This study focused on the inventory of teaching strategies in literature towards an improved instructional modality.
It sought answers to the following questions: What is the demographic profile of the respondents in terms of: age; gender; civil status; what are teaching strategies used in literature as perceived by the respondents? Is there a significant difference in the assessment of the respondents on the inventory of teaching strategies in literature in terms of their profile? What input can be recommended for improved instructional modalities?
The researcher made use of the descriptive-survey method of research. The respondents were the 47 students out of 103 students. The statistical tools used were the Slovin’s formula, Frequency Distribution, Percentage, Likert Scale, Ranking Order, and F-Test for correlated samples. Questionnaires were used in order for us to gather data easily rather than any method.
Based on the data analyzed and interpreted, the following findings were deduced: As to the age profile, most of the respondents are aged 18-20 years old. As to the gender profile, there were thirty-nine female students and only eight male students. Most of the respondents are single that comprises 93.6% of the total sample of 47.
As to direct instruction, lecture method was the prominent teaching strategy among the eleven (11) listed teaching strategies. It was ranked as the number one (1) teaching strategy used by their literature teacher. As to the teaching strategies in literature as tin indirect instruction, discovery method ranked number one (1) and the most used teaching strategy of the student’s literature teacher. As to interactive instruction, recitation was ranked the number one (1) and the most used teaching strategy used by their literature teacher. In terms of individual study, reports ranked the number one (1) and the most used teaching strategy used by their literature teacher. As regards experiential instruction, dramatization ranked number one (1) and the most used teaching strategy of their literature teacher. There are five varieties of teaching strategies given by the researchers. It shows that interactive teaching strategy is the most used teaching strategy by their literature teacher.
It also revealed that there is a significant difference on the assessment of the respondents in terms of Direct Instruction because its computed value is 4.467 and its significant is .017. The bigger the computed value, the more it is rejected by the respondents. Four (4) components of teaching strategies were accepted by the respondents except experiential it was rejected by the respondents. There is a significant difference on the assessment of the respondents on the inventory of teaching strategies in literature in terms of gender.
Among the five (5) strategies, Experiential is the only strategies that have a significant difference on the assessment of the respondents in terms of civil status because the students who are married or who have the huge experience reflect their perception in teaching and learning process.
This study recommends that the teachers should always allow the integration of instructional multimedia inside the classroom. It is already a necessity since one of the 21st century skills required by the Department of Education is computing or ICT literacy. The school administrators must also be supportive in terms of producing highly augmented technology for the benefit of the teachers and students. Hence, the teacher must always attend trainings which cater to instructional multimedia designs and techniques.