SENIOR HIGH SCHOOL TEACHERS’ INSTRUCTIONAL PRACTICES IN TEACHING 21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

This study determined the instructional practices in teaching 21st Century Literature from the Philippines and the World and the 21st century skills to be possessed by the kind of learners in the modern world. This quantitative descriptive study utilized survey questionnaire to gather the perception of 87 senior high school teachers in Division of Quezon who are teaching literature. Frequency, weighted mean, correlation formulas were used in the analysis of data. Results revealed that SHS teachers utilize instructional practices such as knowing about basic computer software (e.g., Windows, Media Player); eliminating individual differences using different evaluation methods and techniques in pedagogy; and following recent developments and applications in her content area when it comes to content. They utilize question and answer to assess problem solving skills of students. Communication skill of students is also enhanced by the utilized instructional practices. However, there is no significant relationship between the SHS teachers’ knowledge and the skills enhanced among students. There is also no significant relationship between the teachers’ assessment and their attitude on the instructional materials used. Senior high school English teachers are encouraged to incorporate the Technological Pedagogical Content Knowledge (TPACK) in their instructional practices in teaching 21st Century Literature from the Philippines and the World.