2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Zabanal, Lita Marie A.*
Divine Word College of San Jose, Philippines (zabanallitamarie1997@gmail.com)
Rayton, Maria Pura C.
Divine Word College of San Jose, Philippines (maria.pura.crayton@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study investigated the challenges encountered in literature instruction and student engagement among students of Occidental Mindoro State College. Specifically, it examined the challenges in literature instruction in terms of teaching effectiveness, cultural context, and critical analysis, as well as student engagement in terms of literary devices, comprehension, and motivation. An exploratory sequential design, involving both qualitative and quantitative approaches, was utilized in this study with 287 students. In the qualitative phase, major themes identified included difficulties with understanding literary concepts, challenges in interpreting cultural values, challenges in critical analysis, difficulties with literary devices, comprehension issues, and motivational concerns. Results showed that engagement was significantly high among students in literature lessons, mainly with respect to motivation and participation; nonetheless, difficulties were encountered when students were engaged in critical analysis, interpretation of literary devices, and cultural context. Moreover, instructional effectiveness is crucial to students’ involvement in the learning process. In contrast, difficulties with critical analysis and cultural context undermine students’ understanding and independent interpretation. Despite students’ engagement, they failed to develop critical thinking in analyzing literary works. Thus, the proposed action plan addresses students’ priority needs, critical analysis, and comprehension, and integrates evidence-based strategies to enhance engagement. Teachers are the primary implementers, while students, administrators, and curriculum coordinators support implementation and sustainability. This study recommends that teachers, students, administrators, and curriculum coordinators collaborate to ensure the effective application of teaching strategies and engagement activities in literature classes. This collaboration can include regular feedback sessions, peer mentoring, and joint planning to enhance learning outcomes and sustain student engagement.
Keywords: literature instruction, student engagement, teaching effectiveness, critical analysis, cultural context
DOI: https://doi.org/10.5861/ijrse.2026.26707
Cite this article:
Zabanal, L. M. A., Rayton, M. P. C., & Galay-Limos, J. A. (2026). Literature instruction and student engagement at Occidental Mindoro State College. International Journal of Research Studies in Education, 15(10), 97-111. https://doi.org/10.5861/ijrse.2026.26707
* Corresponding Author