applicable not just with specific group of people but with everyone.
In the Philippine setting, it was said that the taste of youth to literature decreases as
12
time goes by because of the modernization. This was proved by Calingacions
citation from an article of Gamalinda. He stated that the present generation has been
raised in film and television, and the infringement of these various media has
distracted attention away from reading (2007). Also, there were only few nonlanguage students who are engaging themselves to literature and most of them
believe in the stereotype that literature is not essential on their chosen field. Despite
of the stereotypes, still, literature can be beneficial for everyone. We can say that
literature mirrors how we lived in the past and how the future will be through the
quotation:
They evoke those images of ourselves as we live life day and night, those
images of ourselves which we share and by which we recognize our nativity. We are
our own best interpreters of our history and culture because it is we who have lived
through that history and created our own values by which we live (Abad, 2003).
It is a big help for the future generation to have an insight of how their culture
was formed for them to be able to discover and realize things. It also helps and
contributes to forming the values of the individual. Another benefit of learning
literature was articulated in Pefianco Martins book The Literature Filipino Students
Do Not Read in 2007. It is argued, as it was stated in that book, that literature
provides not only a wealth of knowledge about other cultures but also an exposure
to excellent English. Thus, literary texts are presented as models on which students
must pattern their language. Literature does not just focus on obtaining knowledge
and learning the past but also it is considered as an exposure and a good training
ground to learn deeper understanding of English language. Some students might not
13
feel the benefit of literature as they study the course. But then, in the future, they will
surely bare the fruit of it and can apply it in their chosen field.
When it comes to approaches and techniques, there were a lot of Filipinos
who actually have something to say or prove in teaching literature. Lazaro as what
stated by Fernandez 1984, explained that the text itself is nothing unless
appreciated by the readers. Readers should know how to listen creatively in order
for them to be able to understand the essence of the text. An approach was
described by Calingacion citing Pooleys statement that he presented as the need of
the oral or performed approach of teaching literature as:
Literature has to get under the hide to be truly experienced and appreciated,
and for those of tough hide, silent study of the printed page is rarely enough (1956).
He insists that students can learn by performing literature and by the use of silent or
individual reading.
B. Related Studies
Foreign Studies
Robson (1989) explicates that since there are a host of syntactic and lexical
difficulties inherent in literature, it can do little or nothing to help learners become a
competent users of English language.
There are numerous benefits of teaching literature in the classroom. Apart
from offering a distinct literary world which can widen learners understanding of their
own and other cultures, it can create opportunities for personal expression as well as
reinforce learners knowledge of lexical and grammatical structure. Moreover, an
integrated approach to the use of literature offers learners strategies to analyze and
interpret language in context in order to recognize not only how language is
14
manipulated, but also why. An integrated approach to the use of literature in the
language classroom offers foreign language learners the opportunity to develop not
only their linguistic and communicative skills but also their knowledge about
language in all its discourse types. The use of literary texts in the language
classroom can be a potentially powerful pedagogic tool (Savvidou, 2004).
The studies mentioned in of Hariji (2003) stated that children who read
regularly in home are youngsters who become early readers, show a natural interest
in books and are motivated to read. This was proven by the old studies mentioned in
Savvidous including those of Chambers in 1983, which he stated that readers are
made and not born; and of Glazers in 1986, which he stated that literature is more
experienced than taught. The sooner learners can start to enjoy literature, the better.
Savvidou (2004) gave key points in his study for teachers in teaching
literature. To him, teachers must encourage children to see their reading of literature
as a source of questions to think about rather than answers to accept, ask children
to parrot the responses and interpretations of other people particularly those with
authority over them, encourage children to have their own ideas about what they
read, encourage children to exchange their viewpoints with others and respect the
differences, and provide children with diverse experiences of literature. Also, it would
be beneficial to take advantage of the fact that many students are inspired by visual
and electronic resources and respond sensitively to such materials. Variety of
enjoyable student-centered activities is particularly important when working with
students who are not literature specialists; such as role-play improvisation, creative
15
writing, discussion, and questionnaires. The availability of varied activities enables
the teacher to concentrate on meeting students weaknesses in particular skill areas.
Activities try to help students acquire the confidence to develop, express and value
their own responses integrating language and literature.
Neil Hefferman discussed in his study he held in 2007 the effect background
knowledge or schemata have on learning. The more familiar readers are with the
content of the text being read, the better are their overall reading comprehension.
Learners who have at least some knowledge in one particular content area will
probably comprehend a text differently from learners who have no knowledge at all
in the same area. Discussing appropriate vocabulary and phrases and hypothesizing
a text are also useful techniques the teacher may also employ. He advised that
teachers need to be aware of the linguistic levels and reading abilities of their
students.
16
Local Studies
According to the study conducted by Ms. Gutierrez in 2004, it was validated
that the teachers cognition has a role in teaching literature in whatever the major is.
The teachers instructional practice and decision making process are shaped by their
beliefs system. Teachers are essential to the learning process as the learners
themselves. The importance of teachers awareness of their own beliefs system,
teachers who understand the cognition underlying their teaching practice and
decision making process are in better position to evaluate their own development as
teachers. As such, they can determine what aspects of their teaching need to be
changed. It is the role of the literature teacher to let the students understand and
make them appreciate the piece, as this is a way of learning about societys values
and beliefs. The study of texts involves knowledge of critical concepts, conventions
and the metalanguage of literary criticism and even information about history of the
target literature, its traditions, or its heritage. Mojares (2015) stated that literature
can be used in teaching language particular in vocabulary, structure or language
manipulation. It was explained that literature is made from language in which, more
students can read in and through language, the better able they will be to come to
terms with a literary text as literature.
17
CHAPTER 3
Research Methodology
This chapter presents the method of the research that was used, population
and sample size of the study, research instruments, data gathering procedures and
statistical treatment of data.
Method of Research
This study made use of Descriptive Method. Such method will enable picture
or document current conditions or attitudes through description of what exist at the
moment. After gathering, analysing, classifying, and tabulating data about the
practices, conditions, processes, beliefs, trends and cause and effect relationships,
the researchers of this study then made adequate interpretation of the data
gathered. Aided with this method, those data gathered will be used as basics for
what will be the effective strategies in teaching literature to sophomore students of
Polytechnic University of the Philippines College of Human Kinetics School Year
2014-2015.
Population and Sample Size

The socio-demographic characteristics of this study's respondents are as
follows. Under the BPE II-1 there are fifteen male and nine female whose ages are
18
ranging from 17 to 20. The total respondents for this section are twenty four. Another
Course and
Number of
Number of
Age
Male
Female
Section
Respondents target students
BPE II-1
48
24
17-20
15
9
BPE II-2
56
28
17-20
15
13
BPE II-3
50
25
17-20
15
10
section which is BPE II-2 has fifteen male and thirteen female, whose ages are at
least 17 and at most 20. The total respondents for this section are twenty eight. And
lastly, section BPE II-3 has fifteen male and ten female, whose age range from 17 to
20, with a total of twenty five respondents; thus, the target respondents for such is
77 students
all in all.
Table 1
Socio-Demographic Characteristics of Student Respondents
This table presents the demographic profile of the student respondents,

classified according to their course and section, number of respondents, number of
target students, age and gender.
Sampling Technique
The following formula will be used in the study:
19
n=
N
2
1+ N ( e)
Wherein:
n= number of samples
N= total population
E= margin of error (.50%)
Stratified random sampling is used to select randomly, samples from the
different strata of the population. This type of sampling is used when the population
has class stratifications or grouping either horizontally or vertically.
Description of the respondents

The target respondents of this study are, technically, selected non-language
major students of Polytechnic University of the Philippines, College of Human
Kinetics; such as of Bachelor in Physical Education. In particular, these are half of
the whole class and were randomly selected, of any gender, whose ages are ranging
from 17 to 20 from each sophomore level sections specifically sections 1, 2 and 3 of
the academic year 2014-2015.
20
Instrumentation
The researchers came up with their own designed questionnaires that they
will use in conducting the study to gather the facts needed. The questions were
articulated to meet the need of the statement of the problem that the researchers
developed and studied. The said survey questionnaires were the instrument used to
help the researchers to find and accumulate the information, ideas, belief and
opinions of the target respondents. With the facts gathered from the respective
respondents, the researchers will be able to tabulate, analyze then can come up with
an accurate result.
The researchers prepared two pages questionnaire to be answered by the
respondents. Each part of the said survey contributes into answering the problems
that was expressed in the statement of the problem. The first part of the
questionnaire is the respondents profiles where they will be filling up certain
information which includes their names, ages, gender, course and sections. The next
part will be the table containing the factors that affect the students in teaching
literature. This will be followed by the selection of different strategies that are
frequently used and using the Likert scale, the researchers will able to know if a
particular strategy is effective for the respondents. Last is the table containing the
purpose and the benefits that we can obtain from studying literature. This two tables
will be answered by yes, no, or maybe. All of the questioned were asked to help the
researchers to answer and arrive with the factual data that will answer the statement
of the problem.
21
Data-Gathering Procedure
The researchers of this study have formulated a questionnaire that would
respond to the statement of the problem. The questionnaires are to be distributed to
random male and female students of every section: BPE 3-1, BPE 3-2 and BPE 3-3,
all from the Polytechnic University of the Philippines Sta. Mesa, Manila, College of
Human Kinetics to serve as a survey. After collecting the survey questionnaires, the
researchers are tasked to tally the result from different sections then analyze the
data gathered to review and to study the data. After doing the analysis, the
researchers are in need to summarize the results gathered from the survey and
come up with a graphs that will represent the findings that they gathered. From the
summary of the findings, the researches would now be able to come up with an
accurate conclusion and form some recommendations.
Statistical Treatment of Data

We made used of the weighted mean and frequency formula to prove the
validity of the data gathered. It is a procedure wherein we combine the means of two
or more group of different sizes. It takes the different sizes as an account in
computing the overall or the grand mean. The list of numbers are put in a frequency
table, this frequency represents on how often they occur. Some values have the
possibility to occur not just once unlike the other, so corresponding frequencies are
allotted to each value. The x with bar stands for the weighted mean, Xi stands for the
22
items given and fi stands for the frequency corresponding to the given items and
or sigma stands for the sum up. The final result is the mean or the average of
the numbers. Such as:
Where, x = weighted mean.

xi = x1,x2,x3...... = Items given.
and fi = f1,f2,f3,...... = Frequencies corresponding to the given items.
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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis and interpretation of

results of the study on the Effective Strategies in Teaching Sophomore Students of
Polytechnic University of the Philippines College of Human Kinetics. The research
problems enumerated in Chapter 1 serve as the guide for the presentation, analysis
and interpretation of data.
Age Range
16
17
18
Frequency
1
6
37
Percent
1.3
7.8
48.1
19
20
22
8
28.6
10.4
21
2.6
1
77
1.3
100.0
22
Total
Table 2
Descriptive Statistics of Age
The table 2 shows the age of the respondents. As shown above, out of 77
respondents, 48.1% or 37 of them are 18 years old, 28.6% or 22 are 19 years old,
24
10.4% or 8 of them are 20 years old, 2.6% or 2 of them are 21 years old and lastly,
both 16 and 22 years old are 1.3% or 1 of them.
Gender
Male
Female
Total
Frequency
45
32
Percent
58.4
41.6
77
100.0
Table 3
Descriptive Statistics of Gender
The table 3 presents the frequency of the respondents and the
corresponding percentage according to gender; 45 or 58.4% are Male and 32 or
41.6 % are Female.
Section
III- 1
III-2
III-3
Frequency
24
28
25
Percent
31.2
36.4
32.5
Total
77
100.0
Table 4
Descriptive Statistics of Section
The table 4 shows the frequency and the corresponding percentage of the
respondents according to their section. The respondents are divided in 3 sections,
25
which the 24 or 31.2 % are from section III-1, 28 or 36.4 % are from section III-2 and
remaining 25 or 32.5% are from III-3 section.
Genres of Literature
Drama
Legend
Fable
Poem
Fairytale
Fantasy
Short story
Humor
Biography
Narrative
Autobiography
Speech
Essay
0 = not answered
43
36
58
33
61
56
34
56
49
60
57
59
51
1 = answered
34
41
19
44
16
21
43
21
28
17
20
18
26
Table 5
Descriptive Statistics of Frequently Used Genres
The table 5 shows the summary of the responses of the current status of the
frequently used literature genres. It shows that "Poem" is the most frequent genre
taught in Bachelor in Physical Education. It was followed by Short story, Legend,
Drama, Biography, Essay, Fantasy, Humor, Autobiography, Fable, Speech,
Narrative, and Fairytale.
26
Benefits of Literature
27
Self-Relaxation
Maybe
19
No
13
Yes
45
Expanding Vocabulary
63
High Grades
20
11
9
9
48
57
14
57
17
52
Improve Reading Ability and Attitude
12
58
Improve Writing Skills
14
54
Freedom of Expression
Values Forming
Improve Communication Skills
Improve Self-Confidence
18
17
23
20
11
6
6
10
48
54
48
47
Pleasure to the Reader
16
11
50
Develop Critical Thinking Skills
10
26
4
5
63
46
Language Fluency
Culture Preservation
Entertainment
Development of Emphatic Emotions
Table 6
Descriptive Statistics of Benefits of Literature
The table 6 shows the students agreement about the benefits of studying
literature. Most the respondents have answered "Yes", but we can see to these
tables that most of the students agreed that self-relaxation is not a part of the
benefits of studying literature, while some students answered "Maybe", which proves
that the development of emphatic emotion
28
is part of the benefits of studying
literature.
Purposes
Maybe
23
No
12
Yes
42
20
13
44
19
21
37
Academic Purposes
11
60
16
14
47
Past time
To get along with others
Exploring new learning
Social purposes
23
28
11
16
23
27
12
21
31
22
54
40
Peer pressure
20
30
27
Develop skills/ability
17
11
9
10
51
56
60
13
15
17
18
47
44
Self-Relaxation
Leisure/Entertainment
Hobby
To pass the subject

Completion of units
Discover different cultures
Simply for requirements
Table 7
Descriptive Statistics of Purpose of Studying Literature

The table 7 shows the students agreement about the purpose of studying
literature. Most the respondents have answered "Yes" but we can see that most of
the students agree that peer pressure is not part of the purpose on studying
literature, while some students said, who has answered "Maybe", that to "Get along"
is part of the purpose of studying literature.
Factors
Weighted Mean
Verbal Interpretation
Parents
2.81
Slightly Effective
Teachers
3.34
Very Effective
Self-Motivation
3.00
Slightly Effective
Peer Pressure
2.38
Effective
Government
2.21
Effective
School Administration
2.56
Slightly Effective
Colleague
Technology
Relatives
2.73
2.88
2.26
Slightly Effective
Slightly Effective
Effective
Modernization
2.84
Slightly Effective
Environment
2.73
Slightly Effective
Social Trends
2.88
Slightly Effective
Weather Conditions
2.17
Effective
General Weighted Mean
2.68
Slightly Effective
Table 8
Descriptive Statistics of Factors Affecting Students
The table 8 shows the mean summary of the responses of the current status
of the factors that affect the students in studying and appreciating literature. It shows
that the "Teachers" were most effective factor to the students in studying literature.
29
Also, the students agree that Parents, Self-motivation, School administration,
Colleague, Technology, Modernization, Environment, and Social trends are slightly
effective factor.
Strategies
Panel Discussion
Reporting
Mean
Verbal Interpretation
2.90
Slightly Effective
2.82
Slightly Effective
Collaborative Learning
2.87
Slightly Effective
2.71
Slightly Effective
2.79
Slightly Effective
Use of Graphic Organizers

Groupings
Pen and Paper
2.81
Slightly Effective
(Journal Writing)
Presenting Slides (Power point)
Drama/Oral Presentations
Thought Bubbles Dialogue
Sculpting
2.87
3.03
2.57
Slightly Effective
Slightly Effective
Slightly Effective
2.42
Effective
Worksheets
2.51
Slightly Effective
Debate/Open Discussion
General weighted mean
2.91
Slightly Effective
Slightly Effective
Table 9
Descriptive Statistics of Effective Strategies
The Table 9 shows the mean summary of the responses of the current status of
the effective strategies used in teaching literature to BPE students. It shows that
almost all the strategies were slightly effective for the students in studying literature.
30
Also, the students agree that sculpting is an effective way to teach literature to
students.
31
Chapter 5
Summary of Findings, Conclusions and Recommendations
This chapter combines the highlights of the significant findings of the study,
conclusions and the recommendations presented by the researchers. Also, this work
was undertaken to investigate the effective strategies in teaching literature to nonlanguage sophomore students of polytechnic university of the Philippines College of
Human Kinetics School year 2014-2015
Specifically, it sought to answer the following questions:
1.
What is the demographic profile of the students in terms of name, age,
section?
-Age
-Gender
-Section
2.
What are the common genres or pieces of literature that are being taught to
non-language courses?
Fiction:
_ Drama
_ Legend
_ Fable
32
_ Poem
_ Fairytale
_ Fantasy
_ Short story
_ Humor
Nonfiction:
_Biography
_ Narrative non-fiction
_ Autobiography
_ Speech
_ Essay
3.
What are the benefits of learning literature to non-language students?
4.
What is the main purpose of non-language students in studying literature?
Self-Relaxation
Hobby
33
Academic Purposes
Past time
Exploring new learning
Social Purposes
Peer Pressure
To pass the subject
Completion of units
34
5. How the factors in teaching literature affect the non-language students in studying
literature courses?
Parents
Teachers
Self-motivation
Peer pressure
Government
Colleague
Technology
Relatives
Modernization
Environment
Social Trends
Weather condition
35
Summary of Findings
After the data have been tallied and interpreted, the findings of the study
as for the profile of the respondents are; in between 17 to 21 of age, the number of
male is much larger than of the female, and BPE III-2 has the largest population
number among the three sections followed by BPE III-3 and BPE III-1.
In genres used in teaching literature to BPE students, according to the survey
given to the respondents, the "Poem" was the most frequent genre being taught in
Bachelor in Physical Education. The genres are arranged from the most to least
frequently use: Poem, Short story, Legend, Drama, Biography, Essay, Fantasy,
Humor, Autobiography, Fable, Speech, Narrative, and Fairytale. Most of the nonfiction genres are placed at the least frequently used such as the autobiography,
speech and narrative.
As for the benefits of studying literature according to the respondents
responses to the given questionnaire, developing emphatic emotion has the
highest rate for the answer Maybe while self-relaxation got the highest rate for the
answer No. Some of them do not think that studying literature could bring them
self-relaxation and some of them could only put in consideration the development of
emphatic emotion as a benefit of studying literature. In terms of the purposes of
studying literature, Academic purposes got the highest answer for Yes. Most of
the respondents seem to have agreed that being peer pressured does not belong to
36
their purpose of studying while to Get along as the purpose of studying literature
have been put to consideration for it got the highest rate for the answer Maybe.
Through questionnaires, respondents have been presented possible factors
that might affect their studying literature. Among the factors given, Teachers is the
only factor that got the verbal interpretation of Very effective with the weighted
mean of 3.34. Peer Pressure, Government, Relatives, Weather Conditions got the
verbal interpretation of Effective with the weighted mean of 2.17-2.28 while the rest
and mostly got the verbal interpretation of Slightly effective. And as for the
effectiveness of the strategies being used in teaching BPE students, they agreed
that all of the strategies given have to be labelled as Slightly effective with the
weighted means of 2.51-3.03 except for the strategy Sculpting which was agreed
to be the only strategy as Effective with the weighted mean of 2.41. Upon choosing
the best strategy to teach literature by considering the students the teacher are
going to teach, the students interests and focus shall be captured.
Conclusion
Based on the data findings mentioned above the researchers made the
following:
1. The majority of the respondents of this study are in the age of 18. Also, more
than half of them are male. With regards to section, there are more
respondents in section III-2 than the other two sections.
37
2. Poem has the most favorable in the table five which made it one of the
frequent genres of literature that are being taught in BPE sophomore students
together with Legend and Short story.
3. Most of the respondents think that expanding vocabulary is the best benefit
that they can gain upon learning literature. As what was reflected in the
interpretation, fewer students were convinced that self-relaxation can be one
of the benefits of literature.
4. With regards to the purpose of study, majority of the respondents believe that
the main purpose for them to study literature is for academic purposes and for
completion of the units. Some students are not sure if getting along with
others is part of the purpose which made it the highest number of maybe in
the table.
5. In factors that affect the respondents, it was proven that Weather conditions,
Relatives, Government, and Peer pressure do not really affect much the
students unlike the other options.
6. For the effective strategies, almost all of the strategies mentioned in the
survey are slightly effective with Drama as the most highly percentage
strategy but none of it was considered as very effective. Maybe this is
because the respondents are more into a psychomotor type of learning.
Recommendation
Based on our conclusion, we come up with these recommendations:
1. The study recommends that for the future students, they should be able to pay
attention to all of their subject regardless of majority or minority of it.
38
2. Teachers must let their students explore and know different genres of literature so
that their knowledge will not be limited to specific genres.
3. Students should internalize and appreciate literature for them to be able to enjoy the
leisure and the benefits of studying it, such as developing critical thinking skills and
expanding vocabulary.
4. Teachers must make the students understand that literature is not just a subject to
pass; it is a training ground in learning different principles and subjects. This can be
achieved through making the students appreciate literature.
5. Teachers are the most influential of all the factors given and because of it, they
should be the role model of their students. Teachers are obligatory to appreciate
literature so that they will be able to teach and help their students to appreciate
Literature.
6. Teachers must give array of variety of literature genres and types. Through this
technique, multiple intelligences of the learners are supported and in use. The
teachers may use learners' strengths to fill in their weaknesses. Therefore, literature
class with these students must be packed with different learner-centered activities so
they would appreciate literature.
39
Bibliography
Calingacion, B. (2002). Literature alive: a performative approach in teaching

literature. Retrieved from
http://magyarszak.unimiskolc.hu/kiadvanyok/drama2002/ea/
belen.htm
Collie, J., & Cam, S. (1987). Teaching literature: why, what, how. In Literature In The
Language Classroom (A Source Of Ideas And Activities). Cambridge:
Cambridge University Press.
Davies, R. (n.d.). New ways of teaching literature. Retrieved from
https://www.llas.ac.uk/resources/gpg/2593
Gadamer's Hermeneutics. (n.d.). Retrieved July 1, 2015.
Harji, M. B. (March 2003). The storybook experience of l2 children: a spectrum
motivation to read. The English Teacher International Journal. 6(1).
International Reading Association. (2014). Journal of Adolescent & Adult Literacy. 48
(4).
Marshall, G. (2001). Critical approaches to teaching literature language composition
and culture. Pedagogy, 1(1).
Martin, I. P. (2007). The literature filipino students do not read. Retrieved from
http://www.academia.edu/1505207/The_Literature_Filipino_Students_Do_Not
_Read_2007_
40
Pangalangan, E. (2008, Oct 11). Teaching strategies and techniques: philippine
experience. Retrieved from http://www.tandfonline.com/doi/full/10.1080/
08841230802160167#abstract
Probst. (1987). Transactional theory in the teaching of literature. ERIC Digest.
Ramsden, P. (2013). Learning to Teach in Higher Education (Second ed.). New York,
United States: Psychology Press.
Ridgeway. (2014). One teacher's journey. Journal of Adolescent & Adult Literacy, 47,
364-368.
Russell, D. L. (2009). Literature for children: a short introduction. Retrieved from
http://www2.nkfust.edu.tw/~emchen/CLit/Teaching.htm
Savvidou, C. (2004, Dec 12). An integrated approach to teaching literature in the efl
classroom. The Internet TESL Journal. 10 (12). Retrieved from
http://iteslj.org/Techniques/SavvidouLiterature.html
R.Rylance & J.Simons. (2001). In R. Rylans & J. Simons (Eds.), Literature in
context. New york: Palgrave Macmillan.
41
Appendices
Letter to Conduct Study
42
43
Survey Questionnaire
Dear Respondents,
Good day! We, students from BSEDEN 3-1N under the COEd of PUP Manila would like to
conduct a survey to support out research on The Effective Strategies in Teaching
Literature to Sophomore Students of Polytechnic University of the Philippines College of
Human Kinetics School Year 2014-2015. We assure you that all the data that will be
gathered will remain confidential and be used for research purposes only.
Respondents Information
Name (Optional): _________________________________
Course and Section:
____________
Gender: ______________
Age: __________
When did you take up literature subject/s? _________________________
1. What are the frequent genres of literature that youve encountered in your literature
subject?
Instruction: Put a check on the space provided below. (You may choose 1 or more)
Fiction:
__ Drama
__ Fairytale
Non Fiction:
__ Biography
Speech
__ Essays
__ Legend
__ Fantasy
__ Narrative non-fiction
__ Fable
__ Short story
__ Poem
__ Humor
__ Autobiography
__
2. How do the following factors affect the students in appreciating literature?

Instruction: Put a check on the box depending on how you see the effectiveness of the
following factors:
Factors that affect the students in
Very
Slightly
Not that
appreciating literature
effective
Effective
Effectiv
Effectiv
(4)
(3)
e
e
(2)
(1)
Parents
Teachers
Self-motivation
Peer pressure
Government
Colleague
Technology
Relatives
Modernization
Environment
Social Trends
Weather conditions
3. How effective are the following strategies that were used in teaching literature to the
students?
Techniques/Strategies
Benefits in Studying Literature
P O L YT E C H N I C
Very
Slightly
Not that
Effective Yes Effective No
Effective Maybe
Effectiv
(2)
U N I V E R S I(4)
T Y O(3)
F T H(3)
E P H(2)
ILIP
P I N E S(1)e
(1)
Self-Relaxation
Panel
Discussion
Expanding
Vocabulary
Reporting
High Grades
Collaborative
Learning
Language fluency
Use
of
graphic
organizers
Groupings
Entertainment
Pen
and Paper
Improve
reading ability and attitude
(Journal
Improve writing skills
Writing)
Freedom of Expression
Presenting
Slides (Powerpoint)
Values forming
Drama/Oral
Presentations
Purposes
of
Studying Literature
Yes N
Mayb
Improve Communication
Skills
Thought
Bubbles
Dialogue
(3)
o
e
Improve Self-Confidence
(2
(1)
Sculpting
Pleasure to the reader
)
Worksheets
Develop critical thinking skills
Self-Relaxation
Debate
Development of empathic emotions
Hobby
Academic Purposes
Past time
Exploring new learnings
Social Purposes
Peer Pressure
To pass the subject
Completion of units
Instruction: Put a check on the box depending on how effective you think are the
strategies used in studying literature.
4. What are the students purposes in studying literature?

Instruction: Put a check on the box depending on what you think is the purpose and
benefit of studying literature.
5. What are the benefits that can be obtained in studying literature?
44
45
Figure 2
Descriptive Statistics of Benefits Gained From Literature
2.1 Self-Relaxation
Frequenc
Valid
Cumulative
Maybe
y
19
Percent
24.7
Valid Percent
24.7
Percent
24.7
No
Yes
13
45
16.9
58.4
16.9
58.4
41.6
100.0
Total
77
100.0
100.0
2.2 Expanding Vocabulary

Frequenc
Valid
Maybe
No
Yes
Total
y
6
8
63
77
Percent
7.8
10.4
81.8
100.0
Valid Percent
7.8
10.4
81.8
100.0
Cumulative
Percent
7.8
18.2
100.0
46
2.3 High Grades

Frequenc
Valid
Cumulative
Maybe
y
20
Percent
26.0
Valid Percent
26.0
Percent
26.0
No
Yes
Total
9
48
77
11.7
62.3
100.0
11.7
62.3
100.0
37.7
100.0
2.4 Language Fluency

Frequenc
Valid
Maybe
No
Yes
Total
y
11
9
57
77
Cumulative
Percent
14.3
11.7
74.0
100.0
Valid Percent
14.3
11.7
74.0
100.0
Percent
14.3
26.0
100.0
47
2.5 Culture Preservation

Frequenc
Valid
Maybe
No
Yes
Total
y
14
6
57
77
Percent
18.2
7.8
74.0
100.0
Valid Percent
18.2
7.8
74.0
100.0
Cumulative
Percent
18.2
26.0
100.0
2.6 Entertainment
Frequenc
Valid
Maybe
No
Yes
Total
y
17
8
52
77
Cumulative
Percent
22.1
10.4
67.5
100.0
Valid Percent
22.1
10.4
67.5
100.0
Percent
22.1
32.5
100.0
48
2.7 Improve Reading Ability and Attitude

Frequenc
Valid
Maybe
No
Yes
Total
y
12
7
58
77
Percent
15.6
9.1
75.3
100.0
Valid Percent
15.6
9.1
75.3
100.0
2.8 Improve Writing Skills

Frequenc
Valid
Maybe
No
Yes
Total
y
14
9
54
77
Percent
18.2
11.7
70.1
100.0
Valid Percent
18.2
11.7
70.1
100.0
Cumulative
Percent
15.6
24.7
100.0
Cumulative
Percent
18.2
29.9
100.0
49
2.9 Freedom of Expression

Frequenc
Valid
Maybe
No
Yes
Total
y
18
11
48
77
Percent
23.4
14.3
62.3
100.0
Valid Percent
23.4
14.3
62.3
100.0
Cumulative
Percent
23.4
37.7
100.0
2.10 Values Forming

Frequenc
Valid
Maybe
No
Yes
Total
y
17
6
54
77
Cumulative
Percent
22.1
7.8
70.1
100.0
Valid Percent
22.1
7.8
70.1
100.0
Percent
22.1
29.9
100.0
50
2.11 Improve Communication Skills

Frequenc
Valid
Maybe
No
Yes
Total
y
23
6
48
77
Percent
29.9
7.8
62.3
100.0
Valid Percent
29.9
7.8
62.3
100.0
2.12 Improve Self-confidence

Frequenc
Valid
Maybe
No
Yes
Total
y
20
10
47
77
Percent
26.0
13.0
61.0
100.0
Valid Percent
26.0
13.0
61.0
100.0
Cumulative
Percent
29.9
37.7
100.0
Cumulative
Percent
26.0
39.0
100.0
51
2.13 Pleasure to the Reader

Frequenc
Valid
Maybe
No
Yes
Total
y
16
11
50
77
Percent
20.8
14.3
64.9
100.0
Valid Percent
20.8
14.3
64.9
100.0
Cumulative
Percent
20.8
35.1
100.0
2.14 Develop Critical Thinking Skills

Cumulative
Valid
Maybe
No
Yes
Total
10
4
63
77
Percent
13.0
5.2
81.8
100.0
Valid Percent
13.0
5.2
81.8
100.0
Percent
13.0
18.2
100.0
52
2.15 Development of Emphatic Emotions

Frequenc
Valid
Maybe
No
Yes
Total
y
26
5
46
77
Percent
33.8
6.5
59.7
100.0
Cumulative
Valid Percent
33.8
6.5
59.7
100.0
Percent
33.8
40.3
100.0
Figure 3
Descriptive Statistics of Purpose
3.1 Self-relaxation
Valid
Valid
Maybe
Frequency
23
Percent
29.9
No
12
15.6
Yes
42
54.5
Total
77
100.0
3.2 Leisure/Entertainment
Frequency
Maybe
20
No
13
Percent
26.0
16.9
Yes
44
57.1
Total
77
100.0
3.3 Hobby
53
Valid
Valid
Valid
Valid
Valid
Maybe
No
Yes
Total
Frequency
19
21
37
77
Percent
24.7
27.3
48.1
100.0
Maybe
No
Yes
Total
3.4 Academic purposes

Frequency
11
6
60
77
Percent
14.3
7.8
77.9
100.0
Maybe
No
Yes
Total
3.5 Culture preservation

Frequency
16
14
47
77
Percent
20.8
18.2
61.0
100.0
Maybe
No
Yes
Total
3.6 Past time

Frequency
23
23
31
77
Percent
29.9
29.9
40.3
100.0
3.7 To get along with others

Frequency
Maybe
28
No
27
Yes
22
Total
77
Percent
36.4
35.1
28.6
100.0
3.8 Exploring new learning

Frequency
Percent
54
Valid
Valid
Valid
Valid
Valid
Maybe
No
Yes
Total
11
12
54
77
14.3
15.6
70.1
100.0
Maybe
No
Yes
Total
3.9 Social purposes

Frequency
16
21
40
77
Percent
20.8
27.3
51.9
100.0
Maybe
No
Yes
Total
3.10 Peer pressure

Frequency
20
30
27
77
Percent
26.0
39.0
35.1
100.0
3.11 Develop Skills/Ability

Frequency
Maybe
17
No
9
Yes
51
Total
77
Maybe
No
Yes
Total
3.12 To pass the subject

Frequency
11
10
56
77
3.13 Completion of units
Percent
22.1
11.7
66.2
100.0
Percent
14.3
13.0
72.7
100.0
55
Valid
Valid
Valid
Maybe
No
Yes
Total
Frequency
8
9
60
77
Percent
10.4
11.7
77.9
100.0
3.14 Discover different cultures

Frequency
Maybe
13
No
17
Yes
47
Total
77
Percent
16.9
22.1
61.0
100.0
3.15 Simply for requirements

Frequency
Maybe
15
No
18
Yes
44
Total
77
Percent
19.5
23.4
57.1
100.0
56
Ralph Harvey Limos Feliciano

#4030 Que Grande St., Ugong, Valenzuela
ralphharvee@gmail.com / +639351610112
EDUCATIONAL BACKGROUND
Tertiary Education:
Polytechnic University of the Philippines

Santa Mesa, Manila
Bachelor in Secondary Education Major in English
Secondary Education:
Our Lady of Lourdes College
T. De Leon, Valenzuela City
Class of 2013
Primary Education:
Silvestre Lazaro Elementary School
Ugong, Valenzuela City
Class of 2009
CO-CURRICULAR ACTIVITIES
Affiliations:
Member, Epistemic League of Interactive Teachers in English, PUP
57
Seminars:
ALS and the ABOT-ALAM PROGRAM, DepEd ALS, PUP, Feb 18 2015
Evolution: Engage Volunteerism in Action, DESEd, Community Relations and
Extension for Development Office, PUP, February 18, 2015
58
Honors Received:
5th Honors, Our Lady of Lourdes College (2012)
1st Place, Buwan ng Wika Poem Writing Contest (2010)
1st Place, Science Academic Contest (2010)
2nd Honors, Our Lady of Lourdes College (2010)
6th Honors, Silvestre Lazaro Elementary School (2004)
6th Honors, Silvestre Lazaro Elementary School (2003)
6th Honors, Silvestre Lazaro Elementary School, Kindergarten (2002)
PERSONAL INFORMATION
Citizenship:
Filipino
Civil Status:
Single
Birth Date:
May 24, 1997
Place of Birth:
San Clemente, Tarlac City
Languages Spoken:
English, Filipino
Religion:
Born Again
59
Marie Chloie I. Hidalgo

#12 kingfisher alley, Batasan Hills, Quezon City
chlonghidalgo@gmail.com / +639484353924
Tertiary Education:
Santa Mesa, Manila
Bagong Silangan High School
J.P. Rizal St. Bagong Silangan Quezon City
Class of 2013
Primary Education:
West Central Elementary School
Madamba, Dingras, Ilocos Norte
Class of 2009
Affiliations:
Member, B.E.S.T. society, Polytechnic University of the Philippines
Seminars:
60
Honors Received:
3rd Honorable Mention West Central Elementary School (2013)
Citizenship:
Filipino
Civil Status:
Single
Birth Date:
August 7, 1996
Place of Birth:
Dingras, Ilocos Norte
Languages Spoken:
English, Filipino, Ilocano
Religion:
Roman Catholic
61
Jairah
Jane Blanco Manangbao
#527 Samonte
St. Old Balara, Quezon City

jairahblancomanangbao@gmail.com /
+639353385833
Tertiary
Education:

Santa Mesa, Manila
Immaculate Concepcion Knowledge School
Feria Rd. Diliman, Quezon City
Class of 2013
Primary Education:
Immaculate Concepcion Knowledge School
Feria Rd. Diliman, Quezon City
Class of 2009
Affiliations:
Member, B.E.S.T society, Polytechnic University of the Philippines
Seminars:
62
Honors Received:
1st Honorable Mention Immaculate Concepcion Knowledge School (2013)

4th Honorable Mention - Immaculate Concepcion Knowledge School (2009)
Girl Scout of the Year, BSP (2009)
Citizenship:
Filipino
Civil Status:
Single
Birth Date:
June 19, 1997
Place of Birth:
Marikina City
Languages Spoken:
English, Filipino
Religion:
Roman Catholic
63
Jaia Marie Palmeria Mangalino

193 Tenement, Punta, Santa Ana, Manila
jmmangalino24@gmail.com / +639267079292
Tertiary Education:
Santa Mesa, Manila
Rizal Technological University
Boni Avenue, Mandaluyong City
A.Y 2013 - 2014
Arellano University Plaridel Campus
53 General Kalentong St., Mandaluyong City
Class of 2013
Primary Education:
General Emilio Aguinaldo Integrated School
Punta, Santa Ana, Manila
Class of 2009
Affiliations:
Public Relations Officer, Supreme Student Government, Arellano University
President, Juniors Organization, Arellano University (2012)
Member, Arellano University - Plaridel Glee Club (2010 2013)
Editor-in-Chief, Ang Tambuli, Gen. E. Aguinaldo Integ. School (2009)
64
Seminars:
Outcome and Project based Learning, College of Education, RTU, Feb 2014
Technology in the K-12 Curriculum, College of Education, RTU, August 2013
Theses:
The Effects of Romantic Relationship on the Academic Performance of Senior
High school Students of Arellano University Mandaluyong, School Year 2013
2014 (March 2014, Rizal Technological University)
Honors Received:
Deans Lister, First Semester, A. Y.2013-2014, Rizal Technological University
Student Achiever, 3rd and 4th Year, Arellano University - Mandaluyong
5th Honorable Mention, Grade 6, Gen. E. Aguinaldo Integrated School
8th Honors, Grade 3, Gen. E. Aguinaldo Integrated School
1st Honors, Grade 1, Gen. E. Aguinaldo Integrated School
Citizenship:
Civil Status:
Birth Date:
Place of Birth:
Languages Spoken:
Religion:
Filipino
Single
August 24, 1997
City of Manila
English, Filipino
Born-Again Christian
65
Gizhel Bailon Parales

B10 L22 P3, Southville IV, Brgy. Pooc,
Sta. Rosa City, Laguna
zhelparales@gmail.com / +639368274972
Tertiary Education:
Santa Mesa, Manila
San Pedro College of Business Education
San Pedro, Laguna
Southville IV National High School
Brgy. Caingin, Sta. Rosa City, Laguna
Class of 2013
Primary Education:
Hermogenes Bautista Elementary School
J. P. Rizal St., Brgy. Concepcion Uno, Marikina City
Class of 2009
Affiliations:
66
Seminars:
ALS and the ABOT-ALAM PROGRAM, DepEd ALS, PUP, Feb 18 2015
Honors Received:
Most Punctual NSTP Student, 1st Year, San Pedro College of Business
Education
3rd Place, Sports Writing English, Division Schools Press Conference
(2013)
Silver and Bronze Medalist, Arnis in Southern Tagalog Calabarzon
Athletic Association Meet 2013
Athlete of the Year, Southville IV National High School (2013)
4th Honors, 3rd Year, Southville IV National High School
6th Place, Sports Writing English, Division Schools Press Conference
(2012)
Participant (Arnis), Southern Tagalog Calabarzon Athletic Association
Meet 2012
3rd Honors Southville IV National High School (2011)
Salutatorian - Preparatory Level
Citizenship:
Civil Status:
Birth Date:
Place of Birth:
Languages Spoken:
Religion:
Filipino
Single
October 17, 1996
Binan, Laguna
English, Filipino
Catholic
67
Weslie Ena Maquirang Teologo

#35-Gumamela Street, Roxas District, Quezon City
suppweslie@gmail.com / 09752277734
Tertiary Education:
Sta. Mesa, Manila
2013 Present
Don Alejandro Roces Sr. Science Technology High School
Roces Avenue cor. P. Tuazon Street, Brgy. Obrero, Quezon City
2009 - 2013
Primary Education:
General Roxas Elementary School
Jasmin Street, Roxas District, Quezon City
2003 - 2009
Affiliations:
Member, B.E.S.T. Society
Member, Kapatiran ng Talino at Galing PUP Honors Society
68
Seminars:
Teaching Journalism in the K-12 Era, College of Education, PUP, November 2014
Evolution: Engage Volunteerism in Action, College of Education, PUP, February
2015
ALS and the ABOT-ALAM PROGRAM, College Of Education, PUP, February 2015
ONESIMO Foundation Extension Program, Onesimo Foundation, Tandang Sora,
Quezon City, October 2014
CAREER FACTOR: College Survival Adventure, STI College, Quezon Avenue
Theses:
Fraternities: Boon or Bane? 2013 (Don Alejandro Roces Sr. Science
Technology High School)
Honors Received:
Deans Lister, Second Year, Second Semester, A. Y. 2014-2015, Polytechnic
University of the Philippines
Deans Lister, Third Year, First Semester, A. Y. 2015-2016, Polytechnic
Member, 2nd runner up, Interpretatibong Sayaw, August 2014, Polytechnic
Citizenship:
Civil Status:
Birth Date:
Place of Birth:
Languages Spoken:
Religion:
Filipino
Single
September 06, 1996
City of Manila
English, Filipino
Catholic
69

Effective Strategies in Teaching Literature To Non-Language Major Students

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Effective Strategies in Teaching Literature To Non-Language Major Students

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P O L YT E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S

Social Learning Theory

The Effective Strategies in

PUP College of Human

Kinetics School Year 2014-

Tallying of the results from

Analyzing the tallied data.

Summarizing all the data.

Statement of the Problem

to provide with what is useful or necessary in achieving goals.

a particular status or phase in which something appears or

producing a result that is wanted.

to get and keep someone's attention, interest, etc.

to make something a part of another larger thing.

written works such as poems, plays, and novel that are

having a beautiful or graceful quality.

to help something happen, develop, or increase.

Significant having a special or hidden meaning.

a careful plan or method for achieving a particular goal usually

expressing opinions in a public and forceful way.

Population and Sample Size

This table presents the demographic profile of the student respondents,

Description of the respondents

Statistical Treatment of Data

the numbers. Such as:

Where, x = weighted mean.

This chapter deals with the presentation, analysis and interpretation of

Descriptive Statistics of Age

Improve Reading Ability and Attitude

Improve Writing Skills

Pleasure to the Reader

Develop Critical Thinking Skills

Development of Emphatic Emotions

is part of the benefits of studying

To pass the subject

Descriptive Statistics of Purpose of Studying Literature

General Weighted Mean

Use of Graphic Organizers

What is the demographic profile of the students in terms of name, age,

What are the benefits of learning literature to non-language students?

What is the main purpose of non-language students in studying literature?

To get along with others

Exploring new learning

To pass the subject

Discover different cultures

Simply for requirements

Calingacion, B. (2002). Literature alive: a performative approach in teaching

2. How do the following factors affect the students in appreciating literature?

4. What are the students purposes in studying literature?

5. What are the benefits that can be obtained in studying literature?

2.2 Expanding Vocabulary

2.3 High Grades

2.4 Language Fluency

2.5 Culture Preservation

2.7 Improve Reading Ability and Attitude

2.8 Improve Writing Skills

2.9 Freedom of Expression

2.10 Values Forming

2.11 Improve Communication Skills

2.12 Improve Self-confidence

2.13 Pleasure to the Reader

2.14 Develop Critical Thinking Skills

2.15 Development of Emphatic Emotions