Ladeza, Senior High School Teachers’ Instructional Practices in

Teaching 21st Century Literature from the Philippines and the World

Senior High School Teachers’ Instructional Practices

in Teaching 21st Century Literature from the
Philippines and the World
Marissa S. Ladeza1
1
Pagbilao Grande Island National High School
Pagbilao, Quezon

Abstract - 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.

Keywords: 21st century literature, skills, assessments, instructional practices

I NTRODUCTION dream. Students need to acquire basic skills and receive

Teachers always aim to have all of their students challenging courses that prepare them for the future.
learn. They find ways to make sure that students’ time Furthermore, 21st century teaching requires new
with them will not be wasted. Teachers’ desire to teach strategies that actively meet the needs of digital students
push them with the employment of the best instructional who have always had personal technology in their lives
practices. These will best fit their lessons from motivation and the evolving workforce. Teachers need all the effective
to evaluation so learning would be apparent. However, practices and strategies to stimulate 21st century students,
some teachers find it hard to choose the instructional think critically about the world, engage appropriately with
practices to be implemented especially in the modern digital and social media, and build the collaboration and
world right now. communication skills necessary for learning achievement.
A call for educational standards and practices that As indicated in the National Education Policy
drive schools to better prepare students for 21st century (1998-2010, p. 47), the quality of education depends on
life beyond high school has been every educator’s the ability, hard work and dedication of the teacher. If

75
ISSN 1908 - 7349 | www.mseuf.edu.ph
MSEUF Research Studies, Vol. 20, No. 1, September 2018
 MSEUF Research Studies, Vol. 20, No. 1, September 2018

teachers fail to keep themselves in touch with the fast workshops for teachers’ knowledge and practices were
scientific and educational developments, then they would not just for teacher’s constant professional growth but
become incompetent and unproductive. It should be noted most especially for the improvement of the student
that the teacher is considered the most critical factor in achievement. The content mastery is the most important
implementing all instructional reforms at the very basic part of teaching, so trainings are essential for teachers.
level. More than anything, it is knowing what the teacher is
The Commission on National Education stated talking about is the most important thing. Every teacher
that none of the reforms being proposed will succeed cannot share anything if content or knowledge is lacking.
unless they are able to recruit to the teaching profession Likewise, globalization opens new and shifting
at all levels teachers who have academic qualifications, demands on the education service provider, altering
knowledge of the subject matter, competence and skills the terms of operations for a teacher. The K12 program
of teaching, and commitment which have effective impact requests teachers to retool and enroll to training programs
on the teaching learning process. and other courses to continue teaching more effectively.
Teachers are a nation’s great possessions. It is the Consequently, the master plan for Teacher Education,
quality of educators on which the population of a country TEDP (Teacher Education and Development Plan)
mainly depends for excellence. However, teachers’ provides guide to upgrade all policies, reforms, and
credibility depends on how they take up the rights and activities related to teaching and teacher development.
responsibilities, which are associated with the position. Accordingly, last 24th October, 2014, SEAMEO
Teachers are different with respect to their attitudes and Innotech took initiative on the utilization of teachers’
in what they expect from students. variety of technologies to support the design of materials,
In enhancing the professional knowledge, skills, and communication of knowledge, and the storage and
attitudes of educators, training and development can be retrieval of information. It initiated the development of a
thought of as processes designed to improve the learning teacher resource kit that utilizes smart phones and tablets
of students. Through reflective strategies and experiences, to promote the development of 21st century skills as
the many other important aspects of teaching can be taking advantage of the many uses of mobile technology
nurtured and lead to diversity in practice at all levels of in education. Its serves as a bridge on the digital divide
instruction. between students and teachers.
According to Asu (2004, p.15), training program Likewise, Republic Act (RA) No. 10533 or the
can be affected with several outcomes like the teacher Enhanced Basic Education Act of 2013 was signed
school-level practice, teacher knowledge, attitudes and into law on July 23, 2012 (Official Gazette, 2013). This
beliefs, teaching practice, and the student achievement. increased the number of basic education years from 10
Preparation of teachers furnishes knowledge, skill, (six years of elementary education plus four years of high
and ability that are relevant to their professed life. It school education) to 13 (kindergarten plus six years of
shapes the attributes of a teacher in a way that their elementary education plus four years of junior high school
knowledge is molded, habits are reformed, and personality plus two years of senior high school). This also leads to
is established. the additional subjects taken in senior high school. One
Therefore, to meet the needs of students today, of the subjects is the 21st Century Literature from the
teachers must have at least improved or enhanced personal Philippines and the World.
growth, specifically in education and base of expertise Since the curriculum is new, the needs of K to 12
grounded in the realities of the “e-world,” or modern teachers when it comes to new curriculum should be
world in which easy access to information requires a upgraded. To address this situation, the Department of
broader understanding. Education is holding an annual national and regional mass
In general, attending trainings, seminars and training for senior and junior high school teachers to equip

76
ISSN 1908 - 7349 | www.mseuf.edu.ph
 Ladeza, Senior High School Teachers’ Instructional Practices in
Teaching 21st Century Literature from the Philippines and the World

them with enough knowledge, strategies and approaches. content validation by three experts of the field. Three
Annual retooling programs for teachers are also master teachers in their respective schools validated the
conducted every summer to update teachers on the new questionnaire. Validation was done in order to check the
and trending teaching strategies. Institutions are doing validity and reliability of the research instrument devised
their own part so as to keep teachers’ knowledge, practices by the researcher. After the validation, the researcher
and strategies updated to realize student achievement. presented the validated data to her thesis adviser.
However, while trainings are helpful enough on the part An approval was also sought from the schools
of the teachers, still teachers need to do their own job in division superintendent to conduct the study. Permission
making the learned and newly acquired teaching strategies to conduct the research was also secured from the district
suitable to the needs of their students. supervisor and the principals of the participating schools.
This demands the need to determine the teachers’ After finalizing the instrument and getting permission
instructional practices in teaching 21st Century Literature to conduct the study, the questionnaires were personally
from the Philippines and the World and whether teachers administered to the respondents. They were requested
acquired enough instructional practices and strategies to sign the informed consent form to indicate their
after attending annual DepEd national or regional mass willingness to participate in the study. They were also
training. This would recognize if teachers really employ oriented on the purpose of the study and were assured
or apply the gained instructional practices and strategies of the confidentiality of their responses as well as their
in their field or actual class since the first batch of K-12 anonymity. They were also promised to be informed on
has just finished. the availability of the research result for their perusal.
It is believed that teachers can make or break Before the retrieval of the questionnaire, a series of
students. Thus, teachers should have gained enough follow up were made to address the issues and concerns
knowledge in their chosen field and be equipped with raised by the respondents regarding the items or the
the most effective instructional practices, strategies, and survey. After the respondents answered the questionnaires,
approaches to achieve student learning achievement. they were retrieved accordingly for tallying, analysis, and
interpretation. The results were shown to the respondents
following the research protocol. Out of 100 participants
METHODS of the research, only 87 participated in the study and 13%
Descriptive method of research was used in this were unresponsive.
study to identify the nature of the situation as it existed at
the time of the study. Quantitative approach was employed
to quantify the problem by way of generating numerical RESULTS AND DISCUSSION
data or data that could be transformed into usable statistics. This part presents the gathered data in table form
It was used to quantify attitudes, opinions, and behaviors followed by the interpretation, analysis, and implications.
and measure data to formulate facts and uncover patterns This section is composed of seven parts. The first part
in research and other defined variables and generalize deals with the instructional practices utilized by SHS
results from a larger sample of population. This was English teachers of 21st Century Literature from the
utilized through administering a survey questionnaire Philippines and the World.
regarding the instructional practices and the assessments The second part tackles the 21st century skills being
used in teaching 21st Century Literature from the enhanced by the utilized instructional practices of SHS
Philippines and the World by SHS teachers. English teachers of 21st Century Literature from the
The data gathering instrument was limited to the Philippines and the World.
checklist questionnaire designed by the researcher. The third part deals with assessments used by SHS
Before gathering data, the questionnaire underwent teachers in 21st Century Literature from the Philippines

77
ISSN 1908 - 7349 | www.mseuf.edu.ph
MSEUF Research Studies, Vol. 20, No. 1, September 2018
 MSEUF Research Studies, Vol. 20, No. 1, September 2018

and the World. practices. However, empowering teachers for effective

The fourth part deals with the attitude of SHS technology integration does not mean that they need to
English teachers towards the materials used in assessing know the TPACK framework as such but implies that
their instructional practices. teachers need to understand how to shape instructional
The last part presents the relationship of the SHS practices in which technological, content, and pedagogical
English teachers’ knowledge with their students’ skills knowledge are embedded.
and the relationship of the SHS teachers’ assessment with In terms of pedadogy knowledge, eliminating
their attitude. individual differences using different evaluation methods
Table 1 reveals the respondents’ perspective on the and techniques obtained the highest weighted mean of 4.70
utilized instructional practices in teaching the 21st Century while following recent developments and applications in
Literature from the Philippines and the World. As can be content area was ranked first under content knowledge,
seen, the general average is 4.59 (Very Good) which shows with a weighted mean of 4.74. These are good indications
that the most of the respondents teaching 21st Century that SHS English teachers are exploring ways to improve
Literature from the Philippines and the World agreed that their instructional practices.
the three areas of the TPACK or the Technology Pedagogy
Content and Knowledge are being practiced in teaching Table 1
21st Century Literature. Instructional Practices Utilized by SHS English Teachers
Given the highest rank in terms of technology in 21st Century Literature from the Philippines and the
knowledge is knowing about basic computer software World
such as Windows and Media Player and
their functions, which got a weighted mean
of 4.72. It is followed by communicating
through Internet tools (e.g., e-mail, MSN
Messenger) with a weighted mean of 4.68
(Very Good).
Based on the data, it is worthwhile to
know that the SHS 21st century literature
teachers agreed that in order to face this
modern world and deliver 21st century
skills to 21st century learners, they should
be expert teachers who can bring together
knowledge of subject matter with technology
(ICT), which is described as Technological
Pedagogical Content Knowledge (TPACK).
According to Shulman (1987),
conception of technological pedagogical
content knowledge includes conceptualizing
teacher knowledge needed for appropriately
teaching with ICT. The conception of
TPACK adds technological knowledge as a
new component which has to blend in with
domain and pedagogical knowledge in order
to effectively integrate ICT in instructional Legend: 4.21 – 5.00 – Very Good 1.81 – 2.60 – Poor
3.41 – 4.20 – Good 1.00 – 1.80 – Very Poor
2.61 – 3.40 – Acceptable

78
ISSN 1908 - 7349 | www.mseuf.edu.ph
 Ladeza, Senior High School Teachers’ Instructional Practices in
Teaching 21st Century Literature from the Philippines and the World

Table 2 presents the respondents’ perception on Creativity and innovation gained an average mean
the 21st century skills being enhanced by the utilized of 4.49 in which acting on creative ideas to make a
instructional practices of SHS English teachers in teaching tangible and useful contribution to the domain in which
21st Century Literature from the Philippines and the the innovation occurs was ranked first with 4.59 mean.
World. As can be seen, the general average of 4.46 (Very
Good) emphasizes that the four 21st century skills are Table 2
greatly enhanced by the utilized instructional practices 21st Century Skills Enhanced by the Utilized Instructional
of SHS 21st century literature teachers. The data shows Practices of SHS English Teachers in 21 st Century
that articulating thoughts and ideas effectively using Literature from the Philippines and the World
oral, written, and nonverbal
communication skills in a variety
of forms and contexts is the most
utilized and ranked first under
communication and other skills.
The data indicates that the
instructional practices utilized by
the English teachers were really
useful. It justifies that learning is
a fundamentally social activity—
whether in schools, workplaces,
or other environments. The
communication skill sets refer
to the ability of individuals to
communicate clearly, using
oral, written, and non-verbal
languages, and collaborate
effectively and responsibly with
diverse populations.
Based on the findings,
communication was ranked
highest with an average mean
of 4.51 and articulating thoughts
and ideas effectively using oral, Legend: 4.21 – 5.00 – Very Good 1.81 – 2.60 – Poor
written and nonverbal communication skills in a variety

3.41 – 4.20 – Good
2.61 – 3.40 – Acceptable
1.00 – 1.80 – Very Poor

of forms and contexts gained the highest weighted mean

of 4.66. Table 3 reveals the summary of the assessments used
In the area of communication skills, Eisenkraft by SHS English teachers in 21st Century Literature from
(2009) argued that the growing diversity of the U.S the Philippines and the World. As can be seen, the use
student population poses new communication challenges. of the assessments gained an overall general average of
Although communication and problem solving skills have 4.32 (Always), which connotes that the different types of
always been important, the society now demands that assessments are always used by the SHS English teachers.
everyone should have these communication skills and not In assessing prior knowledge, recall, and
just be an educated elite. understanding, background knowledge probe obtained

79
ISSN 1908 - 7349 | www.mseuf.edu.ph
MSEUF Research Studies, Vol. 20, No. 1, September 2018
 MSEUF Research Studies, Vol. 20, No. 1, September 2018

the highest weighted mean of 4.55 (Always). In assessing Table 4 reveals the materials used by teachers in
skill in analysis and critical thinking, invented dialogue assessing their instructional practices. As can be seen in
was ranked highest with 4.34 weighted mean. Meanwhile, the table, the overall weighted mean of 4.50 (Strongly
under problem solving, question and answer got the Agree) shows the positive attitude of the SHS 21st century
highest weighted mean of 4.49 (Always), which is a good literature teachers towards the materials used in assessing
result since questions are intended to deepen students’ their instructional practices.
understanding of a topic. This is why it is not only important The 21st century skill that dominated and got
that teachers ask students appropriate questions, but they the highest rank is creativity and innovation with 4.53
should also teach them to formulate their own questions. (Strongly Agree) weighted mean. Specifically, the
In addition, students need to learn to do more than just respondents agreed that identifying representative texts
get correct answers to textbook problems to become truly and authors from each region (e.g., engage in oral history
proficient problem solvers, (Angelo & Cross, 1993). research with focus on key personalities from the students’
In terms of application and performance, quizzes, region/province/ town) should be prioritized, which got a
tests and examinations are given the highest weighted weighted mean of 4.71.
mean of 4.54. This is evident in the competencies followed by the
Overall, the different types of assessments are always K12 21st century curriculum. The SHS students preferably
used by SHS English teachers in 21st Century of the Philippines the Grade 11 tackles the stories of every region in the
and the World as part of their instructional practices. Philippines so the students can familiarize themselves
with the 21st century local authors and stories.
Table 3 In addition, in terms of critical thinking and problem
Assessments Used by SHS English Teacher in 21st Century solving, explaining the literary, biographical, linguistic,
Literature from the Philippines and the World and sociocultural contexts and discussing how they
enhance the text’s meaning and enrich the
reader’s understanding was most utilized
with the highest weighted mean of 4.60.
Doing self- and/or peer-assessment
of the creative adaptation of a literary
text, based on rationalized criteria prior
to presentation was ranked first under
communication and collaboration, with a
weighted mean of 4.61.

Legend: 4.21 – 5.00 – Always 1.81– 2.60 – Rarely

3.41 – 4.20 – Very Often 1.00 – 1.80 – Never
2.61 – 3.40 – Sometimes
80
ISSN 1908 - 7349 | www.mseuf.edu.ph
 Ladeza, Senior High School Teachers’ Instructional Practices in
Teaching 21st Century Literature from the Philippines and the World

Table 4
Teachers’ Attitudes on the Materials Used in Assessing Their Instructional Practices

Legend: 4.21 – 5.00 – Strongly Agree 1.81 – 2.60 – Disagree

3.41 – 4.20 – Agree 1.00 – 1.80 – Strongly Disagree
2.61 – 3.40 – Neutral

81
ISSN 1908 - 7349 | www.mseuf.edu.ph
MSEUF Research Studies, Vol. 20, No. 1, September 2018
 MSEUF Research Studies, Vol. 20, No. 1, September 2018

Table 5 presents the normality test of the teachers’ Table 5.1 shows the Spearman Rho correlation
knowledge and skill taught to their students. As can be coefficient to determine the relationship between the SHS
seen, the sigma less than 0.05 reveals that the respondents’ teachers’ knowledge and their students’ skills that are
perception on the knowledge, skills, assessment, and enhanced through their instructional practices.
attitude and level of awareness on the instructional Spearman Rho correlation is a non-parametric
practices do not satisfy the normality of the distribution counterpart of Pearson R correlation in the parametric
using Kolmogorov-Smirnov Test and Shapiro-Wilk testing. It tests whether two variables have significant
Test. With that, it can be inferred that non-parametric linear relationship based on its ranks.
tests should be utilized than parametric tests for optimal As can be seen, the correlation coefficient with
validity of results. regard to the SHS teachers’ knowledge and their
This is quite alarmimg since the teachers’ knowledge students’ skills in terms of technology knowledge and
is always shared to the learners. The teachers’ knowledge communication skills is equal to -0.044 (weak negative
would have a great effect on how she delivers the daily correlation). Likewise, sigma is more than 0.05, which
lesson and would greatly affect the understanding of means there is no evidence to say that the SHS teachers’
the learners. However, the data also show that teachers’ knowledge and students’ skills in terms of technology
knowledge in using modern technology does not affect the knowledge and communication skills have no significant
understanding of the learners for they alone can deliver the linear relationship.
lesson well even without the help of these technologies. Meanwhile, the correlation coefficient with regard
to the SHS teachers’ knowledge and their students’ skills
Table 5 in terms of technology knowledge and collaboration skills
Normality Test of the Teachers’ Knowledge and Skill is equal to 0.117, which means weak positive correlation.
Taught to Their Students Since sigma is more than 0.05, there is no evidence
to say that technology knowledge and
collaboration skills have no significant
linear relationship.
Furthermore, the correlation
coefficient with regard to relationship
between the SHS teachers’ knowledge
and their students’ skills in terms of
technology knowledge and critical
thinking and problem solving skills is
equal to 0.171, which connotes weak
positive correlation. Since sigma is more
than 0.05, there is no evidence to say
that technology knowledge and critical
thinking and problem solving skills have
no significant linear relationship.
Also, based on the correlation
coefficient, the relationship between
technology knowledge and creativity
and innovation skills is equal to 0.139,
which means weak positive correlation.
Similarly, since sigma is more than 0.05,
*Significant at 5% level

82
ISSN 1908 - 7349 | www.mseuf.edu.ph
 Ladeza, Senior High School Teachers’ Instructional Practices in
Teaching 21st Century Literature from the Philippines and the World

there is no evidence to say that technology knowledge thinking and problem solving skills have no significant
and creativity and innovation skills have no significant linear relationship.
linear relationship. Meanwhile, the correlation coefficient with regard
In terms of relationship between pedagogy knowledge to SHS teachers’ overall knowledge and students’
and collaborative skills, the correlation coefficient is overall skills is equal to -0.135, which means weak
equal to -0.026, which means weak negative correlation. positive correlation. Since sigma is more than 0.05,
Also, the sigma is more than 0.05, which means it is there is no evidence to say that the relationship between
not conclusive to say that pedagogy knowledge and SHS teachers’ knowledge and students’ skills have no
collaborative skills have no significant linear relationship. significance.
With regard to relationship between pedagogy
knowledge and critical thinking and problem solving Table 5.1
skills, the correlation coefficient is equal to -0.054, which Significant Relationship Between the SHS Teachers’
means weak negative correlation. Since sigma is more Knowledge and the Enhanced Students’ Skills
than 0.05, there is again no evidence to say
that the relationship between pedagogy
knowledge and critical thinking and
problem solving skills has no significance.
The correlation coefficient with
regard to relationship between pedagogy
knowledge and creativity and innovation
skills is equal to -0.062, which means
weak negative correlation. Since sigma
is more than 0.05, there is no evidence
to say that it has no significant linear
relationship.
Based on the correlation coefficient
of -0.093, content knowledge and
communication skills have weak positive
correlation. Likewise, since sigma is more
than 0.05, there is no evidence to say that *Significant at 5% level
the relationship has no significance.
With regard to relationship between content Table 6 shows the significant relationship between
knowledge and communication skills, the correlation the SHS teachers’ assessment and their attitude on the
coefficient is equal to -0.078, which connotes weak utilization of the instructional materials.
positive correlation. Since sigma is more than 0.05, Based on the correlation coefficient with regard to
there is no evidence to say that the content knowledge SHS teachers’ assessment and their attitude in terms of
and communication skills have no significant linear prior, recall, and understanding assessment and creativity
relationship. and innovation which is equal to 0.017, it could be
The correlation coefficient with regard to content concluded that they have weak positive correlation.
knowledge and critical thinking and problem solving In addition, since sigma is more than 0.05, there is no
skills is equal to -0.149, which indicates weak positive evidence to say that they have no significant linear
correlation. Since sigma is more than 0.05, there is relationship.
no evidence to say that content knowledge and critical The correlation coefficient with regard to teachers’

83
ISSN 1908 - 7349 | www.mseuf.edu.ph
MSEUF Research Studies, Vol. 20, No. 1, September 2018
 MSEUF Research Studies, Vol. 20, No. 1, September 2018

assessment and their attitude in terms of prior, recall, CONCLUSION

and understanding assessment and critical thinking and Based on the findings, the following conclusions
problem solving is equal to 0.212, which means they have are arrived: that SHS teachers utilize instructional
weak positive correlation. Moreover, since sigma is less practices such as knowing about basic computer
than 0.05, there is enough evidence to say that the SHS software (e.g., Windows, Media Player); eliminating
teachers’ assessment and their attitude in terms of prior, individual differences using different evaluation methods
recall, and understanding assessment and critical thinking and techniques in pedagogy; and following recent
and problem solving have significant linear relationship. developments and applications in her content area
Likewise, it is evident that the correlation coefficient when it comes to content. Communication is the skill
with regard to SHS teachers’ assessment and their attitude being enhanced by the utilized instructional practices
in terms of prior, recall, and understanding assessment and specifically articulating thoughts and ideas effectively
communication and collaboration is equal to 0.310, which using oral, written and nonverbal in a variety of forms
indicates moderately weak positive correlation. Likewise, and contexts. SHS teachers utilize most the question and
since sigma is less than 0.05, there is enough evidence answer assessment in assessing the problem solving skill
to say that the teachers’ assessment and their attitude in of students. SHS teachers do a self- or peer-assessment
terms prior, recall, and understanding assessment and of the creative adaptation of a literary text based on
communication and collaboration have significant linear rationalized criteria prior to presentation in collaboration;
relationship. identify representative texts and authors from each region
(e.g., engage in oral history research with focus on key
Table 6 personalities from the students’ region/province/town)
Significant Relationship Between the SHS Teachers’ in creativity.
Assessment and Their Attitude on the Utilization of the There is no significant relationship between the
Instructional Materials SHS teachers’ knowledge and the skills enhanced among
students and the teachers’ assessment and
attitude on the instructional materials used.

RECOMMENDATIONS
Based on the conclusions, the following
recommendations are formulated: that Senior
high school English teachers should be
encouraged to incorporate the Technological
Pedagogical Content Knowledge (TPACK) in
their instructional practices in teaching 21st
Century Literature from the Philippines and
the World. Senior high school teachers should
strengthen the teaching of 21st century skills
to the 21st century learners so that learners
become better prepared in college. Teachers
should always use positive strategies in
assessing students skills. Teachers should
continuously update themselves in terms of
content knowledge by attending seminars

*Significant at 5% level

84
ISSN 1908 - 7349 | www.mseuf.edu.ph
 Ladeza, Senior High School Teachers’ Instructional Practices in
Teaching 21st Century Literature from the Philippines and the World

and trainings to ensure student achievement and the [11] Duncan, A. (2010). A blueprint for reform: The
learning module made by the researcher should be used reauthorization of the elementary and Secondary
as a reference in teaching 21st Century Literature from Education Act. Retrieved from http://www2.ed.gov/
the Philippines and the World. policy/elsec/leg/blueprint/
[12] Fischer, S. C., Spiker, V. A., & Riedel, S. L. (2009).
Critical thinking training for army officers, volume 2: A
REFERENCES model of critical thinking. Technical report. Arlington,
VA: U.S. Army Research Institute for the Behavioral and
[1] Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers
Social Sciences.
and student achievement in the Chicago public high
[13] Garet, R. (2008). The impact of two professional
schools. Journal of Labor Economics, 25, 95-135.
development interventions on early reading instruction
[2] Beghetto, R. A. (2010). Creativity in the classroom.
and achievement. Washington, DC: U.S. Department of
In J. Kaufman & R. Sternberg (Eds.), The Cambridge
Education.
Handbook of Creativity (pp. 447–463). New York, NY:
[14] Garet, R., Garet, M., Wayne, A., & Stancavage, F.
Cambridge University Press.
(2010). Middle school mathematics professional
[3] Bennett, R. E., Jenkins, F., Persky, H., & Weiss, A. (2003).
development impact study: Findings after the first year
Assessing complex-problem solving performances (ETS
of implementation. Washington, DC: National Center for
Report No. RM-03-03). Princeton, NJ: Educational
Education Evaluation and Regional Assistance, Institute
Testing Service.
of Education Sciences, U.S. Department of Education.
[4] Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley,
[15] Hwang, D., & Embi, M. (2007). Approaches employed
M., & Rumble, M. (2010). Defining 21st century skills.
by secondary school teachers to teaching the literature
Assessment and teaching of 21st century skills draft white
component in English. Jurnal Pendidik dan Pendidikan,
paper. The University of Melbourne.
22, 1-23.
[5] Busato, S. C. (2010). Teaching literature and culture: The
[16] Garrett, R., & Steinberg, M. P. (2010). Examining
spring of hope or the winter of despair, 20, 20.
teacher effectiveness using classroom observation scores
[6] Cedefop. (2014). Terminology of European education and
evidence from the randomization of teachers to students.
training policy – A selection of 130 key terms (2nd ed.).
Educational Evaluation and Policy Analysis, 37, 224-242.
Luxembourg: Publications Office. Retrieved from www.
[17] Heick, T. (2017). 12 strategies in teaching literature in
cedefop.europa.eu/EN/Files/4117_en.pdf
21st century. Retrieved from httpp://www.teachthought.
[7] Cheng, K. (2007). Issues in the teaching and learning
com/learning/12-strategies-for-teaching-literature-in-the-
of children’s literature in Malaysia. Retrieved from
21st-century/
http://puslit2.petra.ac.id/ejournal/index.php/ing/article/
[18] Johnson, L., Adams, B. S., Estrada, V., & Freeman, A.
viewArticle/ 16693
(2014). NMC Horizon Report: 2014 higher education
[8] Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007a).
edition. Austin, TX: The New Media Consortium.
How and why do teacher credentials matter for student
Retrieved from www.nmc.org/pdf/2014-nmc-horizon-
achievement? Working Paper #2. Washington, DC:
report-he-EN.pdf
CALDER.
[19] Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A.
[9] Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007b).
L. (2011, Summer). Evaluating teacher effectiveness.
Teacher credentials and student achievement in high
Education Next, 11(3): 54-60.
school: A cross-subject analysis with student fixed effects.
[20] Kyllonen, P. C. (2008). The research behind the ETS
Working Paper #11. Washington, DC: CALDER.
personal potential index (PPI). Princeton, J: Educational
[10] Cruz, J. H. R. (2010). The role of literature and culture
Testing Service.
in English language teaching. Retrieved from http://
[21] Kyllonen, P. C., Lipnevich, A. A., Burrus, J., & Roberts, R.
relinguistica.azc.uam.mx/no007/no07_art09.htm

85
ISSN 1908 - 7349 | www.mseuf.edu.ph
MSEUF Research Studies, Vol. 20, No. 1, September 2018
 MSEUF Research Studies, Vol. 20, No. 1, September 2018

D. (2008). Personality, motivation, and college readiness: [34] Partnership for 21st Century Skills. (2011). Framework
A prospectus for assessment and development. Princeton, for 21st century. Washington, D.C.: Author. Retrieved
NJ: Educational Testing Service. from http://www.21stcenturyskills.org
[22] Marzano, R. (2007). The art and science of teaching: [35] Partnership for Assessment of Readiness for College
A comprehensive framework for effective instruction. and Careers. (2010). Application for the race to the top
Alexandria, VA: Association for Supervision & Curriculum comprehensive assessment systems competition. Retrieved
Development. from http://www.fldoe.org/parcc/pdf/apprtcasc.pdf
[23] National Board for Professional Teaching Standards. [36] Pollock, J. (2007). Improving student learning: One
(2005). State information. Retrieved from http://www/ student at a time. Alexandria, VA, USA: Association for
nbpts.org/about/stateinfo_print.cfm?state=WestVirginia Supervision and Curriculum Development.
[24] National Research Council. (2005). How students learn [37] Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2010).
history, mathematics, and science in the classroom. The impact of intellectual ability and metacognition on
Washington, D.C.: The National Academies Press. learning: New support for the threshold of problematicity
Retrieved from http://www.nap.edu theory. Learning & Instruction, 16, 374–387.
[25] National Research Council. (2008). Research on future [38] Raymond, N. (2009). Literature in language teaching
skill demands: A workshop summary. Washington, DC: for translation students. A paper of the 5th International
The National Academies Press. Conference, I.L.E., Hong Kong. Retrieved from http://
[26] National Research Council. (2010). Exploring the sunzi1.lib.hku.hk/hkjo/
intersection of science education and 21st century skills: [39] Rotherham, A. J., & Willingham, D. (2009). 21st century
A workshop summary. Washington, DC: The National skills: The challenges ahead. Educational Leadership,
Academies Press. 67(1).
[27] National Research Council. (2012). Education for life [40] Runco, M. A. (2003). Education for creative potential.
and work: Developing transferable knowledge and Scandinavian Journal of Educational Research, 47(3):
skills in the 21st century. Washington, DC: The National 317-324.
Academies Press. [41] Seameo-Innotech. (2010). Additional years in Philippine
[28] Paran, A. (2008). The role of literature in instructed foreign basic education: Rationale and legal bases. Presentation
language learning and teaching: An evidence-based to the Department of Education (pp. 98-105). Quezon
survey. Language Teaching, 41(4), 465-496. City: DepEd.
[29] Partnership for 21st Century Skills. (2003). Learning for [42] Showalter, E. (2003). Teaching literature. Malden:
the 21st century. Washington, D.C.: Author. Retrieved Blackwell Publishing.
from http://www.21stcenturyskills.org [43] Sternberg, R. J. (2006a). The nature of creativity.
[30] Partnership for 21st Century Skills. (2008). Learning for Creativity Research Journal, 18(1): 87-98.
the 21st century. Washington, D.C.: Author. Retrieved [44] Sternberg, R. J. (2006b). The Rainbow Project: Enhancing
from http://www.21stcenturyskills.org the SAT through assessments of analytical, practical, and
[31] Partnership for 21st Century Skills. (2009). Learning for creative skills. Intelligence, 34, 321-350.
the 21st century. Washington, D.C.: Author. Retrieved [45] Treffinger, D. J., & Isaksen, S. G. (2005). Creative problem
from http://www.21stcenturyskills.org solving: The history, development, and implications for
[32] Partnership for 21st Century Skills. (2009). P21 gifted education and talent development. Gifted Child
framework definitions. Retrieved from http://www.p21. Quarterly, 49(4): 342-353.
org/storage/documents/P21_Framework_Definitions.pdf [46] Turner, J. C. (1995). The influence of classroom contexts
[33] Partnership for 21st Century Skills. (2010). Learning for on young children’s motivation for literacy. Reading
the 21st century. Washington, D.C.: Author. Retrieved Research Quarterly, 30(3): 410–441.
from http://www.21stcenturyskills.org [47] Van Tassel-Baska, J., & MacFarlane, B. (2009). Enhancing

86
ISSN 1908 - 7349 | www.mseuf.edu.ph
 Ladeza, Senior High School Teachers’ Instructional Practices in
Teaching 21st Century Literature from the Philippines and the World

creativity in the curriculum. In Shavinina, L.V. (Ed.),

International handbook on giftedness (pp. 1061-1083).
Netherlands: Springer.
[48] Vygotsky, L. S. (1986). Language and thoughts.
Cambridge, MA: MIT Press.
[49] Wang, T. (2009). Cooperative teaching studies. The
Journal of Human Resource and Adult Learning, 3, 2.
[50] Watson, G. B., & Glaser, E. M. (1980). Watson-Glaser
critical thinking appraisal manual: Forms A and B. San
Antonio: The Psychological Corporation.
[51] Webb, N. M., Farivar, S. H., & Mastergeorge, A. M.
(2001). Productive helping in cooperative groups. CSE
Technical Report No. 555. Los Angeles: CRESST.
[52] Weiner, B. (2009). The development of an attribution-
based theory of motivation: A history of ideas. Educational
Psychologist, 45(1): 28-36.
[53] West, R. F., Toplak, M. E., & Stanovich, K. E. (2008).
Heuristics and biases as measures of critical thinking:
Associations with cognitive ability and thinking
dispositions. Journal of Educational Psychology, 100(4):
930-941.
[54] Whitebread, D., Coltman, P., Pasternak, D. P., Sangster,
C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou,
D. (2009). The development of two observational tools
for assessing metacognition and self-regulated learning in
young children. Metacognition and Learning, 4(1): 63-85.
[55] Willingham, D. T. (2007). Critical thinking: Why is it so
hard to teach? American Educator, 31(2): 8-19.
[56] Yang, Y. (2002). Preparing instructors for quality online
instruction. Online Journal of Distance Learning
Administration, 8, 1.
[57] Zhuang, X., MacCann, C., Wang, L., Liu, L., & Roberts, R.
D. (2008). Development and validity evidence supporting
a teamwork and collaboration assessment for high school
students. Princeton, NJ: ETS.

87
ISSN 1908 - 7349 | www.mseuf.edu.ph
MSEUF Research Studies, Vol. 20, No. 1, September 2018