Investing in literature and language as a means of enhancing cultural capital contributes to educational and academic achievement. The objective of this research was to create, implement, and assess a gamified module called "Literatureverse" for the Grade 7 English curriculum. The research employed a triangulated mixed method approach, incorporating Content Analysis, Pre-Experimental One-Group Pretest-Posttest design, and a Descriptive-Evaluative design. The researcher conducted an analysis of eight (8) short stories utilizing a modified analytical instrument based on the elements of a short story, particularly: setting, plot and plot structures, characters and characterization, narrative techniques, conflict, theme, time frame, and gist of narrative for gamification which was taken from the content analysis. A gamified storyline, derived from the analyzed themes and designed to serve as an adventure guide, was developed to align the activities and instructional methods with the Department of Education’s Most Essential Learning Competencies (MELCs) for Grade 7 literature. From this, the researcher planned the graphics and created the “Literatureverse” – a gamified module for Grade 7 focusing on selected Philippine Literature. The student participants were the first to use the material, which was developed as a pioneering instructional resource. After taking the pretest and post-test, the scores underwent statistical analysis. A notable significant difference was seen in the ratings pertaining to the usage of the "Literatureverse". Subsequently, the module validators, consisted of 10 English teachers and 10 Master teachers, conducted an evaluation of the "Literatureverse" with regard to its appropriateness, comprehensiveness, objectiveness, content and organization, style and format, and evaluation exercises. Assessment result revealed a high level of quality in relation to the aforementioned elements. The researcher suggests using "Literatureverse" as an additional resource for teaching literature and as a self- paced material for Grade 7 students to enhance their understanding of short stories.

BackgroundFibrous hamartoma of infancy (FHI) is a rare benign tumor typically found in the axilla or trunk. Distal extremity involvement is exceptional. We present the first documented case of FHI of the hand in the Philippine literature, highlighting the conflict between oncologic clearance and functional preservation.Case PresentationA 7‐month‐old male presented with an enlarging hypothenar mass. Initial ultrasonography revealed a heterogenous mass with intralesional cystic spaces, leading to a misdiagnosis of hemangioma despite the absence of significant flow on Doppler interrogation. Propranolol treatment failed. MRI revealed a poorly encapsulated mass encasing muscles, raising suspicion for malignancy. Intraoperatively, the tumor appeared as matted tissue with nondelineated borders, encroaching on neurovascular structures. To preserve hand function, a subtotal excision was performed rather than radical en bloc removal. Histopathology confirmed the triphasic components diagnostic of FHI.ConclusionLocal recurrence was noted 6 months postoperatively before the patient was lost to follow‐up. This case underscores the diagnostic challenge of FHI in the hand due to vascular mimicry. Furthermore, the tumor’s infiltrative nature in complex anatomy forces a difficult trade‐off: Radical excision offers cure but risks functional devastation, whereas functional preservation carries a high risk of recurrence.

This descriptive linguistic study investigates the language patterns of two award-winning essays from the Carlos Palanca Memorial Awards for Literature, specifically the “The Letter From Tawi-Tawi” and “The Year of the Periwinkle.” The Carlos Palanca Memorial Awards for Literature, known as the Palanca Awards, is a national contest that supports the growth of Philippine literature by recognizing outstanding writers. The researchers employed the CLAWS (Constituent Likelihood Automatic Word-tagging System) Part-of-Speech (POS) Tagger to examine the linguistic features that characterize these literary works. This paper analyzed a total of 11,695 tokens of the two essays. The analysis reveals that the highest frequency of POS tags includes NN1 (singular noun), AT0 (article), and PRP (preposition, except for “of”). Specifically, NN1 appeared 1,833 times, which accounted for 15.67% of the token, while AT0 is noted 971 times, that represented 8.30% of the token. PRP followed closely with 936 occurrences that made up 8.00% of the token. In contrast, the least frequent POS tags included VDG (gerund of “do”), VHG (gerund of “have”), and VDN (past principle of “do”). The VDG appeared once, which accounted for 0.01% of the token, while VHG and VDN each occurred twice that represented 0.02% of the token. The repeated use of specific nouns and personal expressions highlighted the authors' connection with readers on a deeper level, which highlighted the elements that contributed to the strong appeal of these literature works. These choices of language gave perception into how the award-winning authors create an impactful narrative that connects with the reader

From Reading a Text to Becoming the Text: Towards Deeper Engagement in Philippine Literature through Reader Response–Subjective Interpretation in a Tertiary Context

This study examines Deogracias A. Rosario’s “Greta Garbo” through a symbolic and spatial-temporal analysis to explore the tensions of Filipino identity under American colonial influence. Employing a close textual reading method grounded in postcolonial theory—particularly Homi Bhabha’s concept of colonial mimicry and Michel Foucault’s notion of heterotopias—the research investigates how the narrative constructs and deconstructs identities shaped by modernization and Westernization. The protagonist, Monina Vargas, idolizes the Hollywood actress Greta Garbo and undertakes a train journey to meet her lover, Octavio Razon. This movement metaphorically embodies her oscillation between colonial illusion and disillusionment. The train functions not only as a literal vehicle of transportation but also as a metaphorical site of psychological transformation and cultural negotiation. Temporal markers such as the ticking clock and the train’s motion highlight Monina’s internal conflict, emphasizing the fleeting nature of her colonial aspirations. The study underscores the psychological displacement resulting from emulating foreign ideals by contextualizing spatial movement between Manila and Baguio (Bagyo) as a symbolic confrontation with colonial reality. Rosario’s use of the train and temporal motifs critiques the pervasive reach of Americanization in shaping Filipino consciousness, portraying the fragility of identities constructed on borrowed symbols. This analysis situates “Greta Garbo” within the broader discourse of Philippine literature during the American colonial period, illustrating how literature becomes a medium for articulating the contradictions of colonial modernity. Ultimately, the study contributes to ongoing conversations on mobility, cultural displacement, and identity formation in colonial and postcolonial contexts.

The decline in students’ reading engagement poses a significant challenge to literature instruction, particularly in Philippine Literature courses that aim to foster cultural awareness, empathy, and critical thinking. This qualitative study explored college instructors’ perspectives on the declining reading habits of students in Philippine Literature classes. Sixteen instructors from public and private higher education institutions across Luzon, Visayas, and Mindanao participated in semi-structured interviews. Findings revealed three major factors contributing to students’ disengagement: reliance on summarized content and digital shortcuts, diminished motivation and perceived relevance of literature, and the influence of digital distractions and cognitive fatigue. Instructors attributed these issues to both environmental and psychological factors, aligning with Bandura’s Social Cognitive Theory, which emphasizes the reciprocal influence of personal beliefs, behavior, and environment. Despite these challenges, instructors demonstrated adaptive responses through contextualized teaching, integration of multimedia and creative outputs, and scaffolding techniques that make reading more accessible and meaningful. The study concludes that addressing the decline in reading habits requires a systemic and multi-level approach that includes institutional support, cross-disciplinary collaboration, and renewed pedagogical innovation. By reimagining literature instruction as an interactive and reflective process, educators can revitalize students’ engagement with Philippine literary texts and reaffirm the role of reading as a transformative cultural and intellectual practice.

This study investigates the integration of AI tools in English and Philippine literature instruction, focusing on teachers' experiences, pedagogical shifts, and professional development. Utilizing a phenomenological approach, data were gathered through interviews, focus groups, and classroom observations to understand the impact of AI on teaching strategies and student engagement. The findings reveal that while AI tools enhance literature instruction by making texts more interactive and accessible, challenges such as technical issues and the digital divide persist. Teachers adapted their methods, blending traditional and AI-enhanced techniques to maintain critical thinking skills. The study underscores the necessity of continuous professional development and institutional support for effective AI integration in literature education.

Florante at Laura, the magnum opus of Francisco Balagtas, remains a cornerstone of Philippine literature, embodying the richness of language, values, and cultural heritage. Prescribed by the Department of Education as a Grade 8 core text, this 19th-century metrical romance continues to shape students’ appreciation of classical works. This study aims to deepen learners’ understanding of Florante at Laura by uncovering the connotative meanings within its verses. Beyond literal interpretation, it employs Artificial Intelligence (AI) tools to analyze selected chapters, stanzas, and lines, revealing symbolism, emotions, and cultural references often overlooked in traditional readings. Through AI-enhanced linguistic and semantic analysis, the research identifies nuanced interpretations such as implicit social commentaries, allegorical depictions of justice and morality, and subtle portrayals of love and patriotism—hallmarks of Balagtas’ artistry. This approach not only supports teachers in delivering more engaging lessons but also enables students to recognize the historical and socio-political undertones that influenced the text. By merging classical literary study with modern technology, the study makes Florante at Laura more accessible and relevant to contemporary learners. Ultimately, findings highlight the potential of AI in enriching literature education, enhancing interpretive skills, and fostering cultural literacy. By unveiling hidden connotative layers, the study reaffirms the poem’s enduring significance as a reflection of Filipino identity, struggles, and ideals, bridging the past with the present in meaningful ways.

Ecocriticism is the field that is characterized by a lively exchange of opinions, with audiences playing an essential role in the construction of the work of art. This approach challenges readers to reconsider their relationship with the world and their surroundings. This research focuses on examining the relationship between literature and the physical environment in the short stories in the Grade 7 Philippine literature textbook, particularly in the book entitled English Learner Material, with an author and a connection between humans and the physical environment using an ecocritical lens. The ecocritical lens is the literary lens used to examine the different ecological themes in the textbook. The result shows 8 animal themes, 5 pastoral themes, 5 dwelling themes, and 2 apocalypse themes found in the 9 selected short stories from the Grade 7 Philippine literature textbook. Still, not all selected short stories from the Grade 7 textbook exhibit a clear relationship between humans and the physical environment. This study emphasizes the importance of nature in the lives of humans. It raises awareness about the environment and its importance in the Philippine literature textbook used by public schools in the Philippines, particularly in the students' learning and development of the teacher’s pedagogy in teaching literature that will make learning more meaningful and valuable for the students to gain new insights through literature reading. In conclusion, this study fosters environmental awareness among young learners as the stewards of Mother Earth

In a warming planet, climate variability, extreme weather events, and sea-level rise are putting pressure on poor and precarious rural and urban households to seek livelihood opportunities abroad. This phenomenon is evident in the Philippines, a country highly vulnerable to climate change and a leading exporter of migrant workers. This paper examines the intricate relationship among climate change impacts and interventions, (mal)adaptation of poor rural and urban households, and climate-induced (im)mobility. While the Philippine literature already demonstrates many of the complexities of the climate-migration nexus, there is still a need to examine understudied topics such as the effects of both climate change impacts and interventions, the role of other environmental and economic crises that overlap with climate change, and the implications of and conditions leading to climate immobility. Uncovering these additional complexities, especially through a political ecology lens, emphasizes the need to interrogate and inform both migration and climate/disaster governance.

This study explores the semantic components and expansions of “Kung Tuyo na ang Luha Mo, Aking Bayan,” focusing on the linguistic experiences of the author in the poem, semantic components, semantic expansion, and implications in education. Relational qualitative content analysis was utilized to unpack the poem systematically. The findings highlight significant semantic components and expansion in line/s such as “Lumuha ka, aking bayan; buong lungkot mo iluha”, Personification, depicted as a person crying, symbolizing national grief under colonial oppression, additionally, “Katulad mo ay si Huli, naaliping bayad-utang, katulad mo ay si Sisa, binaliw ng kahirapan”, Simile, the nation is compared to Rizal’s tragic characters Juli and Sisa, symbolizing suffering under colonial and systemic oppression. Moreover, with words/phrases like "Lukob ng dayong bandila" or "Covered by a foreign flag", the Philippines is metaphorically overshadowed by foreign domination, symbolizing lost sovereignty. "Sisigaw kang buong giting sa liyab ng libong sulo" or "You will shout courageously in the blaze of a thousand torches.", The phrase signifies unity and revolution, portraying a collective uprising. Therefore, students significantly appreciate literature and how helpful it is in fostering historical and national knowledge as identity. This research provides a foundation to include works like "Kung Tuyo Na ang Luha Mo, Aking Bayan" in the curriculum, encouraging students to interact with texts to drive social change and cultivate a greater appreciation for Philippine literature.

Philippine literature is a course subject in the curriculum of the College of Criminal Justice Education which is designed to give students the knowledge and skills it requires to participate in the development of building cultural identity. Students face challenges in language knowledge actualization since the course/subject Philippine Literature is taught in their second language, English. Hence, the decoding ability of the students need to be enhanced for them to be able to analyse the text presented through literary discussions. This study aims to determine the effectiveness of the use of language mixing in teaching Philippine Literature in the narrative interpretation of tertiary students. This study used quantitative and a one-group pretest-post-test experimental research design, gathering data from the results of the pre-test and post-test. This study involves one (1) section of first year BS Criminology students, with twenty-six (26) male students and thirteen (13) female students, enrolled at Laguna State Polytechnic University-San Pablo City Campus, taking up the course/subject LIT 1: Philippine Literature, second semester of the current academic year 2024-2025. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to organize, tabulate, and determine the results of the pre-test and post-test. Paired Samples T-Test was used to compare the mean scores of the respondents, based on the pre-test and post-test. Findings reveal that respondents mean on the pre-test score were 3.59 for Character Development, 3.10 for Theme Identification, 2.49 for Symbolism and Imagery, and 1.69 for Tone and Mood. Likewise, the result on the post-test score in terms of Theme Identification is 4.21, Character Development is 3.82, Tone and Mood is 3.49, and Symbolism and Imagery is 2.79. Which indicates that there is a significant effect between the use of language mixing in teaching Philippine Literature and the narrative interpretation of tertiary students. This indicates that there is a significant effect between the use of language mixing in teaching Philippine Literature and the narrative interpretation of tertiary students in terms of Tone and Mood and Theme Identification. While a more enhanced approach and further activities that could enhance their understanding of Character Development and Symbolism and Imagery.

This qualitative multiple-case study explored how Philippine literature influences culturally responsive teaching in Higher Education Institutions (HEIs) across the country. It examined how regional literary works are selected, interpreted, and integrated into classroom instruction, and how these practices shape both teaching and student learning. Data were gathered through interviews, focus group discussions, and classroom observations involving faculty and students from Southern Luzon State University, Southern Leyte State University, and Mindanao State University-Tawi-Tawi Institute of Oceanography and Technology. Findings revealed that educators deliberately chose regional literature for its cultural relevance, reflecting students’ languages and histories. The study highlighted the use of reflective writing and comparative analysis as effective strategies to promote cultural awareness and critical thinking. Despite challenges, such as curricular constraints and limited institutional support, regional texts enriched students' understanding of their identities and local contexts. When given the freedom to design lessons, teachers fostered meaningful, engaging learning environments. This research emphasizes that regional literature can be a powerful pedagogical tool, not merely a supplemental resource. It advocates for the inclusion of regional texts in the core curriculum and recommends ongoing professional development for teachers. Such measures ensure that regional literature holds a central place in culturally grounded higher education, reinforcing cultural pride and social relevance.

This study looks at how adding Philippine literature as a transdisciplinary subject of study in college helps teachers be more culturally aware and aware of the situation. The study investigated the experiences and learning of teachers and students from different professions, like education, nursing, business, psychology, and engineering, to see how they felt about the pedagogical value of literature-based education. The results demonstrated that literary works from the Philippines are good ways to affirm culture, think about ethics, and participate critically. The teachers used literature to put abstract ideas in context, make material more relevant to pupils, and help students understand each other better. On the other side, students said they were more aware of their cultural identity, their history, and their social responsibilities. Thematic analysis demonstrated that literature encourages interdisciplinary learning, connects theory with real-world social issues, and makes it feasible for students to have democratic conversations in class. These results are in line with the main goals of transformational education, which are to promote inclusivity, identity, and critical thinking. The study also showed that institutional support and the ability to change the curriculum are needed to keep the significant connections between literature and other fields. Philippine literature, thus, transcends beyond the boundaries of its topic of study and becomes an active teaching tool that makes lessons more interesting, encourages students to think critically, and helps them become socially responsible citizens. As the Philippines' higher education system works toward more inclusive and decolonized curricula, teaching through literature has the power to change students into well-rounded, culturally aware, and globally capable people.

Math anxiety is a significant barrier affecting the academic performance and emotional well-being of Junior High School students. This study investigated the levels of math anxiety among students in Grades 7 to 10 in a private secondary school in Bacolod City, Philippines. Using a quantitative descriptive-comparative design, anxiety was assessed across four domains: math class situations, math test situations, homework and assignments, and general thoughts about math. Results indicated moderate to high levels of anxiety, with math test situations eliciting the greatest anxiety. Female students consistently reported higher anxiety levels than males, particularly in classroom participation and test scenarios. Grade 9 students experienced the highest anxiety levels across all domains, while Grade 10 students reported the lowest, suggesting developmental trends in coping strategies. The study utilized non-parametric statistical methods, including Mann-Whitney U, Kruskal-Wallis, and Friedman tests, to analyze differences by sex, grade, and anxiety domains. These findings underscore the need for targeted interventions that address both cognitive and emotional factors contributing to math anxiety. Based on the results, a Technology-Assisted Instruction (TAI) plan is proposed, emphasizing scaffolded teacher support, digital tools, and anxiety-reducing strategies tailored to students’ specific needs. This study contributes valuable data to the limited Philippine literature on math anxiety interventions, providing a foundation for evidence-based practices to improve student engagement and achievement.

This literature review investigates the managerial competence of school heads, highlighting its significance in educational leadership and organizational effectiveness. Anchored in Transformational Leadership Theory, Mintzberg’s Managerial Roles Theory, and Competency-Based Theory, the review examines global, national, and localized studies on leadership standards and practices. International frameworks such as Singapore’s adaptive leadership development and the UK’s NPQH program are analyzed alongside the Philippine Professional Standards for School Heads (PPSSH). The review emphasizes that while PPSSH provides a structured leadership framework, its implementation remains inconsistent—especially in geographically challenged and culturally diverse regions like Benguet. The analysis reveals key challenges, including limited access to aligned training, weak evaluation systems, and the underutilization of localized leadership models. It also notes discrepancies between school heads’ self-assessed competence and external evaluations, suggesting a need for multi-perspective assessments. Empirical gaps are identified in existing Philippine literature, which often lacks methodological depth and contextual nuance. Despite these limitations, the review successfully integrates legal, theoretical, and empirical sources to underscore the role of managerial competence in achieving quality education. It concludes that contextual responsiveness, ethical leadership, and comprehensive capacity-building are crucial in enhancing the effectiveness of school heads. Recommendations include localized training, enhanced evaluation tools, and further research into context-sensitive leadership frameworks. Overall, this review provides a timely and policy-relevant contribution to understanding and improving educational leadership in the Philippine basic education system.

This study explores how Hermogenes Ilagan's Dalagang Bukid depicts Filipino culture and the role of women to achieve a more accurate representation. This investigates the plot structure, depiction of social class, and the portrayal of women in the 1919 compared to contemporary realities. It reveals the distinct cultural values such as the Filipino affinity for conflict and drama, as well as the importance of resilience and pride. The study also shows how the proud but flawed high-class and the humble, value-oriented low-class are distinguished by class. The portrayal of women in Dalagang Bukid reflects early 20th century ideals of femininity, family-centered, and aspirational, while modern women are characterized by independence and self-determination. The study contributes to the discourse on gender and cultural representation in Philippine literature and encourages further study on the evolving depiction of marginalized groups in traditional forms of drama.

The Philippines faces significant challenges in improving English language proficiency, particularly in reading comprehension, as evidenced in international assessments like PISA. This research investigated the efficacy of the Integrated Grammar Approach in Teaching Philippine Literature to Grade 7 MATATAG learners at Tacurong National High School, focusing on English grammar skills and comprehension of complex texts. The study employed a quantitative, true-experimental design with control and experimental groups, utilizing a lottery method to randomly select 40 students from each group. Data were collected through pre-tests, post-tests, and experts’ validations of the integrated grammar worksheets. The study found that using an integrated grammar approach significantly improved the grammar skills of both control and experimental groups, in enhancing the students' understanding and use of grammatical concepts within the context of Philippine literature. The developed Integrated Grammar Approach in Teaching Philippine Literature worksheets revealed a very high level of validity in terms of content, organization, mechanics, and overall package. The study concluded with a promising strategy for connecting grammar lessons to real-life situations of Grade 7 learners. The study recommends that the Department of Education may prioritize the development and dissemination of integrated grammar materials, promote professional development programs focusing on this approach, and encourage use of diverse instructional strategies and materials to enhance student engagement and learning, ultimately contributing to the nationwide effort to strengthen English proficiency, foster critical reading skills, and prepare Filipino learners to meet the demands of global communication and 21st-century literacy standards, thereby equipping students with the essential competencies needed for academic success, career readiness, and active participation in an increasingly interconnected world.

Abstract The dedicatory preface to Francisco Balagtas’s 1838 Tagalog poem, Florante at Laura , introduced a new conception of time to Philippine literature by referencing mortality as “búhay ma,i, mapatid,” or “life with a cut.” Mapatid , meaning “cut,” contradictorily has the same root word as the Tagalog word for sibling, kapatid . Zeroing in on the term’s simultaneous connotation of cessation and relation, this essay seeks to better understand the specificity of time’s emergence as an object of representation in Philippine literature through mapatid . It examines Lope K. Santos’s 1906 Tagalog socialist novel, Banaag at Sikat ( Soft Glimmers before Dawn ), for its omission of a representation of US colonial rule. I argue that this omission is a development of Balagtas’s notion of time and that cutting the historical context of US colonialism allows the novel to criticize colonialism.

The Philippine educational system deals with problems, as seen in the low performance in international assessments like PISA, emphasizing the need for good reading practices of having effective reading strategies among Filipino learners. Given the importance of reading comprehension in the academic performance of every learner, this study investigates how different reading materials, such as digital and printed reading materials, affect the reading comprehension of college students in Lipa City, addressing a gap existing in educational research. This study utilized an experimental design using two-independent-groups method and random assignment to measure the effects of digital and printed materials on reading comprehension of college students. Convenience sampling was used to select 60 participants, ten students each from six departments, and randomly assigned to guarantee that participants were evenly distributed across groups, divided into two groups: Experimental Group A (n=30) utilized digital materials, while Experimental Group B (n=30) used printed materials. For the pre-test and post-test, Filipino literature stories were selected, specifically “And I Was Carried Away” by Marcel Navarra (translated by Teresita G. Maceda) for the pre-test and “Encounter” by Zelda Soriano (translated by Lourdes H. Vidal) for the post-test, both featured in the book "Philippine Literature: A History and Anthology, English Edition (2010). In accordance with the findings of the study, both types of reading materials are beneficial for learners in enhancing their reading comprehension level; however, printed materials showed modest edge in boosting reading comprehension level. This implies that printed materials might offer a more effective and convenient reading material along with its physical quality that can provide learners comprehend and remember information better.