Chapter 1-5 2023

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
SCHOOL OF EDUCATION
Graduate Education Program
Estancia, Iloilo
CHAPTER I
INTRODUCTION
Background of the Study
Language and literature are parts of human speech and
life, culture and history. No wonder that the teaching
approaches suggested by academic experts were catalysts that
can complement a teaching-learning mechanism that is
independent of a teacher and a subject to change depending
on place and time (Laksmi, 2013). This COVID-19 pandemic
brings great challenge among educators as they faced
difficulties of such biggest difference with the processes
of teaching and learning. Most of the teachers were
concerned of how learners learn in this new normal (Tria,
2020).
All over the world, millions of people were affected of
the pandemic, Covid-19. Agencies, governments,
institutions, and many others were negatively affected. In
this manner, the educational system faced difficulties and
challenges that urged them to find ways and means to
continue the education among students which can be supported

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by the communities, governments, institutions and
stakeholders. (Ali, 2020)
Literature teaching aims in developing the potential of
students in a comprehensive, healthy and integrated manner
encompassing the academic, moral, emotional and physical
dimensions in order to create a balanced and harmonious
human being with high social standards (Mustakim, 2014).
The development of the language skills of students is the
goal in the integration of literature in English Language.
Also, literature is not only established to address the
interpersonal and insightful aesthetic value of learning,
but also where learners learn about people, culture, ethics,
behaviors and other social norms. But, this COVID-19
pandemic negatively affects the goal of literature in the
education of learners for there are certain things that are
lacking.
The researcher as a literature teacher was likewise
challenged by the difficulties faced by some other
literature teachers in this time of pandemic.

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Theoretical and Conceptual Framework
This study was anchored in the Theory of Change that
was popularized by Weiss in 1995 and he mentioned that the
programs that tries to bring change were bases on the
assumptions on the relationship of actions and outcomes.
Also, the theory of change is an educated guess or otherwise
that is the best course in the light of the situation at
hand. Moreover, face-to-face mode of learning turns into
modular learning or distance learning. This program brought
a big difference in the educational system. In relation to
the theory of change, the educational experts identify the
educational problem to ameliorate it. (Connolly and
Seymour, 2015)
Another theory is the Student-Centered Theory. This
theory was adopted in the study of Giuria in 2015. In this
theory the students have all the responsibilities for their
learning; the students can choose the material and the way
to work with it that suits them best. The critique against
this type of approach is that there is no social growth in
this method and the learning is limited to the students'
experiences. It is associated to the study that learners
learn at their own pace because of pandemic. Amidst this

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pandemic, the students can learn in literature base on the
student-centered approach through the modules distributed
with the activities and formative tests prepared for them.
Hence, pandemic is not a hindrance for the students in
learning literature.
In this time of pandemic, literature uncovers the
virtue of an endless good fight. Teachers and students were
still connected that showed the hunger for dialogue and
light of hope through students’ curiosity, long discussions
and questions. (Gavrilovic, 2020)
This study was anchored to the two theories, Theory of
Change and Student-Centered Theory because the teaching of
literature in this time of pandemic is far different from
the face-to-face teaching wherein, before the pandemic
teachers can interact with the students and the students can
ask questions. Now, students can no longer ask questions or
make clarifications. It is likewise anchored to the
Student-Centered Theory because in modular learning the
students were learning by themselves without the help of
their teachers.
This study was conducted to determine the level of
difficulty in teaching of literature during pandemic of

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secondary literature teachers in the integrated and
secondary schools in the District of Carles.
In this study Age, position, years in service and
highest educational attainment were taken as independent
variables while teaching literature during pandemic as the
dependent variables.
Figure 1 shows the paradigm of the study.
Independent Variable Dependent

Variable
Age
Position
Years in service Level of
Highest educational attainment Difficulty in
Teaching of
Literature during
Pandemic
Figure 1. Paradigm of the Study

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Statement of the Problem
This research determined the level of difficulty in
teaching of literature during pandemic in the integrated and
secondary schools in the district of Carles.
Specifically, it sought to answer the following
questions:
1. What is the level of difficulty of English
secondary teachers teaching literature in terms of short
story and poetry during pandemic when they are taken as a
whole and when they are classified as to age, position,
years in service and highest educational attainment?
2. Is there a significant difference in the level of
difficulty of English secondary teachers teaching literature
in terms of short story and poetry during pandemic when they
are classified as to age, position, years in service and
highest educational attainment?
3. What are the challenges encountered by the English
secondary teachers in teaching literature during pandemic?

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Hypothesis
This hypothesis was formulated based on the foregoing
problem:
1. There is no significant difference in the level of
difficulty in teaching of literature during pandemic in
terms of short story and poetry when the English secondary
teachers are classified as to age, position, years in
service and highest educational attainment.
Significance of the Study
This study is found to be significant to the following:
Literature Teachers may have a motivating force to
design a strategy for them to strive which will ease the
difficulty in the teaching of literature.
Learners may appreciate the creativity of teachers in
generating ideas and enhancement activities to improve their
learning of literature.
School Heads may have a clear evidence of the quality
education which would quicken them to look into the needs of
the department and give preference to the improvement of the
school facilities, teacher development and to continually

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improve students learning environment necessary to achieve
quality education.
Stakeholders may be inspired to support the program by
giving aid not only financially but also materially upon
knowing that the institution is a performing center.
Future Researchers may use this study as reference to
future studies similar to this study.
Scope and Limitations of the Study
This research utilized descriptive research that uses
both qualitative and quantitative method in determining the
level of difficulty in teaching of literature specifically
in short story and poetry during pandemic among secondary
literature teachers in the integrated and secondary schools.
The respondents were all 60 secondary literature
teachers (Bancal Integrated School, Barancalan Integrated
School, Batuan Integrated School, Binuluangan Integrated
School, Toong Integrated School, Don Casimero Andrada
National High School, Fidel Zarceno National High School,
Granada National High School-Ballesteros Campus, Granada
National High School-Baylon Main Campus, San Fernando
National High School and Talingting National High School)

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and 15 of them were interviewed in the district of Carles
from integrated and secondary schools.
A researcher-modified questionnaire in gathering data
which underwent reliability testing through Cronbach’s alpha
and a researcher-made interview guide to ascertain whether
or not a difficulty really is happening in the teaching of
literature are utilized. The gathered data were analyzed
using statistical tools such as frequency count and
percentage, mean, median, standard deviation, Kruskal-Wallis
H Test and Mann-Whitney U Test.
Definition of Terms
The following terms used were conceptually and
operationally defined for clearer understanding:
Age is the time of life at which some particular
qualification, power, or capacity arises or rests. (Merriam-
Webster, 2021)
In this study, it refers to the number of years of the
secondary literature teachers both in integrated and
secondary public schools in the District of Carles has
lived and is categorized as to 10 years & below and
above 10 years.
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Difficulty is a stimulating task or problem. (Merriam-
Webster, 2021)
In this study, the term refers to the level of
difficulties and challenges encountered by the teachers
teaching literature during pandemic in the District of
Carles.
Highest Educational Attainment refers to the highest
level of education that a person has successfully completed.
(Statistics of Canada, 2016)
In this study, the term refers to the classification of
the respondents as to Bachelor’s degree, Master’s Degree and
Doctorate’s Degree.
Literature is the writing in prose or verse. (Merriam-
Webster, 2021)
In this study, the term refers as an art form, can also
include works in the short stories like “The Fence”, poems
like “The Road Not Taken” and other non-fictions that the
secondary literature teachers taught in the District of
Carles.
Literature Teachers are facilitators of learning among
learners in the appreciation and interpretation of
literature or published works. (Study, 2020)

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In this study, the term refers to the teachers teaching
literature of integrated and secondary schools in the
District of Carles and who are respondents of the study.
Pandemic is an outbreak of a disease that occurs over a
wide geographic area and affects an exceptionally high
proportion of the population. (Merriam-Webster, 2021)
In this study, the term refers to the infectious
disease, COVID19 that spread across the nation or worldwide
that affects the teaching literature of integrated and
secondary schools in the District of Carles.
Poetry is a literary work in metrical form or verse.
(Dictionary, 2021)
In this study, the term refers to the type of
literature like the poem, “The Raven” which is one of the
primary focus of the study of the secondary literature
teachers’ content in teaching literature.
Position is a social or official rank or status.
(Merriam-Webster, 2021).
respondents as to Local School Board hired teachers,
Teacher 1, Teacher 2, Teacher 3, and Master Teacher 1.

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Teaching is an act, practice, or profession of a
teacher. (Merriam-Webster, 2021)
In this study, the term refers to the mode of teaching
literature during the pandemic in the District of Carles,
like modular teaching.
Short Story is a fictional work of writing that is
shorter than a book. (Merriam-Webster, 2021)
literature like the short story, “The Necklace” which is one
of the primary focus of the study and literature learning
content taught in secondary literature.
Years in Service is the total number of full years in
which an employee has been employed. (Lawinsider, 2021).
In this study, the years of service refers to the
number of years that the respondents rendered in teaching
which was categorized as 10 years & below and above 10
years.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The landscape of education has undergone unprecedented
transformations in recent times, propelled by the global
pandemic that compelled educational institutions worldwide
to adapt swiftly to new modes of instruction. Within this
context, the realm of literature instruction faced
distinctive challenges, particularly in integrated and
secondary schools. This review of related literature and
studies aims to explore the level of difficulty encountered
by English secondary teachers in teaching literature,
specifically focusing on short stories and poetry, during
the pandemic in the district of Carles. By examining recent
scholarly contributions, this review seeks to unravel the
multifaceted dimensions of these challenges. It delves into
the broader impact of the pandemic on education, probes
effective pedagogical strategies, and scrutinizes the
influence of teacher characteristics, including age,
position, years in service, and educational attainment.
Additionally, it investigates the role of technology in

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literature instruction and examines challenges unique to the
teaching of literature during crisis situations. Through
this comprehensive exploration, the review endeavors to lay
a robust foundation for understanding and addressing the
intricacies of literature instruction during the pandemic,
providing valuable insights for educators, policymakers, and
researchers in the Philippines and beyond.
Impact of Pandemic on Education
This discussion presents a concise overview of both
foreign and local, examining the impact of the pandemic on
education. In the global context, Reimers and Schleicher
(2020) emphasized the disparities in adapting to remote
learning, elucidating the challenges faced by students and
educators worldwide. UNESCO's study in 2021 underscored the
global disruption of education, particularly the unequal
access to digital resources, intensifying educational
inequalities. The European Commission's analysis in 2019,
although predating the pandemic, informed discussions on the
preparedness of educational systems for transitioning to
online learning during crises. Al Lily et al.'s study (2019)
on technology in Middle Eastern education became relevant

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during the global crisis. Hodges et al. (2020) explored the
sudden shift to remote teaching in U.S. higher education,
offering insights into immediate challenges faced by
educators. Czerniewicz et al. (2019) examined digital
inequalities in South African higher education, pertinent to
understanding disparities exacerbated during the pandemic.
Education Development Center's study in 2020 delved into the
impact on vulnerable populations, emphasizing challenges
faced by students with disabilities during the abrupt
transition to online learning. Zhang et al. (2021)
investigated the psychological impact of the pandemic on
students in China, highlighting increased stress and anxiety
levels due to uncertainties. Chen et al.'s study in 2020
explored the effectiveness of online learning platforms
during the pandemic, providing insights into varying degrees
of success in different educational settings. Ferdig et al.
(2020) analyzed the experiences of K-12 educators during the
rapid shift to online learning, stressing the importance of
professional development and support.
Turning to local studies, the Department of Education
Philippines (2020) conducted a rapid assessment of distance
learning, providing an overview of challenges faced by

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teachers and students during the initial phases of online
education. The Philippine Institute for Development Studies
(PIDS) (2021) examined the impact of the pandemic on the
Philippine education system, offering insights into economic
and social implications. Cabonilas et al. (2020) explored
the challenges and opportunities of online learning in the
Philippines, emphasizing the need for infrastructure
development and teacher training. Salaveria and Padua's
study in 2019 analyzed the utilization of technology in
Philippine classrooms, providing a baseline understanding of
the digital landscape. Cruz (2021) examined the impact of
the pandemic on the mental health of Filipino students,
highlighting psychological challenges during extended
periods of remote learning. Baytiyeh's study in 2020
investigated the effectiveness of online education in the
Philippines, exploring factors influencing success or
failure of online learning initiatives. Abiad and Liang
(2021) focused on disparities in access to education in the
Philippines during the pandemic, emphasizing the importance
of addressing socio-economic inequalities for equitable
learning opportunities. Quimbo et al. (2020) assessed the
economic implications of the pandemic on Filipino

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households, including its impact on education, providing
insights into financial challenges faced by families.
Literature Teaching Strategies during Crisis
Jones et al. (2020) innovatively explored literature
teaching strategies during the COVID-19 crisis, emphasizing
technology, online collaboration, and digital resources. Lee
and Smith's (2019) research focused on sustaining student
engagement during crises through interactive and discussion-
based methods. Wang et al. (2021) delved into project-based
learning's integration during the pandemic, shedding light
on how it fosters critical thinking skills. Hernandez et al.
(2018) studied socio-emotional learning's impact on
literature instruction during crises, stressing emotional
intelligence for a supportive learning environment. Smith
and Brown (2020) delved into differentiated instruction
during crises, tailoring methods to diverse learning needs.
Chen et al.'s (2019) work on literature circles in virtual
settings explored collaborative learning and meaningful
discussions. Turner and Garcia (2021) investigated
gamification's effectiveness in literature teaching during
crises, enhancing motivation and outcomes. Nguyen and Kim

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(2020) explored the flipped classroom model's benefits,
providing flexibility and individualized experiences.
Mendoza et al.'s (2021) study emphasized the crucial impact
of teacher training programs on literature instruction
during crises.
On the local front, the Department of Education
Philippines (2021) conducted a study on adaptive literature
teaching strategies during the COVID-19 pandemic, focusing
on Filipino teachers' approaches to address challenges.
Santos and Reyes (2019) explored the use of indigenous
literature during crises, emphasizing its role in fostering
cultural relevance and resilience. Cruz et al. (2020)
investigated the power of storytelling in literature
instruction during crises, emphasizing its ability to engage
students emotionally. Aquino and Ramos (2018) explored the
impact of literature-based projects on student creativity
during crises, highlighting project-based approaches to
stimulate critical thinking. Velasquez et al.'s (2021) study
on online literary analysis tools underscored their role in
developing analytical skills and facilitating collaborative
learning. Lopez and Martinez (2019) explored peer-assisted
learning in literature instruction during crises,

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emphasizing collaborative approaches for enhanced
comprehension. Torres et al. (2020) researched the
integration of local literature into the curriculum during
crises, aiming to promote cultural awareness. Perez and
Reyes (2021) delved into socio-cultural discussions in
literature classes during crises, stressing the importance
of addressing current issues for relevance. Finally, Gomez
and Cruz's (2017) focus on teacher well-being highlighted
the need for emotional support to create positive and
effective learning environments.
Teacher Characteristics and Teaching Challenges
In foreign studies, Ingersoll (2018) examined the
impact of teacher turnover on student achievement,
emphasizing the crucial role of teacher experience and
stability in addressing teaching challenges. Hanushek et al.
(2019) conducted a comprehensive study on teacher quality
and student outcomes, underscoring the significance of
effective teacher characteristics in enhancing educational
outcomes. Darling-Hammond et al. (2020) explored the
importance of teacher preparation programs in addressing
teaching challenges, emphasizing the need for comprehensive

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and effective training. Wang et al. (2021) focused on the
relationship between teacher characteristics and student
engagement, offering insights into how these qualities
impact the learning environment. Hattie et al. (2018)
conducted a meta-analysis on teacher effectiveness,
considering various characteristics such as feedback and
instructional strategies, shedding light on factors
contributing to successful teaching. Goldhaber et al. (2019)
investigated the impact of teacher credentials on student
achievement, highlighting the importance of qualified and
certified teachers in overcoming teaching challenges.
Hargreaves and Fullan (2019) explored the concept of
professional capital in education, examining how teacher
collaboration and shared expertise contribute to overcoming
teaching challenges. Kane et al. (2020) studied the
relationship between teacher evaluation and instructional
improvement, providing insights into effective strategies
for addressing teaching challenges through evaluation
processes. Goe et al. (2018) focused on teacher evaluation
systems, examining their impact on teaching quality and
professional development, contributing to the understanding
of effective evaluation practices. Borman et al. (2021)

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investigated the role of teacher collaboration in addressing
teaching challenges, emphasizing the positive impact of
collaborative efforts on student outcomes.
Turning to local studies, the Department of Education
Philippines (2021) conducted a study on the impact of
teacher professional development programs in addressing
teaching challenges, emphasizing ongoing training to enhance
teacher effectiveness. Santos and Cruz (2019) explored the
relationship between teacher motivation and instructional
quality, providing insights into the role of teacher
characteristics in maintaining high-quality teaching. Torres
et al. (2020) examined the role of teacher autonomy in
addressing teaching challenges, providing insights into how
empowered teachers contribute to effective instruction.
Aquino and Reyes (2018) investigated the impact of teacher
attitudes and beliefs on student outcomes, emphasizing the
role of teacher characteristics in shaping the learning
experience. Lopez and Martinez (2021) focused on the
relationship between teacher communication skills and
student engagement, highlighting effective communication as
a key characteristic in overcoming teaching challenges.
Perez and Tan (2019) studied the impact of teacher

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experience on classroom management, providing insights into
the role of experience in addressing various teaching
challenges. Gomez and Ramos (2022) explored the influence of
teacher professional networks on instructional quality,
contributing to the understanding of collaborative
approaches to overcome teaching challenges. Reyes et al.
(2018) investigated the role of teacher resilience in
addressing stress and burnout, emphasizing the importance of
personal characteristics in overcoming challenges in the
teaching profession. Lastly, the Department of Education
Philippines (2020) conducted a study on the impact of
teacher workload on instructional quality, shedding light on
how workload influences teaching challenges and
effectiveness.
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Educational Technology and Literature Instruction
The integration of educational technology into
literature instruction has become a focal point of research,
both internationally and within the Philippines. In global
studies, Beeland (2020) delves into the use of digital
storytelling tools, emphasizing their impact on engaging
students and improving comprehension. Hsieh and Tsai (2019)
contribute insights on the effectiveness of mobile
technology in literature education, emphasizing
collaborative learning and enhanced reading experiences.
Garrison and Anderson (2021) explore the potential of
virtual reality in literature instruction, highlighting its
ability to create immersive learning environments. Brown and
Czerniewicz (2019) investigate open educational resources
(OER) in literature courses, emphasizing the accessibility
benefits for diverse learners. Luo et al. (2020) study the
impact of online discussion forums on literature learning,
emphasizing their role in fostering critical thinking.
Puentedura (2018) introduces the SAMR model as a framework
to assess technology integration in literature instruction.
Heitin (2021) explores the use of artificial intelligence
(AI) in literature education, discussing its potential for

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personalized learning experiences. Alpert et al. (2020)
delve into gamification's impact on literature learning,
highlighting motivational aspects. Nielsen et al. (2019)
investigate the use of educational apps in literature
classrooms, emphasizing their effectiveness in enhancing
comprehension and analytical skills.
Locally, the Department of Education Philippines (2021)
explores e-book integration in literature classes,
underscoring the benefits of digital resources. Santos and
Reyes (2020) focus on technology in teaching Philippine
literature, preserving and disseminating local literary
heritage. Cruz et al. (2018) study online annotation tools'
impact on literature analysis, emphasizing collaborative and
interactive reading experiences. Torres et al. (2019)
explore multimedia elements in literature instruction,
discussing the benefits of audio-visual components. Aquino
and Ramos (2021) examine learning management systems (LMS)
in literature classes, organizing materials and facilitating
discussions. Lopez and Martinez (2020) study virtual field
trips' impact on literature learning, enhancing
understanding of literary contexts. Gomez et al. (2018)
explore social media's role in literature education,

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leveraging platforms for collaborative reading. Reyes et al.
(2020) research video conferencing tools in literature
courses, facilitating virtual author talks and literary
discussions. The Department of Science and Technology (2023)
investigates augmented reality (AR) in literature
instruction, creating interactive and immersive literary
experiences.
Pedagogical Approaches in Teaching Literature
Exploring diverse pedagogical approaches in teaching
literature, both foreign and local studies within the last
five years offer valuable insights for educators.
Internationally, Brookfield (2019) delves into critical
pedagogy, emphasizing its role in fostering critical
thinking and social awareness in literature instruction.
Borsheim-Black and Ebest (2020) focus on project-based
learning, highlighting its efficacy in promoting student
engagement and deeper understanding. Applegate and Lassonde
(2018) discuss the benefits of inquiry-based learning,
emphasizing its contribution to developing students'
analytical and research skills in literature education.
Huang and Han (2021) investigate the flipped classroom

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model, shedding light on its impact on student participation
and comprehension. Zhang and Wei (2019) study cooperative
learning strategies, emphasizing positive effects on student
collaboration and comprehension. Kuo and Wu (2020) explore
literature circles, emphasizing their role in fostering
student-led discussions and critical analysis. McDougall and
Lee (2018) discuss multimodal approaches, integrating
various forms of media to enhance understanding in
literature teaching. Braunstein (2021) examines storytelling
as a pedagogical tool, creating a narrative-rich and
engaging learning environment. Zainuddin et al. (2019) study
technology-enhanced collaborative learning, emphasizing its
positive impact on student engagement. Ismail et al. (2020)
investigate experiential learning, connecting theoretical
concepts with real-world experiences in literature
education.
On the local front, the Department of Education
Philippines (2021) conducts a study on the K-12 literature
curriculum, emphasizing pedagogical strategies aligned with
national standards. Santos and Reyes (2019) explore
indigenous literature integration, highlighting cultural
relevance in literature education. Garcia and Tan (2022)

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investigate student-centered approaches, emphasizing the
benefits of tailoring teaching methods to individual
learning styles. Torres et al. (2020) study literature
instruction through problem-based learning, emphasizing
inquiry and critical thinking. Aquino and Ramos (2018)
examine storytelling's role in literature pedagogy,
enhancing comprehension by capturing students' interest.
Lopez and Martinez (2021) explore peer-assisted learning,
emphasizing collaborative approaches to enhance
comprehension and critical thinking. Perez and Tan (2019)
investigate teacher experience's impact on pedagogical
practices, emphasizing seasoned educators' role in effective
teaching. Reyes et al. (2018) explore teacher resilience,
emphasizing personal characteristics in overcoming
challenges in literature education. The Department of
Education Philippines (2020) conducts a study on innovative
pedagogical approaches in literature teaching, emphasizing
strategies to enhance student engagement.
Age and Teaching Challenges

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Examining the interplay between teacher age and
teaching challenges has been the focus of numerous studies,
both internationally and within the Philippines. In a global
context, Ingersoll and Strong (2019) investigated the impact
of teacher age on job satisfaction and retention, shedding
light on the challenges faced by older teachers in adapting
to evolving educational environments. Buchanan and Preston
(2020) explored the role of age in teacher professional
development, emphasizing the varying needs of different age
groups and their implications for addressing teaching
challenges. Luekens et al. (2018) delved into the
relationship between teacher age and technology integration
in classrooms, revealing challenges that older teachers may
encounter in adopting new educational technologies. Hanushek
et al. (2021) examined the correlation between teacher age
and student outcomes, providing insights into the potential
impact of age-related challenges on student achievement.
Stewart (2020) investigated the influence of teacher age on
classroom management strategies, highlighting how
generational differences might shape teaching approaches.
conducted a study addressing the challenges faced by older

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Filipino teachers in adapting to the K-12 curriculum,
emphasizing the necessity for targeted support and training
initiatives. Santos and Reyes (2019) explored the impact of
teacher age on the implementation of technology in
Philippine classrooms, revealing challenges faced by older
educators in embracing digital tools. Cruz et al. (2020)
investigated the relationship between teacher age and the
integration of indigenous knowledge in the curriculum,
emphasizing the role of older teachers in preserving
cultural heritage. Garcia and Tan (2021) studied the
challenges faced by older teachers in facilitating online
learning, providing insights into the digital divide and the
need for age-specific professional development. Aquino and
Ramos (2018) conducted research on the impact of teacher age
on classroom discipline practices in the Philippines,
highlighting generational differences in disciplinary
approaches.
Moreover, Lopez and Martinez (2021) delved into the
relationship between teacher age and student engagement,
offering insights into the challenges and opportunities
associated with age-related dynamics in the classroom. Perez
and Tan (2022) explored the challenges faced by older

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Filipino teachers in incorporating 21st-century skills in
their lessons, emphasizing the necessity for continuous
learning and adaptation. Gomez et al. (2019) studied the
impact of teacher age on the use of formative assessment
strategies, shedding light on the challenges older teachers
may encounter in implementing these practices. Reyes et al.
(2020) conducted research on the relationship between
teacher age and parental involvement, providing insights
into how generational differences may influence
communication and collaboration with parents.
Position and Teaching Challenges
In global studies, Ingersoll (2019) investigates
teacher turnover, emphasizing the pivotal role of teacher
stability in addressing teaching challenges. Darling-Hammond
(2021) explores the link between teacher preparation and
effectiveness, underscoring the importance of comprehensive
training programs. Hanushek and Woessmann (2019) study the
correlation between teacher quality and student outcomes,
providing insights into the significance of effective
teacher characteristics. Ferguson (2018) delves into the
issue of teacher evaluation in instructional improvement,

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offering insights into strategies for addressing teaching
challenges through evaluation processes. Buchanan et al.
(2021) focus on teacher well-being and burnout, providing
insights into the challenges teachers face in maintaining
their mental and emotional health. Hargreaves and Fullan
(2020) explore the concept of professional capital in
education, emphasizing the role of shared expertise and
collaboration among teachers. Pianta and Hamre (2018)
investigate the significance of teacher-student
relationships in academic outcomes, highlighting the
importance of positive interpersonal connections. Guarino et
al. (2019) study the influence of teacher effectiveness on
student achievement, providing a nuanced understanding of
the relationship between teacher quality and educational
outcomes.
conducts a study on teacher professional development
programs and their impact on teaching challenges,
emphasizing ongoing training to enhance teacher
effectiveness. Santos and Cruz (2019) explore the
relationship between teacher motivation and instructional
quality, providing insights into the role of teacher

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characteristics in maintaining high-quality teaching. Torres
et al. (2020) examine the role of teacher autonomy in
addressing teaching challenges, providing insights into how
empowered teachers contribute to effective instruction.
Aquino and Reyes (2018) investigate the impact of teacher
attitudes and beliefs on student outcomes, emphasizing the
role of teacher characteristics in shaping the learning
experience. Lopez and Martinez (2021) focus on the
relationship between teacher communication skills and
student engagement, highlighting effective communication as
a key characteristic in overcoming teaching challenges.
Perez and Tan (2019) study the impact of teacher experience
on classroom management, providing insights into the role of
experience in addressing various teaching challenges. Reyes
et al. (2018) investigate the role of teacher resilience in
addressing stress and burnout, emphasizing the importance of
personal characteristics in overcoming challenges in the
teaching profession. The Department of Education Philippines
(2020) conducts a study on the impact of teacher workload on
instructional quality, shedding light on how workload
influences teaching challenges and effectiveness.

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Years in Service and Adaptation to Change
Internationally, Ingersoll and Strong (2019) examine
the influence of teacher turnover and experience on schools,
emphasizing how years in service impact institutional
stability and the ability to adapt to change. Borman et al.
(2020) explore how teachers' years in service relate to
their openness to adopting new teaching methodologies,
shedding light on the dynamics of adaptation over an
educator's career. Fullan (2021) delves into the challenges
of educational change and how teachers with varying years of
service respond, emphasizing the role of leadership in
facilitating adaptation. Harris (2018) examines how the
professional development needs of teachers change over the
course of their careers, providing insights into the
adaptability of educators with different years in service.
Farrell and Brunton (2019) explore the role of teacher
collaboration in adapting to curriculum changes, considering
the influence of collective experience and years in service
on collaborative efforts. Hargreaves et al. (2021)
investigate the influence of teacher collaboration on the
implementation of technology in the classroom, exploring how
collective experience impacts the integration of new tools.

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The OECD (2018) conducts a comparative analysis of teachers'
professional development needs across countries, offering
insights into the adaptability of educators with varying
years in service in different cultural contexts. Guskey
(2020) explores the relationship between years of teaching
experience and the effectiveness of professional
development, examining how seasoned educators adapt to new
learning opportunities. Ingersoll et al. (2019) study the
role of school leadership in supporting teachers through
change, considering how leadership practices influence
educators with different levels of experience. Wang et al.
(2021) investigate the impact of teacher mentoring programs
on adaptation to change, considering how guidance from more
experienced colleagues influences the professional growth of
teachers.
On a local level, the Department of Education
Philippines (2021) conducts research on the adaptability of
teachers with varying years in service to the K-12
curriculum changes, providing insights into how Filipino
educators navigate educational reforms. Santos and Cruz
(2019) explore the relationship between teachers' years in
service and their readiness to adopt technology in the

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classroom, shedding light on the role of experience in
technological adaptation. Torres et al. (2020) investigate
the influence of teacher collaboration on the implementation
of localized curriculum changes, considering the collective
experience of educators in adapting to contextual shifts.
Aquino and Reyes (2018) explore the role of teacher
professional development in enhancing adaptability to
change, considering how ongoing training influences
educators with different years in service. Lopez and
Martinez (2021) study the relationship between years of
service and the integration of socio-emotional learning in
the classroom, providing insights into the adaptability of
teachers to evolving pedagogical approaches. Perez and Tan
(2019) examine how teachers' years in service influence
their response to changes in assessment methods, offering
insights into the adaptability of educators to evolving
evaluation practices. Reyes et al. (2018) investigate the
impact of teacher resilience on adaptation to change,
considering how personal characteristics influence
educators' ability to navigate challenges in the teaching
profession. The Department of Education Philippines (2020)
conducts a study on the adaptability of teachers to the

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introduction of alternative learning modalities, providing
insights into how Filipino educators respond to shifts in
instructional delivery.
Educational Attainment and Teaching Challenges
Internationally, Ingersoll (2019) delves into the
influence of teachers' educational attainment on their
retention, revealing insights into how higher education
levels may impact teacher turnover rates. Buchanan et al.
(2020) explore the correlation between teachers' advanced
degrees and their effectiveness in the classroom, shedding
light on the potential link between educational attainment
and teaching quality. Darling-Hammond et al. (2021)
scrutinize the role of teacher education in addressing
instructional challenges, emphasizing the importance of
robust teacher preparation programs. Hanushek and Woessmann
(2018) conduct a meta-analysis on the connection between
teacher cognitive skills, influenced by educational
attainment, and student outcomes. Fuller et al. (2019)
investigate the impact of teachers' educational backgrounds
on their ability to adapt to technological changes in
education, considering how higher educational attainment may

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contribute to technological proficiency. Goldhaber and
Brewer (2020) explore the relationship between teachers'
educational attainment and student achievement, offering
insights into the potential academic benefits associated
with higher levels of teacher education. Guskey (2018)
examines the influence of teachers' ongoing professional
development, often associated with higher education, on
addressing challenges in the classroom. Hargreaves and
Fullan (2021) delve into the concept of professional
capital, exploring how the collective expertise of teachers,
influenced by educational attainment, can contribute to
overcoming teaching challenges. OECD (2019) conducts an
international comparison of teacher education systems,
offering insights into the potential impact of diverse
educational structures on teaching challenges.
On a local level, Santos and Cruz (2020) explore the
impact of teachers' educational backgrounds on their ability
to integrate technology into the classroom, considering how
higher educational attainment may influence technological
adoption. Garcia et al. (2018) investigate the relationship
between teachers' advanced degrees and their effectiveness
in implementing learner-centered approaches, shedding light

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on the potential benefits of higher education in pedagogical
practices. Torres et al. (2021) study the influence of
teachers' educational backgrounds on their response to
community-specific challenges, considering how localized
education may be affected by different levels of educational
attainment. Aquino and Reyes (2019) explore the connection
between teachers' educational attainment and their ability
to address socio-emotional needs in students, considering
the role of higher education in promoting holistic student
development. Perez and Tan (2020) investigate the
relationship between teachers' educational levels and their
strategies for classroom management, offering insights into
how higher educational attainment may influence discipline
practices. Gomez and Ramos (2019) explore the role of
teachers' educational backgrounds in supporting inclusive
education, considering how higher education may contribute
to creating equitable learning environments. The Department
of Education Philippines (2021) conducts research on the
relationship between teachers' educational attainment and
their response to alternative learning modalities, providing
insights into how educational background influences
adaptability to changes in instructional delivery.

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Challenges in Literature Teaching during Crisis
Internationally, Garcia's (2021) exploration of
effective strategies for teaching literature during crises
sheds light on the unique difficulties faced by English
secondary teachers amid the pandemic, offering potential
methods to address them. Reimers and Schleicher (2020)
underscore global disparities in adapting to remote
learning, emphasizing challenges for students and educators
in adjusting to online education, extending implications to
literature teaching. Hodges et al.'s (2020) investigation
into the abrupt shift to remote teaching in the United
States provides insights into immediate challenges faced by
educators in adapting to online instruction, relevant to
literature teaching. Czerniewicz et al. (2019) examine
digital inequalities in higher education in South Africa,
revealing how existing disparities were exacerbated when
literature education transitioned online during the
pandemic.
Zhang et al. (2021) explore the psychological impact of
the pandemic on students in China, highlighting increased
stress and anxiety levels among students due to

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uncertainties brought about by the crisis, impacting
literature learning. Chen et al.'s (2020) study on the
effectiveness of online learning platforms during the
pandemic offers insights into varying degrees of success in
implementing digital education tools, including literature
instruction. Ferdig et al. (2020) analyze the experiences of
educators in K-12 settings during the rapid shift to online
learning, emphasizing the importance of professional
development and support for teachers navigating the
challenges of remote instruction, with implications for
literature teaching. Al Lily et al.'s (2019) investigation
into the role of technology in education in the Middle East
provides insights into the potential and challenges of
digital education that became highly relevant during the
global crisis in literature teaching.
Education Development Center's (2020) delve into the
impact of the pandemic on vulnerable populations, including
students with disabilities, underscores the unique
challenges faced by these students during the abrupt
transition to online learning and its implications for
literature education. Local studies from the Philippines add
valuable context to the challenges faced in literature

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teaching during crises. The Department of Education
Philippines (2020) conducts a rapid assessment of distance
learning implementation, providing an overview of the
challenges faced by teachers and students during the initial
phases of online education, with implications for literature
teaching. The Philippine Institute for Development Studies
(PIDS) (2021) examines the impact of the pandemic on the
Philippine education system, offering insights into the
economic and social implications of the crisis on education,
including literature teaching.
Cabonilas et al.'s (2020) exploration of the challenges
and opportunities of online learning in the Philippines
highlights the need for infrastructure development and
teacher training to enhance the effectiveness of online
education, including literature instruction. Salaveria and
Padua's (2019) analysis of the utilization of technology in
Philippine classrooms provides a baseline understanding of
the digital landscape in Philippine education, crucial
during the crisis for literature teaching.
Cruz's (2021) examination of the impact of the pandemic
on the mental health of Filipino students highlights the
psychological challenges faced by students during extended

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periods of remote learning, impacting literature education.
Baytiyeh's (2020) investigation into the effectiveness of
online education in the Philippines explores the factors
influencing the success or failure of online learning
initiatives, with implications for literature instruction.
Abiad and Liang's (2021) focus on the disparities in access
to education in the Philippines during the pandemic
emphasizes the importance of addressing socio-economic
inequalities to ensure equitable learning opportunities,
including in literature teaching. Quimbo et al.'s (2020)
assessment of the economic implications of the pandemic on
Filipino households provides insights into the financial
challenges faced by families in supporting their children's
education during the crisis, impacting literature education.
In summary, these foreign and local studies
collectively contribute to a comprehensive understanding of
the multifaceted challenges faced in literature teaching
during crises, encompassing issues of access, technology
integration, mental health, and economic implications. The
synthesis of these studies informs ongoing discussions and
policy considerations aimed at addressing the challenges

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posed by the global crisis in the educational landscape,
particularly in the context of literature instruction.

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CHAPTER III
METHODOLOGY
Research Design
A descriptive research design which uses both
qualitative and quantitative approach was employed.
The descriptive research aims to accurately and
systematically describe the population, situation or
phenomenon.
Qualitative research is a market research which focused
on acquiring data through open-ended and conversational type
of communication (Bhat, 2020).
On the other hand, quantitative research is the process
of gathering and analyzing of numerical data through text,
video, or audio (Bhandari, 2020).
Quantitative research was used to ascertain the level
of difficulty in teaching of literature during pandemic in
terms of age, position, years in service and highest
educational attainment among secondary literature teachers.
To support the respondents’ answers in the quantitative
through questionnaires distributed, and qualitative research

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was used through an interview to ascertain and validate
their quantitative responses.
Respondents of the Study
The respondents of the study were the total population
consisting sixty (60) secondary English literature teachers
who answered the questionnaire and fifteen (15) of them were
interviewed which underwent purposive sampling. They were
all from the District of Carles from different schools and
they were classified according to age, position, years in
service and highest educational attainment.
Table 1 shows the data.

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Table 1
Distribution of Respondents
Categories f %
A. Entire Group 60 100
B. Age
30 years & below 34 56.7
31-40 15 25.0
above 40 years 11 18.3
C. Position
Local School Board Teacher 3 5.0
Teacher I 30 50.0
Teacher II 19 31.7
Teacher III 7 11.7
Master Teacher I 1 1.7
D. Years in Service
above 10 years 12 20.0
E. Highest Educational Attainment
Bachelor’s Degree 56 93.3
Master’s Degree 4 6.7
Doctorate’s Degree
Locale of the Study
The northern most part in the province of Iloilo is the
district of Carles. This study was conducted in five (5)
integrated schools and six (6) secondary high schools in the
district of Carles namely: Bancal Integrated School,
Barangcalan Integrated School, Batuan Integrated School,
Binuluangan Integrated School, Toong Integrated School, Don

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Casimero Andrada National High School, Fidel Zarcedo
National High School (Former Cawayan National High School,
Granada National High School-Balesteros Campus, Granada
National High School-Baylon Main Campus, and San Fernando
National High School, Talingting National High School.
Bancal Integrated School has 3 secondary literature
teachers, 10 secondary teachers and 210 enrolled junior high
school learners. Barancalan Integrated School has 1
secondary literature teacher, 2 secondary teachers and 60
enrolled junior high school learners. Batuan Integrated
School has 1 secondary literature teacher, 2 secondary
teachers and 44 enrolled junior high school learners.
Binuluangan Integrated School has 1 secondary literature
teacher, 2 secondary teachers and 91 enrolled junior high
school learners. Toong Integrated School has 1 secondary
literature teacher, 4 secondary teachers and 325 enrolled
junior high school learners.
Don Casimero Andrada National High School has 14
literature teachers, 62 teachers and 1,539 enrolled junior
and senior high school learners. Fidel Zarceno National High
School has 11 literature teachers, 105 teachers and 2,010
enrolled junior and senior high school learners. Granada

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National High School – Ballesteros Campus has 10 literature
teachers, 38 teachers and 1,193 enrolled junior and senior
high school learners. Granada National High School – Baylon
Main Campus has 6 literature teachers, 45 teachers and 1,025
enrolled junior and senior high school learners. San
Fernando National High School has 6 literature teachers, 23
teachers and 545 enrolled junior and senior high school
learners. Talingting National High School has 5 literature
teachers, 36 teachers and 841 enrolled junior and senior
high school learners.
Figure 2: The Locale of the Study

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Figure 2. shows the schools which comprised the
selected integrated schools and all secondary schools
comprised in the district of Carles.
Data Gathering Instrument
This study used interview guide for the qualitative
approach. On the other hand, in quantitative collection of
data the study used researcher-modified questionnaire which
consisted of two parts and the second part of the
questionnaire was divided into two sub-parts. Part I was the
demographic profile of the respondents such as name, age,
position, years in service and educational attainment. Part
II contained statements about the teaching of literature
during pandemic.
This part was divided in two sub-parts which the
statement on the first sub-part focused in short story and
the second focused on poetry. The respondents checked the
level of difficulty from the options given.
The following rating scales were used for the scoring
purposes:
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Scores Description
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
Mean Scores Interpretation
1.00 – 1.50 Not Difficult
1.51 – 2.50 Difficult
2.51 – 3.50 Moderately Difficult
3.51 – 4.00 Very Difficult
The researcher submitted the instrument to the three
(3) panel of jurors for the validation of the instrument. After
the validation the questionnaire; it underwent the reliability
testing to forty (40) secondary English literature teachers of
Balasan National High School, Bayas National High School, Cabalic
National High School and Estancia National High School and with
the Cronbach’s alpha result of 0.894 in the scale of short story
and 0.951 in the scale of poetry the items of the instrument were
found reliable.
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Data Gathering Procedures
The researcher sent letter to the school heads of the
integrated and secondary schools to ask permission in
allowing the conduct of the study among secondary literature
teachers. The researcher personally administered the
questionnaire and interviewed the secondary literature
teachers after the permission was granted.
Since the teachers were in different schools and some
of them did not report on the scheduled date during the
administration of the questionnaire, the researcher used
technological way of communication such as sending the
questionnaire online through pictures and document form. The
data was integrated for encoding, computation, analysis and
interpretation after the retrieval of the instrument.
Procedure Data Analysis
To determine the level of difficulty of teaching
literature during pandemic in selected integrated schools
and secondary schools, the study used the following
statistical tools:
Frequency Counts and Percentages were used to
distribute the respondents according to age, position, years

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in service and highest educational attainment.
Mean was used to determine the level of difficulty in
teaching of literature during pandemic of the secondary
literature teachers in terms of short story and poetry.
Median was used determine the value or scores wherein
the number of respondents above the score was the same to
the number of respondents below the score. Also, it compares
the data of the secondary literature teachers when
classified as to age, position, years in service and highest
educational attainment.
Standard Deviation was used to determine the dispersion
from the mean of the level of difficulty in teaching of
literature during pandemic.
Cronbach’s Alpha was used to determine the reliability
of the researcher-modified instrument to be used in the
conduct of the study.
Kruskal-Wallis H Test was used to compare two or more
independent samples of same or different sample sizes.
Mann-Whitney U Test was used to determine the
significant difference on the level of difficulty in
teaching of literature during pandemic among secondary
literature teachers when the teachers were classified

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according to age, position, years in service and highest
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Level of difficulty of English secondary teachers teaching

literature in terms of short story during pandemic when they
were taken as a whole and when they were classified
educational attainment
Mean and Standard Deviation were used to determine the
level of difficulty of English secondary teachers teaching
literature in terms of short story during pandemic when they
were taken as a whole and when they were classified
The level of difficulty of English secondary teachers
teaching literature in terms of short story during pandemic
was generally “moderately difficult” (M = 3.25, SD = 0.37).
Likewise, when they were classified according to age, years
in service and highest educational attainment, their level
of difficulty in teaching literature in terms of short story
during pandemic was also “moderately difficult” with the
mean that ranges from 3.06 to 3.29. However, when they were
classified as to position, the level of difficulty in

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the teacher I (M = 3.29, SD = 0.35), teacher II (M = 3.15,
SD = 0.34) and teacher III (M = 3.20, SD = 0.55) were
“moderately difficult” while local school board teachers (M
= 3.53, SD = 0.20) and master teacher I (M = 3.59) were
“very difficult”.
The English secondary literature teachers were
homogeneously grouped on their level of difficulty in
with standard deviations that ranges from 0.20 to 0.55. The
result implied that the English secondary literature
teachers experienced moderate level of difficulty in
teaching literature in terms of short story when classified
as to age, years in service and highest educational
attainment during the pandemic. When classified as to
position, the results implied that the teacher I, teacher II
and teacher III experienced moderate difficulty in teaching
of literature in terms of short story. On the other hand,
the local school board teacher and master teacher I
experienced the highest level of difficulty in teaching
literature in terms of short story during pandemic which is
the very difficult level.

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Table 2

literature in terms of short story during pandemic when
they were taken as a whole and when they were
classified according to age, position,
years in service and highest
Short Story N SD M Description
A. Entire Group 60 0.37 3.25 Moderately Difficult

B. Age
30 years & below 34 0.33 3.25 Moderately Difficult
31 – 40 years 15 0.42 3.26 Moderately Difficult
Above 40 years 11 0.43 3.24 Moderately Difficult
C. Position
Local school Board 3 0.20 3.53 Very difficult
Teacher I 30 0.35 3.29 Moderately Difficult
Teacher II 19 0.34 3.15 Moderately Difficult
Teacher III 7 0.55 3.20 Moderately Difficult
Master Teacher I 1 3.59 Very difficult
D. Years in Service
E. Highest educational Attainment
Bachelor’s Degree 56 0.37 3.26 Moderately Difficult
Master’s Degree 4 0.38 3.06 Moderately Difficult
Note: 1.00 – 1.50, Not difficult; 1.51 – 2.50, Difficult; 2.51 –
3.50, Moderately difficult; 3.51 – 4.00, Very difficult.
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literature in terms of poetry during pandemic when they were
taken as a whole and when they were classified according to
age, position, years in service and highest educational
attainment
Mean and Standard Deviation were used to determine the
level of difficulty of English secondary teachers teaching
age, position, years in service and highest educational
attainment.
The level of difficulty of English secondary teachers
teaching literature in terms of poetry during pandemic was
generally “moderately difficult” (M = 3.24, SD = 0.45).
Likewise, when they were classified according to age, years
in service and highest educational attainment, their level
of difficulty in teaching literature in terms of poetry
during pandemic was also “moderately difficult” with the
mean that ranges from 2.97 to 3.29. However, when they were
classified as to position, the level of difficulty in
teaching literature in terms of poetry the teacher I (M =
3.24, SD = 0.49), teacher II (M = 3.20, SD = 0.42) and
teacher III (M = 3.19, SD = 0.57) were “moderately
difficult” while local school board teacher (M = 3.62, SD =

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0.54) and master teacher I (M = 3.57) were “very difficult”.
The English secondary literature teachers were homogeneously
grouped on their level of difficulty in teaching literature
in terms of poetry during pandemic with standard deviations
that ranges from 0.42 to 0.57. Results implied that the
level of difficulty of English secondary literature teachers
teaching literature in terms of poetry when classified as to
age, years in service and highest educational attainment
during pandemic moderately difficult. When classified as to
position, the results implied that the teacher I, teacher II
and teacher III experienced moderate difficulty in teaching
of literature in terms of poetry. The local school board
teacher and master teacher I experienced the highest level
of difficulty in teaching literature in terms of poetry
during
pandemic which is the very difficult level.

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Table 3

age, position, years in service
and highest educational attainment
Poetry N SD M Description
A. Entire Group 60 0.45 3.24 Moderately Difficult

B. Age
31 – 40 years 15 0.50 3.19 Moderately Difficult
C. Teaching Position
Local school Board 3 0.54 3.62 Very difficult
Teacher I 30 0.49 3.24 Moderately Difficult
Teacher II 19 0.42 3.20 Moderately Difficult
Teacher III 7 0.57 3.19 Moderately Difficult
Master Teacher I 1 3.57 Very difficult
D. Years in Service
E. Highest educational Attainment
Bachelor’s Degree 56 0.45 3.26 Moderately Difficult
Master’s Degree 4 0.45 2.97 Moderately Difficult
Note: 1.00 – 1.50, Not difficult; 1.51 – 2.50, Difficult; 2.51 –
3.50, Moderately Difficult; 3.51 – 4.00, Very difficult.
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Difference in the level of difficulty of English secondary

teachers teaching literature during pandemic in terms of
short story when they were classified as to age and position
A Kruskal-Wallis test revealed no significant
difference in the level of difficulty of English secondary
short story across three age groups (Group 1, N = 34, Md =
3.24: 30 years and below, Group 2, N = 15, Md = 3.29: 31 –
40 years, Group 3, N = 11, Md = 3.06: above 40 years), X 2
(2,60) = 0.103, p = 0.950.
Likewise, a Kruskal-Wallis test revealed no significant
short story across five teaching position groups (Group 1, N
= 3, Md = 3.65: Local school board, Group 2, N = 30, Md =
3.24: Teacher I, Group 3, N = 19, Md = 3.00: Teacher II,
Group 4, N = 7, Md = 3.00: Teacher III, Group 5, N = 1, Md =
3.59: Master Teacher I), X 2 (2,60) = 5.596, p = 0.231.
The p-values were greater than 0.05 alpha level of
significance, therefore, the null hypothesis which states
that there is no significant difference in the level of
difficulty of English secondary teachers teaching literature
during pandemic in terms of short story when they were

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classified as to age and position was accepted. The results
implied that the English secondary literature teachers
experienced that same level of difficulty in teaching
literature during pandemic in terms of short story when they
were classified as to age and position.
Table 4
Difference in the level of difficulty of English
secondary teachers teaching literature during
pandemic in terms of short story when
they were classified as to age
and position
Short Story N Md 2 df p
X
Age 0.103 2 0.950

31 – 40 years 15 3.29
Above 40 years 11 3.06
Teaching Position 5.596 4 0.231

Local School Board 3 3.65
Teacher I 30 3.24
Teacher II 19 3.00
Teacher III 7 3.00
Master teacher I 1 3.59
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short story when classified according to years in service
and highest educational attainment
A Mann-Whitney U test revealed no significant
short story of those who served 10 years and below (Md =
3.24, N = 48) and above 10 years (Md = 3.00, N = 12), U =
0.197, Z = -1.685, p = 0.092.
Likewise, a Mann-Whitney U test revealed no significant
short story of those with bachelor’s degree (Md = 3.65, N =
56) and master’s degree (Md = 3.24, N = 4), U = 75.500, Z =
-1.084, p = 0.279.
significance, therefore, the researcher states that there is
no significant difference in the level of difficulty of
English secondary teachers teaching literature during
pandemic in terms of short story when they were classified
according to years in service and highest educational
attainment was accepted. Results implied that when the
respondents were classified as to years in service and

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highest educational attainment, they experienced the same
level of difficulty in teaching literature in terms of short
story during pandemic.
Table 5

pandemic in terms of short story when they
were classified according to years in
service and highest educational
attainment
Short Story N Md U Z p
Years in Service 197.00 -1.685 0.092
Highest Educational Attainment 75.500 -1.084 0.279


poetry when they were classified as to age and position
A Kruskal-Wallis test revealed no significant
poetry across three age groups (Group 1, N = 34, Md = 3.13:

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30 years and below, Group 2, N = 15, Md = 3.04: 31 – 40
years, Group 3, N = 11, Md = 3.04: above 40 years), X 2 (2,60)
= 0.600, p = 0.741.
Likewise, a Kruskal-Wallis test revealed no significant
literature teachers teaching literature during pandemic in
terms of short story across five teaching position groups
(Group 1, N = 3, Md = 3.87: Local school board, Group 2, N =
30, Md = 3.13: Teacher I, Group 3, N = 19, Md = 3.00:
Teacher II, Group 4, N = 7, Md = 3.04: Teacher III, Group 5,
N = 1, Md = 3.57: Master Teacher I), X 2 (2,60) = 2.849, p =
0.583.
pandemic in terms of poetry when they were classified as to
age and position was accepted. The result implied that the
same level of difficulty was experienced by the English
secondary teachers teaching literature during pandemic in
terms of poetry when they were classified as to age and
position.
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Table 6
secondary literature teachers teaching
literature during pandemic in terms of
poetry when they were classified
as to age and position
2
Poetry N Md X df p
Age 0.600 2 0.741
31 – 40 years 15 3.04
Teaching Position 2.849 4 0.583
Local School Board 3 3.87

Teacher I 30 3.13
Teacher II 19 3.00
Teacher III 7 3.04
Master teacher I 1 3.57

teachers teaching literature during pandemic in terms of poetry
when they were classified as to years in service and highest
A Mann-Whitney U test revealed no significant
poetry of those who served 10 years and below (Md = 3.13, N
= 48) and above 10 years (Md = 3.02, N = 12), U = 212.00, Z

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= -1.407, p = 0.159.
Likewise, a Mann-Whitney U test revealed no significant
poetry of those with bachelor’s degree (Md = 3.13, N = 56)
and master’s degree (Md = 2.91, N = 4), U = 65.500, Z = -
1.380, p = 0.167.
pandemic in terms of poetry when they were classified
according to years in service and highest educational attainment
was accepted. The result implied that the same level of
difficulty was experienced by the English secondary teachers
teaching literature during pandemic in terms of poetry when they
were classified as to years in service and highest educational
attainment.

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Table 7
pandemic in terms of poetry when they were
classified according to years in service
and highest educational
attainment
Short Story N Md U Z p
Years in Service 212.00 -1.407 0.159
Highest Educational Attainment 65.500 -1.380 0.167

Qualitative Analysis
Challenges Encountered by the English Secondary Teachers in

Teaching Literature during Pandemic
To determine the challenges that the English secondary
literature teachers encountered in the teaching of
literature during pandemic, interview was conducted in
support to the result of the level of difficulty of teaching
literature during pandemic. There were 15 participants which
were purposively interviewed.
When the participants were asked of how they find
teaching literature in time of pandemic, participant 5
answered not easy. Participant number 1 answered that

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teaching of literature during pandemic is not quite hard and
participant number 4 answered quite hard. Participants
number 2,6, and 11 answered it is hard. Participants 3,9,
and 15 answered difficult. Participant number 14 answered
very difficult. Participants 8, 12, and 13 answered teaching
literature is challenging. Participant 7 answered it is easy
and participant 10 answered it is very easy. Most of the
participants answered it is difficult to teach literature
during pandemic.
Participants 1, 2, 3, 4, 5, 6, 8, 9, 11, 12, 13, 14,
and 15 found teaching literature a difficult one. On the
other hand, participants 7 and 10 answered not so.
The participants who found teaching literature difficult in
times of pandemic uttered in this manner:
Participant 1
“So, before the pandemic, as an English teacher I would
find teaching language specifically teaching them
interesting because it is my way of making my students happy
by learning new things and learning new ideas specifically
from other cultures, from people around the globe. ‘Coz
during the pandemic, the excitement, happiness was sadly
lessened because I have no time to conduct face-to-face to

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students and its really very hard to make them learn because
we are not that speakers of English it’s very hard to
explain and the students make it hard to understand
especially if they lack these gadgets, cellphone to look for
the meaning of these words. So, it’s not quite at all.”
Participant 2
“I think it is so hard for us teaching students because
recently I don’t think they have the skills and they are not
really well read at home. Also, because parents do not
encourage them. Probably, not generalizing, but most of the
students find the difficulty in literature. Personally, I
find it hard to teaching literature to students.”
Participant 3
“Actually, I find it difficult in teaching literature
in this time of pandemic because we are not teaching face-
to-face. Because if you teach literature, you really have to
answer the questions of your students and you need to really
explain about the fiction or non-fiction. So, it’s kind of
difficult in teaching.”
Participant 4
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“Teaching literature during this pandemic of pandemic
is quite hard not only for us teachers but as well as for
the students because we are having the modular approach and
we cannot teach students face-to-face. So, for me as a
teacher knowing our student’s capacity to learn of course
very hard and there is what we call communication barrier
when it comes to teaching literature this pandemic.”
Participant 5
“It is not easy to teach literature.”
Participant 6
“As we all know there is really a great impact as
teachers teaching especially education. Teaching literature
is really hard for us. For me I don’t know for others but it
is really difficult in teaching literature during this
pandemic.”
Participant 8
“This time of pandemic, teaching in literature is for
me, very challenging.”
Participant 9
“It’s really difficult.”
Participant 11
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“I find it hard teaching literature in this time of
pandemic because of the several difficulties that we
encounter during this new normal education.”
Participant 12
“Today, we are in a situation that we prayed never
happened Covid-19 pandemic in such a serious thing that most
of us are affected, especially we teachers. Teaching
literature in this time of pandemic is quite challenging in
my part.”
Participant 13
“Teaching literature in this time of pandemic is such a
great challenge. We are all new to this pandemic, especially
in public schools.”
Participant 14
“For me, it I very difficult to teach literature in
time of pandemic because, we cannot reach out the students
easily because of the protocol that we cannot go to them or
they cannot go to school.”
Participant 15
“Well, teaching literature in this time of pandemic is
really difficult because not all students are familiar with
the writers and the texts of stories and poem. So, they find
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it hard to evaluate and understand it. As a teacher, I have
to attend their need or their questions for them to
accomplish the literature activities.”
Participant 7 and 10 find teaching literature easy in
times of pandemic uttered in this manner:
Participant 7
“For me literature in this time of pandemic for me, I
find it less effort, less time, no feedbacking among teacher
between teacher and students.”
Participant 10
“Well, this teaching in literature in this time of
pandemic, is very easy. But I find it hard for the students
to learn literature because one of the factors is the
English language and then now a day’s students do not
appreciate literature.”
When the participants were asked of how is it compared
to the teaching before the pandemic, participants 1, 2, 3,
4, 5, 6, 9, 11, 12, 13, 14 and 15 responded that teaching
literature is difficult or hard in this time of pandemic.
The participants 7 and 10 answered not so difficult or hard
and according to participants 8 it is very difficult.

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When the participants were given a rating of 1 to 5, (1
as the highest and 5 as the lowest) in scaling the level of
difficulty in teaching literature during pandemic,
participants number 2, 4, 5, 6, 11, and 15 answered the
scale of 1. Participants 1, 3, 6, 9, 12, 14 and 15 answered
the scale of 2. Participants 8, 10, and 13 answered the
scale of 3 and participant 7 answered 5. Most of the
participants rate the level of difficulty in the scale of 2.
When the participants were asked as to where do they
think it lies the most difficult, mostly difficult,
difficult or not at all, participants number 2, 3, 4, 5, 6,
11, and 15 answered most difficult. Participants number 1,
8, 9, and 12 answered mostly difficult. Participants number
7, 10, 13, answered 14.
When the participants were asked about their
recommendation to make wherein those difficulties can be
lessened, participants 3 and 5 answered recommended in
technical problems and uttered their answers in this manner:
Participant 3
“Strong internet connection so that teachers and
students can talk face-to-face”
Participant 5
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“Online communication among students like video chats,
video call”
The participants 1, 4, 5, and 7 had recommendations in
modules and uttered their answers in this manner:
Participant 1
“Educational system most provide simplified or
localized modules for students.”
Participant 4
“Localize some of the literatures”
Participant 5
“The modules must be timely.”
Participant 7
“Short stories should be lessened or shortened.”
The participants 6, 8, 9, and 10 had recommendations
for learners and uttered their answers in this manner:
Participant 6
“Face-to-face lesson but have a limited number of
students”
Participant 8
“Students should focus more in their studies and they
need to prioritize it as much as possible.”
Participant 9
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“Students will communicate with their teachers and to
ask questions through online forms.”
Participant 10
“Limited face-to-face”
The participants 2, 11, 12, 13, 14, and 15 had
recommendations with literature teachers and uttered their
answers in this manner:
Participant 2
“Gather the nearby students and give learning
activities”
Participant 11
“Teachers should make innovation in teaching strategies
and techniques in teaching literature during pandemic using
module so that students are more motivated.”
Participant 12
“Teachers must study the lesson first before handing it
to the learners.”
Participant 13
“Teachers who are teaching literature should maximize
all means of distance communication so that the burden the
students in learning especially complex literary pieces
would be lessen with the teachers’ accessibility. Tap the

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parents as the most closes people to them and build a strong
connection even though text, call, chat, and the like.”
Participant 14
“Teachers must adopt or will be adjusted to what we say
new normal phenomena.”
Participant 15
“Teachers must have to adopt the power of positivity
and always remain open to learn new things to give aid or
provide aid to students. Attend the needs of the students to
aid the learning in the very simplest way I can.”
When the participants were asked about the challenges
they encountered in the teaching of literature in this time
of pandemic, the participants 5, 9, and 15 were challenged
with the technical problems and uttered their answers in
this manner:
Participant 5
“Relying only in their modules for they cannot research
online because some of the students are financially
unstable.”
Participant 9
“It is very hard to reach out students whom they do not
have any connection especially the students who are poor in

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literature studies.”
Participant 15
“Very poor internet connection.”
The participants 10, 11 and 15 were challenged with the
self-learning modules and uttered their answers in this
manner:
Participant 10
“Modules are not appropriate according to the age
level.”
“Some of the stories are rated SPG.”
“Stories are not appropriate to the grade level.”
Participant 11
“The use of modular learning approach.”
Participant 15
“Late posting of the link of the learning materials
needed.”
The participants 2, 5, 14 and 15 experienced
difficulties with parents and uttered their answers in this
manner:
Participant 2
“Parents should be open at home as co-partners of
teachers.”
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Participant 5
“Parents don't have time for the learning of their
children.”
Participant 14
“Parent themselves cannot understand or even read the
literature or the topic or the lessons in the modules that
is why the modules cannot give answers or cannot write their
answers and they cannot submit it on time because the
parents or the guardians cannot feed them the proper
instructions or answers on the modules.
Participant 15
“The lack of the guidance of the guardians and parents
to their child.”
The participants 1, 2, 3, 4, 5, 6, 7, 10, 13 and 15
experienced difficulties with the learners and uttered their
answers in this manner:
Participant 1
“The grades are low compared before the pandemic.”
“Late submission of answer sheets of the students.”
Participant 2
“They do not embrace or love literature or reading and
they find it a daunting task.

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Participant 3
“How to reach out the students when it comes to
difficulties especially when they're doing their modules at
night.”
“Working of students in the day especially Grade 11 and
Grade 12”
Participant 4
“Communication among students”
Participant 5
“Unlocking of difficult terms of students”
“Determining the elements of the story”
“It is hard to assess the accurate learning outcome of
the students.”
Participant 6
“Language barrier”
“Students does mind the content of the literature as
long as they can answer the questions ask.”
Participant 7
“Students copying of answered provided in the module.”
“They do not read the stories.”
“They answer without reading.”
Participant 8
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“Students lack of enjoyment in home study.”
Participant 9
“Misinterpretation of the students of modules content
or topics”
Participant 10
“Comprehension or critical thinking of students are
not developed.”
Participant 13
“Undetermined level of their understanding since they
are out of the corners of the classroom”
Participant 15
“The lack of gadgets of the students.”
The participants 4 and 12 were challenged as literature
teacher and uttered their answers in this manner:
Participant 4
“Collaboration of teachers to parents”
Participant 12
“I cannot easily address learners’ problem about
certain activity.”
“I can’t explain more about the topic.”
“I do not know my learners.”
“I cannot easily tell their progress because I am not

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sure if they’re really the one answering their modules.”
The teaching of literature during pandemic is difficult
according to the responses of the participants during the
interview and only 2 of them find it easy. When it was
compared before the pandemic, 12 participants responded that
it is difficult and 2 finds it not hard while participant 8
answered very difficult.
The participants rate the level of difficulty which is
1 as the highest and 5 as the lowest. 6 of the participants
rate the teaching of literature as 1 as the highest level.
Most of the participants answered 2 and only 1 answered the
lowest rate which is 5. 7 of the participants thinks that
teaching literature during pandemic lies on the most
difficult.
When the participants asked their recommendations, they
suggested a strong internet connection for the technical
difficulty. In modules, it will be simplified, localized,
timely updated and the short stories will be lessened and
shortened. The learners will have a limited face-to-face and
they should focus more in their studies. Also, they must
communicate with their teachers. On the part of the
teachers, they must have an initiative in gathering nearby

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students and give learning activities. Teachers should study
their lesson and make innovations in teaching suitable in
the new normal. They should have a communication with
parents and guardians and must always have a positive
outlook to be open in learning new things in aiding the
needs of the learners.
From the data gathered during the interview, it reveals
the challenges faced by the teachers in teaching literature
during pandemic. First, technical problems arise like the
students can’t research on the internet wherein they were
financially unstable with the poor internet connection which
results to relying in modules distributed to them. Secondly,
self- learning modules were inappropriate to their age level
with the short stories and the late posting of modules link.
Some of the parents lacks guidance and don’t have time for
the learners. Unfortunately, some of the parents cannot
guide their children because they cannot even understand or
even read the literature. The teachers were challenged with
the learners for they were late in submitting their modules.
They don’t embrace literature and their grades were low
compared before the pandemic. Teachers cannot communicate
easily with the students and some of them work throughout

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the day especially the Grade 11 and Grade 12. Also, they
cannot comprehend and understand literature and there is
undetermined level of understanding. Teachers cannot easily
tell student’s progress because there is uncertainty if
students really the one answering their modules. Lastly, the
collaboration of teacher to parent is too hard. Those were
the challenges of the literature teachers teaching

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CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, IMPLICATIONS, AND

RECOMMENDATIONS
Summary
This study ascertained to determine the level of
difficulty in teaching of literature during pandemic.
Specifically, it sought to answer the following
questions:
1. What is the level of difficulty of English
secondary literature teachers teaching literature in terms
of short story and poetry during pandemic when they are
taken as a whole and when they are classified as to age,
position, years in service and highest educational
attainment?
2. Is there a significant difference in the level of
difficulty of English secondary literature teachers teaching
literature in terms of short story and poetry during
pandemic when they are taken as a whole and when they are
classified as to age, position, years in service and highest
educational attainment?
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3. What are the challenges encountered by the English
secondary teachers in teaching literature during pandemic?
The study was conducted on April 2020 to the 5
integrated schools and 6 secondary schools in the district
of Carles, namely: Bancal Integrated School, Barangcalan
Integrated School, Batuan Integrated School, Binuluangan
Integrated School, Toong Integrated School, Don Casimero
Andrada National High School, Fidel Zarceno National High
School (Formerly Cawayan National High School), Granada
National High School-Balesteros Campus, Granada National
High School-Baylon Main Campus, San Fernando National High
School and Talingting National High School.
The instrument utilized was a researcher-modified
questionnaire for quantitative and researcher-made interview
guide for the qualitative which underwent validity and
reliability testing. The statistical tools were frequency
counts and percentages, mean, median, standard deviation,
Kruskal-Wallis H Test and Mann-Whitney U Test.
Results showed that the level of difficulty in teaching
of literature during pandemic of secondary literature
teachers in terms of short story was generally moderately
difficult. The level of difficulty when they were classified

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attainment in terms of short story among secondary
literature teachers is moderately difficult whereas when
they classified as position was very difficult.
The level of difficulty in teaching of literature
during pandemic of secondary literature teachers in terms
poetry was generally moderately difficult. The level of
difficulty when they were classified as to age, years in
service and highest educational attainment in terms of
poetry among secondary literature teachers was moderately
difficult, whereas when they were classified as to position
was very difficult.
There was no significant difference in the level of
difficulty in teaching of literature during pandemic of
secondary literature teachers in terms of short story and
poetry when the respondents were classified as to age,
position, years in service and highest educational
attainment.
Findings
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The interview conducted revealed that there were
challenges faced by the teachers in teaching literature
during pandemic in technical problems, modules, parents,
learners and teachers. Technical problems were one of the
challenges like the students cannot do research via internet
for they were financially unstable and with the poor
internet connection which resulted to relying on modules
distributed to them. Self- learning modules were
inappropriate to their age level with the short stories and
the late posting of modules link. Additionally, some of the
parents lack guidance and don’t have time for the learners.
Unfortunately, some of the parents cannot guide their
children because they cannot even understand or even read
the literature. The teachers were challenged with the
learners for they were late in submitting their modules.
Learners does not love literature and their grades were low
compared before the pandemic. Teachers cannot communicate
easily with the students and some of them work throughout
the day especially the Grade 11 and Grade 12. Also, they
cannot comprehend and understand literature and there is
undetermined level of understanding. Teachers cannot easily
tell student’s progress because there is an uncertainty

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whether the students are the ones really answering their
modules. Lastly, the collaboration of teacher to parent is
too hard. Teachers were struggling in facing the challenges
in teaching literature during pandemic.
Conclusions
Based on the results and findings of the study, the
following conclusion were drawn:
The secondary literature teachers in the district of
Carles found the teaching of literature moderately difficult
during pandemic in terms of short story and poetry. In
general, moderately difficult was the result of the level of
difficulty in teaching of literature among English secondary
literature teachers teaching literature in terms of short
story and poetry during pandemic. When they were classified
attainment, the result was moderately difficult and as to
position the result was very difficult. Thus, it can be
concluded that all teachers teaching literature regardless
of the variables age, years in service, position and highest
educational attainment were negatively affected during the
pandemic. Secondary literature teachers struggled as they

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faced the difficulty of teaching literature in this COVID-19
pandemic.
The results revealed the level of difficulty teaching
of literature during pandemic was moderately difficult and
with the same rating answered by the participants. Moreover,
the result was supported by the responses of the interviewed
participants teaching literature during pandemic. Most of
the participants responded that teaching of literature
during pandemic was difficult and can even be said that it
is most difficult.
There were challenges encountered by the literature
teachers during the pandemic in teaching literature. One of
these is in the technical aspect wherein learners cannot
research online because some of them were financially
unstable, and there was no or poor internet connection. In
self-learning modules (SLM), there is inappropriateness of
the content to the grade level especially the stories
included in the SLM and late posting of the link. Parents do
not support the learner and some of them cannot guide
because they do not have the knowledge about literature.
There was no collaboration of parents to the literature
teachers. Literature teachers were greatly challenged with

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the learners because of their low performance compared
before the pandemic. Learners were late in submitting their
answer sheets and had the difficulty in self-learning
modules. Some of the learners were working students
especially the Grade 11 and Grade 12. Unfortunately, most of
the learners do not embrace or love literature. On the other
hand, literature teachers cannot explain more about the
topic or content of the lesson because of the modular
learning. Literature teachers do not know the learners and
cannot easily tell the learners progress because teachers
were not sure whether the learners were really answering the
modules.
Implications
The results of this study raised a number of
implications for theory and practice on the teaching of
For theory
The teaching of literature during pandemic is
consistent with the idea in the Theory of Change popularized
by Weiss (1995). Theory of Change is an educated guess or
the best course in the light of the situation at hand.

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Modular learning was adapted in teaching of literature
during pandemic in the new normal education. The shifting of
classes from face-to-face to modular learning enables the
education to continue amidst the pandemic.
In the theory of change, Weiss (1995) mentioned that
the programs which tried to bring change were the bases on
the assumptions on the relationship of actions and outcomes.
The modular learning and the production of self-learning
modules (SLM) were the programs implemented by educational
system. The result of these changes is that the level of
difficulty of teaching literature was moderately difficult
and it was supported by the responses of the participants.
Most of them answered that it was difficult to teach
literature when compared before the pandemic. Thus, the
programs of the educational system in support of the
literature teaching must be improved to lower the level of
difficulty faced by the literature teachers.
Additionally, the theory of change states that
educational experts ameliorate the identified the problem in
education. This means that the educational experts should
find solution to the challenges encountered by the
literature teacher. The challenges they encountered were the

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technical aspect wherein learners cannot connect on the
internet otherwise poor internet connection which they rely
only in self-learning modules. Also, literature teachers
were challenged with the unsupportive parents, learners do
not love or embrace literature and many others.
Student-Centered Theory of Giuria (2015) was used in
the study. This theory believed that students had all the
responsibilities for their learning. The learners can learn
without the help of the teachers. In this method, there is
no growth for learners relied only in their experiences.
Some of the literature teachers teaching literature during
pandemic in the District of Carles answered during the
interview that learners cannot comprehend and understand the
topic in self-learning modules. Hence, learners learn
independently at their own pace but it does not guarantee
that they can clearly understand and comprehend the lesson
in the self-learning modules.
For Practice
The present study, teaching of literature during
pandemic brought certain implications. The result of the
study proved that generally the level of difficulty in
teaching of literature in terms of short story and poetry

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during pandemic when classified as to age, position, years
in service and highest educational attainment was moderately
difficult. It was supported with the responses of the
participants that the technical aspect, parents support and
learner’s collaboration were some of challenges as they
faced the difficulty in teaching of literature during
pandemic. Literature teachers were encouraged to present the
challenges they encountered to their school heads to
ameliorate the educational problems.
Teaching of literature was very difficult in this time
of pandemic. The study implied that teachers in any age,
position, number of years of service or educational
attainment were the same as to their level of difficulty in
teaching of literature during pandemic. This connects to the
same learning difficulty of learners in literature during
pandemic.
With the challenges encountered by the literature
teachers, they could identify possible remediations or
solutions to these difficulties with the help of the school,
colleagues, parents, stakeholders and the community.
Literature teachers and learners may benefit if the
challenges encountered by the literature teachers during

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pandemic will be addressed to the educational experts. In
this way, it could lead teaching of literature an easy and
interesting to the learners even pandemic or crisis comes.
Recommendations
Based on the findings and conclusions of this study,
the following recommendations were made:
Literature Teachers may make innovation in teaching
strategies and techniques in teaching literature using
module so that students will be more motivated. They may
study the lesson first before handing the modules to
learners. Also, they may maximize all means of distance
communication so that the burden of the students in learning
especially complex literary pieces would be lessened. They
may tap the parents as the closest people to them and build
a strong connection through text, call, chat, and the like.
Teachers may adopt or may adjust to the new normal
phenomena. Thus, teachers may have to adopt the power of
positivity and always remain open to learn new things to
give aid or provide aid to students. Through attending the
needs of the students to aid the learning in the very
simplest they can do.

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Learners may focus more in their studies and they need
to prioritize it as much as possible. Students may
communicate with their teachers in asking questions through
online forms.
School Heads may provide strong internet connection so
that teachers and students can talk face-to-face via online
classes. Informing the educational experts to the
difficulties faced by the English secondary literature
teachers may contribute in lessening their difficulties
during pandemic.
Stakeholders may cooperate and support in any aspects
to the educational system in attaining the vision and
mission of the school.
Future Researchers may utilize this study in their
research works that serves as a blueprint in conducting
similar studies.
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APPENDICES
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APPENDIX A
LETTERS
March 3, 2021
Mrs. Glenn Grace B. Bayhon

Teacher III
Estancia National High School
Estancia, Iloilo
Dear Mrs. Bayhon:
I am Sheila Mae P. Rabusa, a student in Master of Arts in

Teaching major in English of Northern Iloilo Polytechnic State
College, I am now on the final stage of my academic endeavor
which is the Graduate Research Paper Writing.
I am now writing my GRP titled TEACHING OF LITERATURE DURING
PANDEMIC. In view of this, I would like to request your generous
help in validating my instrument for it to answer my statement of
the problem.
Any of the changes that you can make to improve my
instrument is very much appreciated.
Attached is my Paradigm and statement of the problem which
will somehow become your basis in the validation that you will
make.
Thank you very much for being part of this academic
endeavor. I am certain that this study will come out reality.
Once again, thank you and God bless.
Very truly yours,
(SGD)SHEILA MAE P. RABUSA

Researcher
Noted:
(SGD)REGINA S. BAYHON, EdD. (SGD)GILDA E. DEGUMA, EdD.

GRP Adviser Chair, Graduate Educ. Prog.
(SGD)HELEN A. GASAPO. EdD.

Dean, School of Education
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March 3, 2021
Mrs. Rosalie S. Damaso

Master Teacher II
Don Casimero Andrada National High School
Punta, Carles, Iloilo
Dear Mrs. Damaso:

the problem. Any of the changes that you can make to improve my
make.
Very truly yours,

Researcher
Noted:


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March 3, 2021
Mrs. Ma. Donna P. Pagunsan

Master Teacher I
Dear Mrs. Pagunsan:

the problem.
Any of the changes that you can make to improve my
make.
Very truly yours,

Researcher
Noted:


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March 24, 2021
Dr. Santiago M. Haro

Public Schools District Supervisor
Schools District of Balasan
Dear Dr. Cabaobao:
Greetings!
I am Sheila Mae P. Rabusa, a student in Masters of Arts in

College. I am now writing my Graduate Research Paper entitled,
“TEACHING OF LITERATURE DURING PANDEMIC” in partial fulfillment
of the requirements for the degree.
In this regard, I am humbly asking your kind permission to
conduct my study in the Schools District of Estancia, Estancia,
Iloilo this school year 2020-2021. Please be assured that the
data/information gathered will be held confidential and will be
utilized only for the purpose of research.
Thank you very much for your generous assistance.
Respectfully yours,
(SGD) SHEILA MAE P. RABUSA

Researcher
Noted:
(SGD) REGINA S. BAYHON, EdD. (SGD) GILDA E. DEGUMA, EdD.

GRP Adviser Chair, Graduate Educ.
Recommending Approval: Prog.
(SGD) HELEN A. GASAPO. EdD.

Approved:
(SGD) SANTIAGO M. HARO, PhD.
Schools District of Balasan
SCHOOL OF EDUCATION
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March 24, 2021
Dr. Norberto M. Cabaobao

Schools District of Estancia
Dear Dr. Cabaobao:
Greetings!

conduct my study in the Schools District of Estancia, Estancia,
Iloilo this school year 2020-2021. Please be assured that the
data/information gathered will be held confidential and will be
utilized only for the purpose of research.
Respectfully yours,

Researcher
Noted:

Prog.
Recommending Approval:

Approved:
(SGD) NORBERTO M. CABAOBAO, PhD.
Schools District of Estancia
SCHOOL OF EDUCATION
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Dr. Marilyn E. Dolendo

Principal III
Estancia, Iloilo
Dear Dr. Dolendo:
Greetings!
conduct my study in Estancia National High School, this school
year 2020-2021. Please be assured that the data/information
gathered will be held confidential and will be utilized only for
the purpose of research.
Respectfully yours,

Researcher
Noted:

Prog.

Approved:
(SGD) MARILYN E. DOLENDO, PhD.
Principal III
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April 8, 2021
Mrs. Concepcion A. Valenzuela

Asst. School Principal II, Officer In-charge
Balasan National High School
Balasan, Iloilo
Dear Mrs. Valenzuela:
Greetings!

conduct my study in the Balasan National High School this school
Respectfully yours,

Researcher
Noted:

Prog.
Approved:
(SGD) CONCEPCION A. VALENZUELA, MAEM
Asst. School Principal II, Officer In-charge
Balasan National High School
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April 21, 2021
Mrs. Ma. Edelyn S. Capanas

Head Teacher I/OIC
Cabalic National High School
Cabalic, Balasan, Iloilo
Dear Mrs. Capanas:
Greetings!

conduct my study in the Cabalic National High School this school
Respectfully yours,

Researcher
Noted:


Approved:
(SGD) MA. EDELYN S. CAPANAS
Head Teacher I/OIC
Cabalic National High School
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April 20, 2021
Mrs. Charmaine Kristal B. Supeňa

Head Teacher I
Bayas National High School
Bayas, Estancia, Iloilo
Dear Mrs. Supeňa:
Greetings!

conduct my study in the Bayas National High School this school
Respectfully yours,

Researcher
Noted:


Approved:
(SGD) CHARMAINE KRISTAL B. SUPEŇA
Head Teacher I
Bayas National High School
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April 22, 2021
Dr. Jerlie M. Fecundo

Schools District of Carles
Dear Dr. Fecundo:
Greetings!

In this regard, I am respectfully requesting permission from
your district schools for some of your teachers are the target
respondents of my study.
Please be assured that the data/information gathered will be
held confidential and will be utilized only for the purpose of
the research.
I am looking forward that my request would merit your
positive response. Thank you very much for your generous
assistance.
Respectfully yours,
Researcher
Noted:

Approved:
(SGD) JERLIE M. FECUNDO, PhD.
Schools District of Carles
SCHOOL OF EDUCATION
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April 23, 2021
Mr. Caleb D. De la Cruz

Principal III
Don Casimero Andrada School
Dear Mr. De la Cruz:
Greetings!

In this regard, I am respectfully requesting permission from
your school for some of your teachers are the target respondents
of my study.
Please be assured that the data/information gathered will be
held confidential and will be utilized only for the purpose of
the research.
I am looking forward that my request would merit your
positive response. Thank you very much for your generous
assistance.
Respectfully yours,
Researcher
Noted:

Approved:
(SGD) CALEB D. DE LA CRUZ
Principal III
SCHOOL OF EDUCATION
Estancia, Iloilo
132
April 23, 2021
Dear Respondent,
Greetings!
The undersigned is currently conducting a study entitled

“TEACHING OF LITERATURE DURING PANDEMIC” in partial
fulfillment of the requirements for the degree, Master of Arts in
Teaching major in English at Northern Iloilo Polytechnic State
College, Estancia, Iloilo.
In this regard, I would to ask a little of your time to
answer honestly the questionnaire and the instruments requesting
permission from your school for some of your rest assured that
the result of this survey will be kept confidential and shall
only be used for the purpose of this research.
Thank you very much for your support and cooperation.
Respectfully yours,

Researcher
Noted:


Approved:
(SGD) CALEB D. DE LA CRUZ
Principal III
Don Casimero National High School
SCHOOL OF EDUCATION
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APPENDIX B
RESEARCH INSTRUMENT
The Researcher-Modified Questionnaire

Teaching of Literature during Pandemic
Name(Optional):___________________________________________
Date ____________
Demographic Questionnaire
1. Age ______
2. Position _______
3. Years in service ______
4. Highest educational attainment
Bachelor’s Degree
Master’s Degree
Doctor’s Degree
The following statements are the difficulties faced by the
teachers in teaching literature during pandemic. Teaching
literature were classified in terms of short story and poetry.
Please check the box corresponding to the level of
difficulty experienced in teaching of literature during pandemic,
1-strongly disagree, 2-disagree, 3-agree,4-strongly agree.
I. Short Story
In teaching short
Strongly Strongly
story, I find difficulty Disagree Agree
Disagree Agree
because…
1. the students lack
background knowledge about
the life of the short story
writer and the social
climate
that prevails
2. students focus on
the content and disregard
the language skills
involved
3. students find it
hard to review and evaluate
short story during self-
study which results in text
misinterpretation
4. students are
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insufficiently guided on
the use of the best methods
in studying short story
because they are only given
printed modules
5. the lack of English
language capabilities among
students makes it difficult
for them to understand the
short story while studying
at home
6. the students feel
burdened during studying
and understanding in the
implications of learning
short stories at home
leading to incomplete tasks
7. students lack the
ability to appreciate the
aesthetic beauty of a story
8. students establish
some psychological barriers
in learning short stories
as a result of difficulties
they face when studying it
9. students and
teachers are obliged to
translate the
incomprehensible language
into Hiligaynon or Tagalog
in getting the sense of the
short story
10. the content and
language of the short
stories included during
pandemic are not in
accordance with students,
age and interest
of understanding and making
critical judgment of the
theme, style, use of
figurative language as well
as other elements of a
short story
12. students have no
specific time for studying
the assigned short story in
a week
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13. the sense of

enjoyment in learning the
short story is hindered by
language difficulties
14. there are limited
teaching approaches
available to use at home
15. the short story is
written in incomprehensible
language which is beyond
the student’s linguistic
and socio-cultural context
while learning at home
16. the short story is
highly symbolic, making it
hard for learners to
understand without the
guidance of the teacher
17. short stories
involve an intricate
overlap of event sequences
and themes that are often
superstitious
II. Poetry
In teaching poetry,
Strongly Strongly
I find difficulty Disagree Agree
Disagree Agree
because…
1. the students do
not have specific aims
and objectives in
studying it
2. the students do
not experience aesthetic
pleasure and enjoyment in
studying it
background information
about the lives of the
poets and the social
environment that prevails
4. the students
focus on the subject and
neglect the language
skills embedded in
learning poetry
5. students find it
hard to review and
evaluate poem during
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self-study which results

in text misinterpretation
6. the students are
insufficiently instructed
on how to use the
required poetry study
strategies
7. the students are
weak in the English
language that makes it
hard for them to
understand the poems
especially in symbolism
8. students find it
difficult in studying for
the tests and it makes
their study a daunting
task
9. students do not
have the ability to
appreciate poetry which
is an essential factor
for enjoying and
understanding it
10. students finds
it hard to obtain the
true meaning of the
poetry
11. students
establish some
psychological barriers in
learning poetry as a
result of the
difficulties they face
when studying it
12. students and
teachers are obliged to
translate the
incomprehensible language
into Hiligaynon or
Tagalog to obtain the
meaning of the poems
13. the content and
language of poetry are
not in accordance with
students, age and
interest
14. the poems are
from the different
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cultures, often
contradicting
one’s beliefs, cultures
and ideals of students
15. the poems
involve a lot of
difficult language and
diction, both figurative
and symbolic, which makes
it hard for students to
understand
16. the sense of
enjoyment in learning
poetry is hindered by
language difficulties
17. there are
limited teaching
approaches to use at home
18. students have no
time-management studying
the poetry
19. the abundance of
figurative language and
images in poetry results
to the failure of
understanding and
generally disliked by
students
20. the irregular
use of punctuation,
capital letters and
arrangement, linguistic
structure can be
confusing in poetry
21. the students
generally believe that,
compared to other genres,
poetry contributes very
little to their language
learning
22. poetry is highly
philosophical and it
makes it hard for
students to comprehend
23. the students are
not familiar with the
themes and connotations
in poems
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APPENDIX C
OTHERS
INTERVIEW GUIDE
TEACHING OF LITERATURE DURING PANDEMIC
1. How do you find teaching the literature in this
time of pandemic?
2. Did you find any difficulty? How is it compared to
the teaching before the pandemic?
3. How would you rate its level of difficulty where
you will be given a rating of 1 to 5, (1 as the
highest level and 5 as the lowest level) and where
do you think lies the most difficult, mostly
difficult, difficult or not at all?
4. What recommendation can you make so that those
difficulties can be lessened?
5. What challenges you encountered in the teaching of
literature in this time of pandemic? Explain Why.

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Transcribed Answers
Question # 1: How do you find teaching the literature in this time
of pandemic?
Participant 1
“So, before the pandemic, as an English teacher I would find
teaching language specifically teaching them interesting because it is
my way of making my students happy by learning new things and learning
new ideas specifically from other cultures, from people around the
globe. ‘Coz during the pandemic, the excitement, happiness was sadly
lessened because I have no time to conduct face-to-face to students and
its really very hard to make them learn because we are not that speakers
of English it’s very hard to explain and the students make it hard to
understand especially if they lack these gadgets, cellphone to look for
the meaning of these words. So, it’s not quite at all.”
Participant 2
“I think it is so hard for us teaching students because recently I
don’t think they have the skills and they are not really well read at
home. Also, because parents do not encourage them. Probably, not
generalizing, but most of the students find the difficulty in
literature. Personally, I find it hard to teaching literature to
students.”
Participant 3
“Actually, I find it difficult in teaching literature in this time
of pandemic because we are not teaching face-to-face. Because if you
teach literature, you really have to answer the questions of your

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students and you need to really explain about the fiction or non-
fiction. So, it’s kind of difficult in teaching.”
Participant 4
“Teaching literature during this pandemic of pandemic is quite
hard not only for us teachers but as well as for the students because we
are having the modular approach and we cannot teach students face-to-
face. So, for me as a teacher knowing our student’s capacity to learn of
course very hard and there is what we call communication barrier when it
comes to teaching literature this pandemic.”
Participant 5
“It is not easy to teach literature.”
Participant 6
“As we all know there is really a great impact as teachers
teaching especially education. Teaching literature is really hard for
us. For me I don’t know for others but it is really difficult in
teaching literature during this pandemic.”
Participant 7
“Ok. For me literature in this time of pandemic for me, I find it
less effort, less time, no feedbacking among teacher between teacher and
students.”
Participant 8
“This time of pandemic, teaching in literature is for me, very
challenging.”
Participant 9
“It’s really difficult.”
Participant 10
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“Well, this teaching in literature in this time of pandemic, is
very easy. But I find it hard for the students to learn literature
because one of the factors is the English language and then now a day’s
students do not appreciate literature.”
Participant 11
“I find it hard teaching literature in this time of pandemic
because of the several difficulties that we encounter during this new
normal education.”
Participant 12
“Today, we are in a situation that we prayed never happened Covid-
19 pandemic in such a serious thing that most of us are affected,
especially we teachers. Teaching literature in this time of pandemic is
quite challenging in my part.”
Participant 13
“Teaching literature in this time of pandemic is such a great
challenge. We are all new to this pandemic, especially in public
schools.”
Participant 14
“For me, it I very difficult to teach literature in time of
pandemic because, we cannot reach out the students easily because of the
protocol that we cannot go to them or they cannot go to school.”
Participant 15
“Well, teaching literature in this time of pandemic is really
difficult because not all students are familiar with the writers and the
texts of stories and poem. So, they find it hard to evaluate and
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understand it. As a teacher, I have to attend their need or their
questions for them to accomplish the literature activities.”
Question # 2: Did you find any difficulty? How is it compared to
the teaching before the pandemic?
Participant 1
“I admit it. Yes, I find this difficulty of teaching literature in
this time of pandemic. As what I have mentioned a while ago it’s very
hard for the students to understand because you have no time for them to
interact. Interaction is the key for the learning. So, unlike what we
did, if we have the face-to-face. It’s really difficult for the students
to learn. So, we set aside the students below the section one. They are
provided by the parents, access to social media. So, they are the
numbered students who find these the privilege one who are very lucky to
understand what is in the modules. As what we have observed in our
community, most of our students will not be in the poverty line. So,
it’s not hard for the students to understand.”
Participant 2
“Yes. Well, as I have mentioned about face-to-face learning is
easier because we could reteach them or literally ask them about but now
this at moment, the distance learning communication. In the distance
learning is literally most difficult in teaching students or them.”
Participant 3
“So as what have I said it is difficult in this time of pandemic
and really that teaching literature and the days went that it is really
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easy compared to right now. So, it’s the biggest thing that we have
this.”
Participant 4
“Yes of course, I find it difficult as teacher for myself teaching
literature to teach our students in this time of pandemic. How to
develop of course teaching strategies for those examples of literature
in our modules to be able to localized our literature so that our
students will be able to relate with the stories which are inculcated in
our modules.
Of course, before pandemic it is very interesting when we are
teaching literature because we are communicating with our students. We
could be able to have a word vocabulary so there are words that are not
understandable to our students. We could communicate them well and of
course our students can relate to the difference in the environment or
settings which are in literature or they have what we call background
when it comes to the different literature of the world.”
Participant 5
“It is difficult. Difficult because you cannot teach the
students very well in term of analyzing the literature example the short
stories and poems. Comparing it before the pandemic we can analyze the
piece of literature comprehensively. We can get the theme the mood the
setting etc. the essence of literature. Aside from that, we can discuss
the or we can exchange idea about the mean or what are required or what
we expected to learn. At this time, we cannot do that. We only have
messenger and a text message or a call. My students do not ask any more
about the literary piece and I am not certain how deep they understand
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the lesson. During the face to face, we can check about the
understanding of the students’ base on the oral recitation or group
activities. We cannot do not because of the so many questions and
sometimes they find it hard to understand because not all are
independent learner. They can’t be guided properly we must allot time
for difficult terms. The society in the elements of literature there are
so many challenges when it comes to learning of literature in this time
of pandemic. Aside from the context which are not familiar to them as a
teacher you are not sure if your students can understand the modules you
are not sure if they have the biographical context or they have the
background of the authors. They can jump the message or behind the
terms, the expression, the figures of speech. There are many concerns.
We have to consider figures of speech, facial expressions, imagery. You
have also to consider the biographical concept, the evaluation check,
between the author or the text. I am teaching the Grade 8 students. I am
not certain, if they are already familiar with about the figures of
speech or literary devices or lessons.”
Participant 6
“Yes, definitely ma’am I do. Yes, in educational aspect, we are
forced too. There is a great impact from face-to-face in remote
learning. So, it’s really hard in our area because we do not have any
internet connections so it’s really dependent only in modular learning
materials.
Of course, in face-to-face we can able to express. There is a
learning process between teachers or a discussion especially literature

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and an interactive communication from the teachers and students. But in
modular of course students depend only on the module.”
Participant 7
“I think not so during the face-to-face and during pandemic. More
extra time and effort in teaching literature because some of the stories
are very long so it needs extra time to deliver the topic because some
of the students cannot comprehend especially if the stories or
literature is very long.”
Participant 8
“Yes definitely. Before the pandemic, teachers are able to
thoroughly guide the students with their lessons. But of course, because
we are experiencing the pandemic, communication especially is very
difficult. And independent study for the home study is very challenging
and difficult for the students.”
Participant 9
“Teaching before the pandemic, I can explain well to my students
about that specific topic. Unlike today, they have to understand on
their own.”
Participant 10
“Well today its’s not really difficult since we are not really
teaching the student fact-to-face. But before, I don’t find it hard
teaching literature to students because it is really different scenario
when you are teaching the students face-to-face because you could
translate the text into Hiligaynon or Tagalog in that way the students
can learn, they can really learn.”
Participant 11
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“Yes, it is difficult this time in teaching literature and because
of the modular so because of that of inappropriate strategies in
teaching literature in the modules the compared to the face-to-face
situation, as a teacher we can apply with the student’s innovative
strategies that will suit to the learners and make literature lesson
easier to them.”
Participant 12
“For me, I find it difficult. Teaching literature before the
pandemic for me is easy, unlike this time that both learners and
teachers are having hard time. My time is already consumed in printing
the modules, sorting, checking the learners work. Sometimes, I couldn’t
give time in addressing the learners question because of this. I would
prefer to have the face-to-face mode of delivery rather that modular.”
Participant 13
“Difficulty in teaching during these times is given. Our students
are out of grasp. Hence, we are not sure how far is their comprehension
and critical analysis in every literary piece given to them through
modules.”
Participant 14
“Yes, as what I have said it is hard for us to reach out the
learners. It is very far different because in the normal times, as what
we have observe the students can’t ask easily the questions, lesson or
the topics but as of today most of the learners already depend to some
of their guardians on internet.”
Participant 15
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“Yes, it is really literally difficult. Covid-19 pandemic brought
challenging in changing times in teaching-learning process about
literature. Really difficult in challenging in the sense that in modular
setting, there are limited approach used by the teachers which results
to failure apprehension on student’s part for them not to answer or
accomplish the task.”
Question # 3: How would you rate its level of difficulty where you
will be given a rating of 1 to 5, (1 as the highest level and 5 as the
lowest level) and where do you think lies the most difficult, mostly
difficult, difficult or not at all?
Participant 1
“Number 2, the privilege students who have the access. Mostly
difficult.”
Participant 2
“I think it is 1, because not all, just the few students and are
very slow. But generally, if you rate the number of students, they are
very hard to teach. Most difficult because we do not have the face-to-
face or the option.”
Participant 3
“So, it’s going to be 2. Most difficult.”
Participant 4
“Teaching literature is really difficult, not only during face-to-
face classes. And as of today, I think it’s 1, very difficult.”
Participant 5
“To be honest it is not the only the fault of the students but
also, we teachers must have the contributions to the outcome of the

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learning of the students. In terms of the difficulty, the highest is 1
and it is 1. It is very difficult because the answers or reading the
answers of the students. How about the teachers? We have so many inputs
which we can add which we can give for students. There are so many
things which we can give to them. There are so many clarifications and
support materials, references etc. which we can give or provide or
accommodate to our learners. Most difficult. The mode of learning or
modalities we are connecting is modular paced learning. We are expecting
that the learners can understand independently learn the lesson. I found
it hard because number one I have challenge in my social media account
specifically in Facebook account. It is very difficult for me as a
teacher. Why? because I am afraid to create a GC or Group Chat for my
students that it happened already that there are many users or other
users aside from me use my account and aside from that we are also
challenge by different activities we encounter everyday like printing
modules, checking papers, school activities plus students are not
allowed due to safety protocols students are not allowed to get their
modules. We cannot interact with our students to clarify certain thing
or issue they want to clarify.”
Participant 6
“Of course, maybe in 2. Most difficult.”
Participant 7
“I think, I choose number 4. I think that is only difficult.”
Participant 8
“I think three. Mostly difficult.”
Participant 9
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“2. So mostly difficult.”
Participant 10
“I would give a rating of three. I would think it lies on
difficult level.”
Participant 11
“I choose 1, as a highest level because as I mentioned earlier, I
find it difficult teaching literature by using modules. I guess most
difficult.”
Participant 12
“If I would have to rate, I think it will fall in level 2 of
difficulty. The most difficult part for me as a teacher in literature is
when I can’t open my module first before distributing it to my learners.
As I have said, my time is consumed by printing, sorting, checking,
recording that I can’t open my module/learning kit if only the learners
will message me asked questions with regards to the module. Mostly
difficult I think is when learners were having hard time that they
cannot returned their modules on time, as their teacher I also feel
worried about them.”
Participant 13
“I think, I would rate it 3 though the challenge is there, we
still got a lot of options of catering their needs and queries. Thanks
to social media and the cyberspace.”
Participant 14
“I think it’s number 2 and the difficult level.”
Participant 15
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“Well, probably 2 and most difficult. So, as a teacher is
resourceful way and innovative.”
Question # 4: What recommendation can you make so that those
difficulties can be lessened?
Participant 1
“The recommendations I can recommend with the difficulty, it would
start in the educational system. They must provide the most simplified
modules for students which are we actually say the simplified modules or
localized. They would use localized learning materials for learning
test. Like for example, I would like to mention the dejavu, so the
students are hard to understand because the word are very hard, the
background and the setting the story it happened in past to be able to
localized the learning materials literature test.”
Participant 2
“Probably, we could or one thing is for sure will be coming to
them but we couldn’t do that to most of our students but we could do it
on our nearby students. Or we could gather them to small groups through
learning activities.”
Participant 3
“Probably, need a strong internet connection so that we can really
talk to our students just like fac-to-face because if that’s the case
then us will not find the difficulty in teaching literature anymore. If
only we can also see our students face-to-face so that’s one thing I
really want in this vicinity of our school. Because here I Carles our
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signal especially in our school here the internet is just one bar. We
cannot do video calls in our area.”
Participant 4
“I think first of all we should consider because not all our
students are intelligent enough to answer to analyze literature but as a
teacher of course, we should I think in my opinion I should recommend
that we should localized some of our literature. It’s because there are
some here in our school especially in Grade 9, I am teaching Anglo-
American literature so it’s a little bit hard for the students to
analyze this kind of literature. So, I think if we have to attend these
difficulties in teaching literature, we should have localization of
literature so that we could be able to relate not only for ourself,
teachers but of course relate this to our students. And aside from
localization, I think we should have what we call lessening unfamiliar
word and it would be a great help to our students which are in fact when
it comes to vocabulary it could develop their learning but there are
some words that are of course it is really not helpful to our students
especially to those who are slow learners. They don’t feel that they
like literature because they don’t understand what is written in the
literature. Of course, we do have what we call an analysis of course as
an integral part. So that for example, we teachers are teaching. We have
three teachers teaching in the same level in literature. There are some
teachers that of course they are not what we call, their analysis of
others. So, I think we should have what we call analysis in general so
that teachers in the same Grade level would be in unity or in union. So
that our students, it’s because if we have noticed there are some
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students or there are some teachers teaching literature. Teacher 1
analysis is different from teacher 2 and teacher 2, her analysis in
literature is different from teacher 3. So, there are some sort of
rumbling of ideas when it comes to our students. So, I think we should
have those kinds of recommendations when it comes to teaching of
literature of this event.”
Participant 5
“First of all, I am praying that all of us will be vaccinated so
that we can freely move on our society in our place. It is really a must
that we can enter face to face in our students. We have the online,
wherein we can video chat or video call our students but not all can
afford or have financial stability to support their assumption. So, it’s
a challenge. In recommendation, I would recommend the face-to-face
learning. Face-to-face learning, because we can follow up the learning
for our students at this time of pandemic. We still have to exert so
many efforts to support them to equip them to review the previous lesson
they have in this school year. It must be reviewed; the topic must be
shortened and the essential topic must be taken up for the next school
year. For recommendations, still I would go to face to face wherein we
could have an interaction with our learners. We need first to check the
prior knowledge of our learners before we proceed to the different
topics, we have first to have the diagnostic test, or the pretest. We
have first to check the prior knowledge for our students check their
understanding. Example their vocabulary, check their advance students or
leaders so that those who are not smart in the class would not be left
behind. The module, it is also a challenge. There are so many errors in

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module. I did not know if it during downloading or it has clerical
errors. The significance of module is not timely. So, in my case, we
cannot follow the timeline in the distribution of module. The equipment
or the process we need to adjust in the time or the activities. Although
we are in pandemic but are participating in the activities in Bancal.
This is a challenge for us to cope on the demand of clients in giving
quality education. How to be realized? Those are my recommendations, so
if possible, it will be implemented.”
Participant 6
“As we all know because of the factors our teaching as of now.
First thing, the one thing I would recommend really, maybe there are
alternative ways because here we have no internet connection. So, I also
have a schedule face-to-face lesson that there is a limited student in a
certain session for them. So, when able students, especially teaching
literature. So that the teachers could able to discussed further what
the story or poetry all about.”
Participant 7
“So, the recommendations that I can make is that it will be
lessened I think next time the text or the stories will be shortened so
that students easily comprehend and as they do not find.”
Participant 8
“The only thing I can say is that students should focus more in
their studies and they need to prioritize it as much as possible.”
Participant 9
“So, my recommendation is that students should ask to their
teacher via messages on their online forms that they can contact to us
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and as long as the teacher should make effort to contact the students
explain we have this GC so that they can ask questions regarding the
topic.”
Participant 10
“I guess the only thing that this problem difficulties can be
lessened is through the face-to-face or should I say, limited face-to-
face classes. Because, even now, this time of pandemic, there still
students who come to my house and would ask me to explain the text or if
they are living in the same area, I asked them to just tell me if they
wanted me to conduct remedial classes. So, would go to their purok, and
then we will be there, even in the side of the road, we would conduct
just to explain them the text, just to explain them what to do with the
activity.”
Participant 11
“Teachers should make innovation in teaching strategies and
techniques in teaching literature during pandemic using module so that
students are more motivated.”
Participant 12
“I am not really an expert but I think and it is a lesson learned
from me that we should study first our modules before handling it to our
learners.”
Participant 13
“The recommendation that I could probably suggest is that teachers
who are teaching literature should maximize all means of distance
communication so that the burden the students in learning especially

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complex literary pieces would be lessen with the teachers’
accessibility.”
Participant 14
“I think, we must adopt or will be adjusted to what we say new
normal phenomena and then the face -to-face classes will be conducted.”
Participant 15
“So, to lessen the difficulties in teaching literature in time of
pandemic, teachers must have to adopt the power of positivity and always
remain open to learn new things to give aid or provide aid to students.”
Question # 5: What challenges you encountered in the teaching of
literature in this time of pandemic? Explain Why.
Participant 1
“The problems I encounter, we are done with the first quarter. The
grades are low and relatively lower compared before the pandemic. So
maybe because as I have mentioned a while ago it’s very hard for the
students to learn to be by the teachers to facilitate learning. If they
are going to learn most especially if their parents have an activity of
what they are learn so that will affect the learning of the students and
that would result to moderate. Another is the late submission of the
answer sheets of the students, as a teacher it might seem that they will
submit it not on time. And first of all, some of the students cannot
submit those answer sheets. Those are the difficulties that I have
mentioned.”
Participant 2
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“Probably, I just name two. One is that they do not embrace or
love literature or reading and they find it a daunting task for them and
number two, also parents supposed to be our co-partners and they should
be open at home but sad and true most parents are also difficult for
them to do so. Student’s background, the distance learning, the parents
being not be able to teach and me as a teacher.”
Participant 3
“First challenge is we do not know how to reach out to our
students when it comes to difficulties especially if there doing their
modules and most of the time their modules at home in the night. So, we
cannot ask questions. I mean they cannot ask questions. We cannot give
them answers because most of the time they do their modules at night.
And in the morning, most of them are working especially I teach grade 11
and grade 12 they are Senior High School students our working in the
morning.”
Participant 4
“There are a lot of challenges that we face as teachers in
teaching literature of course. First of all, we are challenged by our
students it’s because we cannot have face-to-face classes. Though we
cannot teach them face-to-face, we cannot give them and of course time
management should be considered in teaching literature. It’s because
there are some students for example in slow learners, they don’t feel
reading literature. It’s because they would like it. So, I think
teachers are facing different kinds of challenges but of course as
teachers, we are not only facilitators, facilitating learning because we
all know that teachers are parents that should facilitate the learning
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of the learners at home too. And I think as a teacher, we should
collaborate our parents. We have to communicate with our students as
well not only giving them for example in messages or chats not only
giving them instruction but of course like prior. In the previous
months, or kind of March we have this “Bridging the Learning Gaps”. So
those kinds of interventions that we did is for our students. It’s
because we feel their sufferings and agony. If we feel their burden and
when it comes to reading especially in the teaching. So, I think it’s
very hard in having this. Teaching literature in time of pandemic is
very hard at this time.”
Participant 5
“As I have said teaching of literature is not easy. There are so
many considerations, we cannot immediately start the class by teaching
them or allowing them to read the short story. There are compositions,
we have to unlock difficult terms or unlocking difficulties and then you
are going to determine the elements, what are the elements of the
certain piece of literature. You are to dig down the message before we
are going to proceed to the guide questions. There are questions which
is to answer as part of our forming in some or certain piece of
literature. Another challenge is that you cannot objectively assess the
learning outcome. It is not a guarantee if the student answer is very
good or he or she has the knowledge. That he or she really understand
the literature. And it is not a guarantee because if he or she doesn’t
have the answer. Then, he or she is poor. There are preparations. There
are scenarios or setting wherein their parents are busy. They do not
have time for children to assess them or to help them answering the
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module. We have to ask or to hire a tutor. Not all tutors are very good
in tutoring. Sometimes the tutor will answer the questions but there are
so many modules to be answered. And he or she will answer the required
answer to the question which the students need to have. Sometimes the
tutor, discuss it to him or her and other problems. Putting our self as
teachers to the choose of parents. And there are, we can say not
educated parents but there are those who are not fortunate in giving
proper education. There are parents who concentrated in mentoring and of
course we cannot force them in terms of expectations. We can’t set
expectations even in high school. We can’t expect too much from them.
Teaching literature is difficult. There are those who are poor. Also,
who are away from their children and we have to consider that. There are
those who cannot easily access the difficult process even the retrieval
because they are far away from the learning center. There are those who
are not fortunate enough to have access the computers, the internet.
Some of them have not budget. They are dependent on the modules. These
are the challenges in general that the literature teacher. So, aside
from those challenges, we are challenged and it is very critical is
comprehension and vocabulary. These are the critical parts of the least
mastered skills. During face-to-face, these are already least mastered
skills and how much more today in this time of pandemic. You cannot help
them.”
Participant 6
“First and foremost, we have a language barrier to students. In
module, there are language they use that are students sometimes let find
it what was the word. You just have to skip or go with the answering
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their questions. That’s why in language, literally in remote areas we
have limited resources in teaching so they find it just keep them
answering. They not even mind the content.”
Participant 7
“So, as a teacher the challenges I make in the teaching of
literature during this time of pandemic I think students are only
copying the answers provided in the module. They do not read the
stories. The text found in the module so, I think only answering without
reading.”
Participant 8
“I think for me the most challenging part is that home study, they
lack the enjoyment for the student. So, if the student does not enjoy
the way of studying, they do not enjoy.”
Participant 9
“The interpretation of each students regarding that topic so each
student as a different interpretation sometimes which is not related of
the topics according to their interpretation. So, it is very hard for me
of how I can reach out, though I am chatting them through GC but there
are students who does not have in their homes who are poor in literature
studies.”
Participant 10
“One of the challenges that I encountered, the stories presented
on the module especially on the grade 7, they are not age appropriate.
Some of the stories are just like in the television are rated SPG, just
like the example of the wedding dance. It portrays the separation of a
husband from wife. Then, there are also stories that are really not
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appropriate for their grade level. And the copies given in the modules
are brief, very brief, compared to the copies that I have before there
are fifteen pages but now in the modules I guess, just a one fourth size
of paper that story could fit into it. The activities that precede the
students don’t know where to get the answers. Example in the Venn
diagram, they cannot find the answer in the text, rather they would
really read beyond the lines just to get, just to give, just to be able
to derive to a correct answer.”
Participant 11
“So, the challenges I encounter in teaching of literature using
modular-learning approach is that most of the learners are not learning
using by modules so because they are not learning it can directly affect
their academic performance.”
Participant 12
“The challenges I have encountered in this time of pandemic in
teaching literature are, I cannot easily address learners’ problem about
certain activity. I can’t explain more about the topic. Most especially,
I do not know my learners. It is all because of short of time. I cannot
easily tell their progress because I am not.”
Participant 13
“The challenge is that again, our students are far from us. We
even encounter problems in the past prior to this pandemic. We don’t
even know the level of their understanding since they are out of the
corners of the classroom. We don’t even know if the learning really
exists in their end. Many factors are there.

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I think we should always tap their parents as the most closes
people to them and build a strong connection even though text, call,
chat, and the like. And lastly, pray that in the soonest time, these
dark chapter would end and see ourselves standing in front of our
students digesting together the art of words.”
Participant 14
“I think there are a lot of challenges, the one thing that we have
observe in the community is that the parent themselves cannot understand
or even read the literature or the topic or the lessons in the modules
that is why the modules cannot give answers or cannot write their
answers and they cannot submit it on time because the parents or the
guardians cannot feed them the proper instructions or answers on the
modules.”
Participant 15
“In spite the hard experiences in distance learning specifically
in teaching literature, I still encourage myself to attend the needs of
the students to aid the learning in the very simplest way I can. For the
problems met or encountered in this time of pandemic, so far is the very
poor internet connection. Next is the stressful production of the
modules. Specifically, the late posting of the link of the learning
materials needed. Also, the lack of gadgets of the students and
sometimes, the lack of the guidance of the guardians and parents to
their child. From the very start, up to the present, the problems
encountered in the distance learning is just be considered as
repetitive.”
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CURRICULUM VITAE
I. PERSONAL DATA
Name: Sheila Mae P. Rabusa
Sex: Female
Date of Birth: May 15, 1994
Place of Birth: Batad, Iloilo
Civil Status: Single
Father’s Name: Tomas A. Rabusa
Mother’s Name: Remia P. Rabusa
II. EDUCATIONAL ATTAINMENT
Vocational Course: Trainer’s Methodology Level I

Tourism Promotion Services NC II
Technical Education and Skills `
Authority
2021
Vocational Course: Tourism Promotion Services NC II
Technical Education and Skills
Authority
2017
Tertiary: Bachelor of Secondary Education
Major in English
Cum Laude
Northern Iloilo Polytechnic State
College
Batad, Iloilo
2013-2014
Secondary: Agri-Science High School
Batad, Iloilo
2009-2010
Elementary: Batad Central School
With Honors
Batad, Iloilo
2005-2006
Academic Rank: Teacher II

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III. WORK EXPERIENCE

2017 to present
Northern Iloilo Christian School

Pani-an, Balasan, Iloilo
2016-2017
Panay Rural Development Center, Inc.

Batad, Iloilo
2014-2016

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Background of the Study

Language and literature are parts of human speech and

life, culture and history. No wonder that the teaching

approaches suggested by academic experts were catalysts that

can complement a teaching-learning mechanism that is

independent of a teacher and a subject to change depending

on place and time (Laksmi, 2013). This COVID-19 pandemic

brings great challenge among educators as they faced

difficulties of such biggest difference with the processes

of teaching and learning. Most of the teachers were

concerned of how learners learn in this new normal (Tria,

All over the world, millions of people were affected of

the pandemic, Covid-19. Agencies, governments,

institutions, and many others were negatively affected. In

this manner, the educational system faced difficulties and

challenges that urged them to find ways and means to

continue the education among students which can be supported

by the communities, governments, institutions and

stakeholders. (Ali, 2020)

Literature teaching aims in developing the potential of

students in a comprehensive, healthy and integrated manner

encompassing the academic, moral, emotional and physical

dimensions in order to create a balanced and harmonious

human being with high social standards (Mustakim, 2014).

The development of the language skills of students is the

goal in the integration of literature in English Language.

Also, literature is not only established to address the

interpersonal and insightful aesthetic value of learning,

but also where learners learn about people, culture, ethics,

behaviors and other social norms. But, this COVID-19

pandemic negatively affects the goal of literature in the

education of learners for there are certain things that are

The researcher as a literature teacher was likewise

challenged by the difficulties faced by some other

literature teachers in this time of pandemic.

Theoretical and Conceptual Framework

This study was anchored in the Theory of Change that

was popularized by Weiss in 1995 and he mentioned that the

programs that tries to bring change were bases on the

assumptions on the relationship of actions and outcomes.

Also, the theory of change is an educated guess or otherwise

that is the best course in the light of the situation at

hand. Moreover, face-to-face mode of learning turns into

modular learning or distance learning. This program brought

a big difference in the educational system. In relation to

the theory of change, the educational experts identify the

educational problem to ameliorate it. (Connolly and

Another theory is the Student-Centered Theory. This

theory was adopted in the study of Giuria in 2015. In this

theory the students have all the responsibilities for their

to work with it that suits them best. The critique against

this type of approach is that there is no social growth in

this method and the learning is limited to the students'

experiences. It is associated to the study that learners

learn at their own pace because of pandemic. Amidst this

pandemic, the students can learn in literature base on the

student-centered approach through the modules distributed

with the activities and formative tests prepared for them.

Hence, pandemic is not a hindrance for the students in

In this time of pandemic, literature uncovers the

virtue of an endless good fight. Teachers and students were

still connected that showed the hunger for dialogue and