Multimodal Instructional Resources And Students’ Attainment Of Competencies In Literature In The Schools Divisions Of Tanauan And Sto. Tomas City

Abstract

Understanding literature in today’s time is believed to be highly essential as it allows students to explore human experiences, culture and tradition in the past and present generations. This requires both students and teachers to acquire appropriate cognitive skills as different genres exist in various literary pieces.
In relation to this, the present study investigated the relationship between students’ attainment of literary competencies, namely structural, biographical, historical and sociocultural context, embedded in the curriculum and teachers’ extent of utilization of multimodal instructional resources, categorized as audio, visual and audio-visual, in honing students’ understanding across public junior high schools. Thus, to better yield effective and reliable results, quantitative descriptive-correlational research design was used while all English public junior high school teachers across city schools divisions of Tanauan and Sto. Tomas served as the respondents of the study.
After thorough analysis, findings strongly demonstrated a moderate level of attainment on the literary competencies. While this implies a satisfactory observation, it also suggests a need to strengthen interventions to achieve higher level of mastery. Meanwhile, teachers were found to highly utilize multimodal instructional resources by which visual devices gained the highest composite mean, proving teachers’ eagerness to catch students’ interests. Consequently, the utilization of audio and audio-visual devices was found to have higher correlations as these could engage students through active listening and combined resources. Nonetheless, considering the correlation, it was revealed that the integration of the three resources possessed statistically positive and significant relationship with students’ attainment, of competencies. However, teachers viewed technical problems such as instability of internet connection and poor audio and video quality to be the most challenging situation in the utilization of resources.
Overall, the study suggests strengthened use of appropriate multimodal instructional resources, particularly audio devices, to achieve students’ higher level of attainment. Thus, provision of functional resources and devices to support teachers must be considered to enhance instructional effectiveness in literature.