Personal response approach and its effects to the performance of grade 9 students in Philippine literature

This study investigates the effectiveness of the Personal Response Approach (PRA) in enhancing Grade 9 students’ performance in Philippine Literature at Tabaco National High School during the academic year 2025–2026. PRA emphasizes learners’ active engagement with texts by connecting personal experiences, emotions, and prior knowledge to literary analysis. The research employed a quasi-experimental design involving sixty-six students divided into control and experimental groups. Pre-test and post-test evaluations measured competencies such as analyzing bias, evaluating truthfulness of ideas, extracting essential information, critiquing deeper meanings, relating themes to real-life contexts, and applying effective listening strategies. Results sought to determine whether significant differences existed between the two groups’ performances and to identify least mastered competencies requiring instructional intervention. Findings are expected to demonstrate that PRA fosters critical thinking, deeper comprehension, and improved engagement in literature studies. Lesson plans were developed to address gaps in mastery, ensuring alignment with DepEd’s Most Essential Learning Competencies (MELCs). The study contributes to pedagogical innovation by validating PRA as a learner-centered strategy that enhances both linguistic proficiency and cultural awareness. Implications extend to teachers, policymakers, and educational institutions seeking effective approaches to improve literacy outcomes and foster critical, reflective learners in Philippine secondary education.