Meaningful learning: the role of teachers in developing students’ critical understanding of literary texts

This research was conducted to determine the level of students’ critical understanding of literary texts, as well as the strategies used by Grade 7 teachers in teaching them. The researchers employed a descriptive methodology to describe data related to the participants’ age, gender, degree, years of teaching experience, and number of seminars attended. Results revealed that most participants were aged 41–50, female, and graduates of BSED Filipino. The majority had more than seven years of teaching experience. Based on the findings, the level of students’ critical understanding of literary texts was found to be high across various aspects: content of the text, symbolism and deeper message, recognition and interpretation of statements, and in-depth comprehension of expressions. The participating teachers commonly used the Question-Answer Relationship (QAR) strategy, which was proven effective in fostering a higher level of literary comprehension. Meanwhile, the study also revealed that the challenges encountered by teachers in teaching school-based literature were frequently experienced and may affect the effectiveness of students’ learning. Nonetheless, the study found a significant relationship between the strategies used and the level of students’ understanding, emphasizing the importance of employing appropriate teaching methods to further enhance students’ critical thinking in literature.