Student-Centered Approaches Employed in Teaching Literature at Munguia National High School

In literature education, student-centred instruction has emerged as an important method, promoting active learning, critical thinking, and significant student involvement. Understanding the teaching methods employed by educators is essential for enhancing the quality of literature instruction. This study examined student-centred techniques applied in teaching literature at Munguia National High School. A quantitative descriptive research design was utilized, involving 22 literature teachers selected through total enumeration sampling. Data collection was conducted using a validated structured questionnaire, and the analysis was performed using frequency, percentage, mean, and standard deviation. The results indicated that the majority of participants were female, aged between 21 and 30 years. Newspapers were the most common reading materials at home, while mobile internet research was the preferred method for understanding literary texts. Teachers frequently used learner-centred instructional strategies, with dramatization, characterization, and re-enactment receiving the highest evaluations. Additionally, motivational strategies, classroom management, instructional materials, literary genres, and evaluative measures were considered effective, leading to the conclusion that student-centred teaching practices were successfully implemented. Although several instructional challenges were identified, such as students' struggles with unfamiliar vocabulary, limited parental guidance, and insufficient reading materials, these issues were generally regarded as only mildly serious. Overall, the findings suggest that the consistent application of student-centred approaches enhances engaging and meaningful literature instruction. The study highlights the need to strengthen vocabulary development, enrich instructional resources, encourage parental involvement, and maintain teacher professional development to further improve the quality of literature teaching and students' learning experiences.