The Historical Approach in Teaching Philippine Literature: Examining Literary Skills and Reading Comprehension among Grade 11 Learners

This study investigated the effectiveness of the historical approach in teaching Philippine Literature in improving the literary skills of Grade 11 learners. Specifically, it examined learners' reading comprehension and literary technique-identification skills and determined the relationship between learner characteristics and literary performance. Using a quantitative descriptive-correlational research design, data were collected from Grade 11 learners of Balaoang National High School through validated researcher-made literary assessment instruments and learner profile questionnaires. Descriptive statistics, independent-samples t-test, Pearson correlation, and multiple regression analyses were employed to analyze the data. Results revealed that learners demonstrated a satisfactory level of reading comprehension but moderate proficiency in identifying literary techniques. Reading interest and opportunities to communicate in English significantly predicted literary performance, whereas sex and first language showed no significant influence. Learners encountered difficulties in interpreting figurative language, recognizing symbolism, and making historical inferences within Philippine literary texts. The findings support Schema Theory, Reader-Response Theory, and Sociocultural Theory, highlighting the importance of contextualized instruction in literature education. The study recommends integrating historical-contextual learning activities and culturally responsive instructional materials to improve literary competence among senior high school learners.