Author

Mark Allen Lambino Lacadin, Ph.D.
Lyceum-Northwestern University – Institute of Graduate and Professional Studies
Dagupan City, Pangasinan, Philippines
Email: m.allenlambinolacadin02@gmail.com

Abstract

The purpose of this study is to examine the existing pedagogical methods employed by teachers in teaching literature to Generation Z students. The researcher utilized a descriptive–correlational design to illustrate the relationships among the variables: teacher profile, pedagogical experience, level of effectiveness, and encountered teaching challenges. The study was conducted with 120 Filipino subject teachers in the Second Division of Pangasinan. Results revealed that 89% of the teachers had no training or professional development related to the pedagogical teaching of literature, particularly at the international level. The levels of experience (3.04–3.60) and effectiveness (3.19–3.61) in using various pedagogical approaches were found to be moderate. A significant difference was identified only in the number of international trainings attended (p = .020). Meanwhile, no correlation was observed between the level of effectiveness and teaching challenges (p = .109–.950). The study recommends the provision of continuous training and professional development programs for teachers to further enhance the pedagogical teaching of literature for Generation Z learners.

Keywords: pedagogy, literature, Filipino teachers, Gen-Z learners, descriptive–correlational

DOI: http://doi.org/10.69651/PIJHSS0404570

Recommended citation:

Lacadin, M. A. L. (2025). Pedagogical approaches to teaching literature to Gen-Z students. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6181-6185. http://doi.org/10.69651/PIJHSS0404570

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