2026 IJRSE – Volume 15 Issue 13
Available Online: 2 June 2026
Author/s:
Gatela, Lester Rey
Leyte Normal University, Philippines (Lgatela01@gmail.com)
Abstract:
This study examined how Grade 10 students interpret literary elements such as character, setting, and theme in short stories and identified the dominant type of transactional reading reflected in their responses. Using a descriptive qualitative research design, the study involved selected Grade 10 students from Sta. Fe National High School through purposive sampling. Data were gathered through interviews, think-aloud protocols, and reflective writings, and were analyzed using thematic analysis. Findings revealed that students commonly relied on their personal experiences, emotions, and prior knowledge when interpreting literary texts, indicating the predominance of aesthetic reading over efferent reading. Students demonstrated the ability to relate literary elements to real-life situations; however, some showed limited critical engagement with deeper thematic meanings and broader social contexts. The study highlights the importance of strengthening critical reading instruction and employing learner-centered strategies that promote deeper literary interpretation and critical thinking. The findings may serve as a basis for improving reading instruction and enhancing students’ literary and critical comprehension skills.
Keywords: transactional reading, literary comprehension, critical comprehension, aesthetic reading, efferent reading
DOI: https://doi.org/10.5861/ijrse.2026.26238
Cite this article:
Gatela, L. R. (2026). Transaksyunal na pagbasa: Kwalitatibong pagsusuri sa literari at kritikal na pag-unawa ng mga mag-aaral sa baitang 10. International Journal of Research Studies in Education, 15(13), 335-343. https://doi.org/10.5861/ijrse.2026.26238