INVESTIGATING STUDENTS’ KNOWLEDGE TOWARDS LITERARY

GENRE AND ELEMENTS

A Thesis Presented to the Research Center of Talisay City College

In Partial Fulfillment of the Requirements for the Degree Bachelor of Secondary

Education Major in English

by:

Gia Cabanog

Gexter Lee S. Labajo

Hannah Mae U. Malinao

Allyssa Mae R. Abangan

Kathleen Marie H. Ulgasan

Maria Rodlyn Fernandez

December 2024
 ACKNOWLEDGEMENT

The achievement of this study would not have been possible without the help of

several individuals; we might not have successfully completed this study without their

assistance. We want to give thanks, appreciation, and recognition to the following

people for their inevitable help and support:

To Jesus Christ, our Lord Almighty God, for giving us such knowledge, wisdom,

courage, strength, faith, support, and determination in discovering things that have not

been learned; for the guidance and aid in passing all the challenges we have come

across upon pursuing our studies; and for making this study probable to happen.

To Dr. Bernard Evangelicom Jamon, our instructor, for being a kind, responsible,

great, and understanding advisor in spite of his busy schedule; his helpful

propositions, insightful comments, invaluable suggestions, and boundless

encouragement were key to finishing this project. We are eternally indebted to his

superhuman efforts;

To our parents, whose warm and undying love and support, encouragement, and

understanding sustained us through every up and down. We are especially grateful for

their generous financial assistance, which made this challenging undertaking possible.

Their sacrifices are deeply appreciated.

 With the help of the above-mentioned people, this study would not have been

possible; and for these, we are and will always be grateful and thankful for the good

deeds they have shown.

The Researchers
 TABLE OF CONTENTS

Pages

Title Page i

Approval Sheet ii

Acknowledgement iii

Dedication v

Table of Contents vi

Abstract xi

Chapter 1 THE PROBLEM AND ITS SCOPE 1

Rationale of the Study

Theoretical Background

Conceptual Framework

REVIEW OF RELATED LITERATURE

THE RESEARCH PROBLEM

Statement of the Problem

Significance of the Study

 RESEARCH METHODOLOGY

Research Design

Research Locale

Research Respondents

Research Instruments

Data Gathering Procedures

Statistical Treatment

DEFINITION OF TERMS

Chapter 2

RESULTS AND DISCUSSIONS

Chapter 3

SUMMARRY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

Summary of Findings

Conclusion

Recommendations

Rationale
REFERENCES

APPENDICES

Appendix A. Transmital Letter

Appendix B. Research Instrument

Appendix C. Research Locale

Appendix D. Survey Questionnaire

Appendix F. Plagiarism Checker

CURRICULUM VITAE

LIST OF TABLES

Table

LIST OF FIGURES
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

Understanding literary genres and their elements is fundamental for students'

development of reading, writing, and analytical skills. It fosters deeper

comprehension and creative thinking, essential for academic success and personal

growth. However, many students struggle with or avoid engaging with literature

outside academic contexts, which may limit their exposure to diverse literary forms

and undermine their ability to critically analyze texts.

Research in genre-based pedagogy suggests that integrating genre knowledge

into teaching practices enhances students' reading comprehension and writing skills.

Alharbi (2021) emphasizes that genre-based pedagogy improves students' ability to

navigate and analyze texts. Beaufort (2020) and Brisk (2022) highlight the importance

of genre knowledge in developing advanced literacy skills, particularly through early

exposure in educational settings. Furthermore, Mallillin and Pavera (2024) and Ramos

(2022) underscore the importance of understanding contemporary literature genres in

fostering critical reading and writing skills in the 21st century.

 Global View

Hiver et al., 2021 revealed a huge shortage of literary knowledge in the students

in Arabic language departments up to their fourth year of academic study. The lack of

awareness does significantly affect the performance of students in modern literature

classes. The reason behind such a gap in awareness is because of lesser knowledge

and limited familiarity regarding the importance of literary genres and elements that

are necessary for correctly interpreting the texts. Using the descriptive correlational

method of the study is to examine the data collected for 130 students in an effort to

determine the connection between literary awareness and academic achievement. In

conclusion, it shows that students with better knowledge of literary aspects do better

academically, thereby suggesting that better literary education would bring better

results for literature classes (Hestiana & Zur, 2022).

Several studies support this finding, which emphasizes the difficulties students

face in literary analysis and interpretation. To address this issue, the study is

recommending a need for the integration of literary concepts that will be associated

with the daily activities of students, getting acquainted with genres through

curriculum delivery, and stimulating involvement in literary activity and discussion

(Liu et al., 2022). In this connection, further research study analysis is recommended

to investigate how it will impact the increased awareness among literary texts and

how to result in effectively teaching approaches (Santi et al., 2021). The connection

between literary knowledge and academic achievement underlines the need for a

teaching program emphasizing the familiarity with genre and analytical skills that can

help to develop critical thinking, empathy, and cultural awareness (Hestiana & Zur,

2022).
 Regional View

From a regional perspective, there is a great demand for innovative teaching

methods tailored to the diverse linguistic and cultural backgrounds of students in

Southeast Asia. In countries like Indonesia, Thailand, and the Philippines, educators

face the challenge of engaging students with various literary genres since traditional

methods have often failed to spark significant interest. As educational needs evolve, it

becomes crucial to implement teaching activities that foster a deeper understanding

and appreciation of different literary genres (Li et al., 2022). This emphasizes the

need for selecting literature materials that are not only culturally relevant but also

reflect the unique motivations, backgrounds, and language experiences of students in

Southeast Asia (Nur et al., 2023).

Furthermore, experts across the region emphasize that integrating literary genres

into foreign language programs can provide real-world examples and useful resources

for developing language skills. This approach allows for greater contextualization of

learning, which is particularly effective in Southeast Asia’s multilingual and

multicultural classrooms (Alerta, 2021). Additionally, many educators in Southeast

Asia believe that utilizing literary genres within the EFL classroom’s multicultural

context makes teaching more effective, as students can see their own cultural

narratives reflected alongside global themes (Nur et al., 2023).

To make literary texts both engaging and beneficial for building students’

linguistic and sociolinguistic knowledge, teachers in Southeast Asia are encouraged to

select readings that connect with students’ own experiences, feelings, and aspirations
 (Nur et al., 2023). Given that Southeast Asian students come from varied

linguistic backgrounds, simpler language can aid comprehension. However, ensuring

that the materials remain relevant and interesting is essential. A structured approach

that includes surveys or discussions to understand students’ specific interests allows

educators to select texts that blend modern and classic literature, supplemented by

multimedia resources, to create greater engagement. Gathering regular feedback from

students also helps teachers refine these selections, ensuring that the chosen texts

remain engaging and impactful for learners in Southeast Asia (Li et al., 2022).
 National View

In the Philippines, the declining interest of students in literary reading poses a

significant educational challenge, with wide-reaching implications on the national

level. Studies indicate that many EFL (English as a Foreign Language) courses

offered at the university level treat literature primarily as art, often overlooking its

potential to enhance language development (Fogal, 2020). This approach neglects the

crucial connection between literary reading and the development of reading

comprehension, a skill that is essential for academic success. In fact, a strong

relationship has been found between reading comprehension skills and attitudes

toward reading, emphasizing the need for stronger instruction and curriculum design

to foster these skills (Saleh & Darwis, 2024). National reports further reveal that over

60% of twelfth graders score below proficient levels in reading achievement,

underscoring a significant gap in literary genre analysis and comprehension skills.

This suggests that the current system is not adequately preparing students to engage

with literature at a deeper level.

To address these challenges, improving literature instruction in the Philippines

requires not only addressing classroom problems but also ensuring that the curriculum

includes a broader range of perspectives. Professors argue that literature, especially

multicultural works, can expand students' national perspectives and foster a deeper

understanding of their cultural identity (De Jesus-Reyes, 2024). However, the current

curriculum's focus on Western texts has been criticized for limiting students' exposure

to diverse and contemporary works. This conventional emphasis on Western literature

prevents students from fully understanding global literary traditions and hinders their
 ability to relate literature to their own experiences. Educators also face

significant obstacles in teaching literature, particularly in terms of genre and the

analysis of literary elements, which have become increasingly important in the

context of contemporary education (Sarce, 2022).

In response to these challenges, some advocates suggest incorporating popular

culture and local tales into the curriculum to make literary training more relevant to

Filipino students. By integrating these elements, literature classes can become more

engaging and connected to students' everyday lives (Santos & Nanquil, 2023). This

approach could also help students develop critical thinking skills and better appreciate

both local and global literary traditions, bridging the gap between their personal

experiences and the wider world of literature.

However, students in Philippine schools continue to struggle with reading and

writing, which hinders their engagement with literature. Studies have shown that

many students face significant challenges in reading comprehension and writing,

often due to the lack of local knowledge integration in the curriculum (Urbano,

Gumangan, & Gustilo, 2021). To address this, Bugtong (2023) advocates for

personalized reading enhancement programs that are tailored to students' specific

needs. These programs aim to promote literacy skills, encourage critical thinking, and

foster a deeper understanding of both local and global literary traditions, providing

students with the tools they need to succeed academically.

The integration of indigenous and local knowledge into the curriculum is also

gaining traction in the Philippines. Alerta (2021) highlights the importance of

 comparative literary education that incorporates both the Philippines' rich literary

traditions and Western classics. This approach helps students connect with their

cultural heritage while also broadening their understanding of global literature.

Moreover, educators argue that respecting indigenous perspectives fosters inclusive

literacy education, addressing current societal issues and promoting a more holistic

view of literature. The growing interest in indigenous knowledge systems and

sustainable development demonstrates local support for this inclusive strategy, which

could also improve students' understanding of sustainability and local cultural

heritage (Lam et al., 2020).

Incorporating multicultural and indigenous literatures into literature classes is

essential for preparing Filipino students to navigate the complexities of modern life.

Teachers argue that a dynamic approach to teaching literature—one that combines

modern textbooks with local knowledge and diverse literary traditions—can better

address the unique challenges faced by Filipino students. Research emphasizes the

importance of integrating popular culture, health literature, and indigenous knowledge

into the curriculum. These additions are critical to creating a more active, informed,

and literate generation. By addressing these concerns, educators hope to provide

literature instruction that is both inclusive and effective, equipping students with the

skills and perspectives needed to thrive in an increasingly interconnected world.

 Local View

Understanding students' knowledge of literary genres and elements is essential

for effective literature education. In Cebu City, a vibrant cultural hub in the

Philippines, this understanding is particularly important due to the city's rich literary

heritage and diverse linguistic landscape (Britannica, 2024). Recent studies emphasize

the significance of integrating local literature into the curriculum to enhance students'

appreciation and comprehension of literary forms. For example, the Department of

Education's 21st-century literature module highlights various literary genres and their

elements, aiming to develop students' critical thinking and analytical skills

(Department of Education, 2020). However, there is a lack of research specifically

focused on Cebu City students' familiarity with these literary concepts. Investigating

this area could provide valuable insights into the effectiveness of current educational

strategies and identify potential gaps in students' literary education.

Moreover, understanding students' knowledge in this domain can help inform the

development of targeted interventions to improve literary competence. This is

particularly relevant in a multilingual context like Cebu City, where students

encounter literature in various languages and forms. Therefore, this study aims to

assess Cebu City students' knowledge of literary genres and elements, contributing to

the enhancement of literature education in the region.

Initiatives such as local reading programs, developed by the community,

encourage students to read more than what is required in school. However,

socioeconomic challenges and a lack of infrastructure hinder learners' engagement

 with literature. Many Filipino learners struggle to read with comprehension, and

only a few reach the minimum proficiency levels in reading, according to the findings

of the Learner Variability Project (2020). Additionally, educational approaches often

focus on word recognition rather than fostering critical thinking skills or helping

students develop a personal connection with the texts, both of which are essential for

nurturing a love for reading (Bermillo & Aperocho, 2022).

In short, while Filipino students may have the technical skills to read English,

various societal and educational factors affect their interest in literature. Localized

content and community initiatives can help rekindle students' interest in exploring

more literary materials.

 Personal Perspective

The lack of interest in literature among English majors beyond academic

requirements is evident in various studies on students’ reading habits and preferences.

Studies show students' reading preferences and habits, which reveal how little

students can read complex texts despite being first-year students studying English;

many rely more on required readings than actually seeking out various literature on

their own (Robb, 2020). That would emphasize the fact that it is of a more serious

nature: the students are not prepared sufficiently enough for a literature course, so

they become alienated from the genre. The national data also reflects changes in

students' reading habits: many students tend to like shorter texts or more popular

literature, which might not necessarily contribute to a deeper understanding of literary

works. That trend creates a threat to cultural literacy and the overall depth of

engagement with literature in the educational system.

From her personal point of view, her experience as an English major can be

described as something very tiresome in the sense that the passion she once had for

her major is gradually losing. While many probably entered this field because

literature seemed to have the power to make people feel and think, which she agree,

However the volume of readings often becomes overwhelming. Having gone through

similar challenges, She observed how her classmates, too, would sometimes just aim

to comply with the tasks given rather than truly engage with the content. These are

common experiences for most of us students who, under academic pressure, grow

disconnected from a subject we initially enjoyed. Moreover, She recall seeing the

guilt of not finishing every assigned reading visibly affecting her classmates,
 revealing a broader issue: the gap between academic expectations and personal

engagement with literature. This realization emphasizes the importance of rekindling

students’ interest in reading, advocating for a balanced approach that encourages

exploration beyond the formal curriculum.

The purpose of this study is to investigate the students motivation, knowledge in

terms of genre and elements and the factors contributing to lack of interest in reading

literature among English major students Year 2024-2025 as basis for program that can

be designed.
 THEORETICAL BACKGROUND

This study is anchored in three theories, namely: Louise Rosenblatt’s Reader-

Response Theory, Steve Neale’s Genre Theory, and Edward Deci and Richard Ryan’s

Self-Determination Theory (SDT). Together, these theories provide a comprehensive

framework for understanding how students engage with literature, focusing on

cognitive, emotional, and motivational aspects of reading.

Reader-Response Theory

Louise Rosenblatt’s Reader-Response Theory, highlights the active role of

readers in interpreting literary texts. According to this theory, meaning is not limited

to the text itself; it emerges through the interaction between the reader's personal

experiences and the text. In her important work, Rosenblatt (1978) argued that this

interaction plays a crucial role in how readers understand and emotionally connect

with literature. This perspective holds significant implications for education,

particularly in literature instruction, as it encourages students to form personal

connections with the texts they encounter. These connections, in turn, deepen their

comprehension and foster a greater appreciation of literature (Kunjanman & Aziz,

2021).

Research indicates that students often struggle to engage with literature when

they cannot find personal relevance in the texts assigned to them. By encouraging

these personal connections, educators can increase students' emotional investment in

 literature, which is vital for developing a lifelong love of reading. McLaughlin

and Voogd (2024) found that when students engage with literary works on a personal

level, they not only enhance their critical thinking skills but also improve their

analytical abilities. Additionally, students' cultural backgrounds significantly influence

their responses to literature, underscoring the importance of teachers recognizing

these factors. Iskhak et al. (2020) argue that connecting literature to students' cultural

contexts can make reading more relatable and easier to understand.

Since its introduction, RRT has evolved, especially in response to changes in

education and the growing influence of digital media. Delanoy (2023) notes that while

RRT gained prominence in the 1970s and 1980s, its core principles remain relevant

today. The interactive nature of RRT has also expanded to include multi modal texts

such as digital media and visual narratives reflecting the idea that meaning making

now involves multiple influences, not just the text and the reader (Delanoy, 2021).

This shift emphasizes a broader understanding of how students engage with diverse

texts in an interconnected world.

Despite its strengths, RRT has faced criticism, particularly for its focus on

personal responses, which some argue may limit the depth of literary analysis

(Hirvela). As literature education continues to evolve, there is an increasing need to

integrate RRT with other teaching methods that take into account the collective

aspects of reading. New concepts, such as "wreader" participation, emphasize the

blurred lines between readers and creators in contemporary literary practices (Becker

& Matz, 2023).

 In conclusion, Reader-Response Theory remains a valuable framework for

understanding how readers engage with literature. By emphasizing personal

connections and considering the impact of cultural backgrounds, educators can enrich

students’ literary experiences. As literature education continues to evolve with the rise

of digital media and collaborative practices, RRT is likely to adapt further, ensuring

its ongoing relevance in fostering critical thinking and emotional engagement among

learners.

Genre Theory

Steve Neale’s Genre Theory explains how students’ past experiences with

different types of literature shape how they engage with new texts. Neale (2000)

explains that genres are formed by both repeating familiar patterns and introducing

new ones. This mix of the known and the new encourages students to explore both

traditional and innovative genre elements, which makes their reading experience more

engaging.

In the classroom, Genre Theory helps us understand how students’ previous

knowledge of genres affects how they approach new literature. When students come

across variations within a genre, it pushes them to think more deeply about that genre

and get more involved in it. Logsdon et al. (2020) argue that exposing students to

different forms of genres can encourage them to explore more complex and diverse

types of literature. By understanding how genres change over time in response to

 cultural and historical influences, students can develop a broader appreciation for

literature’s social and cultural impact (Brown, 2022; Fowler, 2022).

Applying Genre Theory in the classroom suggests that teachers should introduce

genres gradually, combining familiar elements with new variations. This approach

challenges students to think more deeply about literary forms and helps them engage

with a wider variety of texts.

Self-Determination Theory (SDT)

Self-Determination Theory (SDT), developed by Deci and Ryan (2000), explores

how intrinsic motivation influences an individual’s engagement. It highlights three

key psychological needs: autonomy (the ability to make choices), competence (the

feeling of being capable), and relatedness (the sense of being connected to others).

According to SDT, people are most motivated when these needs are met. In the

context of literature, SDT helps explain how these factors influence students’

engagement with reading.

Research suggests that when students experience intrinsic motivation—such as

enjoying the act of reading—they are more likely to engage with literature over the

long term. SDT applies to this study by investigating how English majors maintain

their motivation to read beyond academic requirements. When students feel they have

control over their reading choices, believe they are capable of understanding and
 analyzing texts, and feel connected to their peers and instructors, they are more

likely to develop a lasting interest in reading (Ryan & Deci, 2020).

In practical terms, SDT provides strategies for educators to enhance student

motivation. Teachers can help by offering students more freedom in selecting reading

materials, providing progressively challenging tasks to develop their skills, and

fostering a supportive classroom environment. These strategies allow students to form

personal connections with literature, which bolsters their intrinsic motivation to read

both inside and outside the classroom (Svrcek & Abugasea Heidt, 2022; Pasopati et

al., 2024).

This study also combines SDT with other theories, such as Reader-Response

Theory and Genre Theory, to create a comprehensive framework for understanding

how students engage with literature. Rosenblatt’s Reader-Response Theory

emphasizes personal engagement, encouraging deeper connections with texts. Neale’s

Genre Theory highlights how students’ genre expectations shape their reading

experiences. SDT complements these theories by demonstrating how satisfying

students' psychological needs can sustain their long-term motivation to read.

Furthermore, SDT stresses the importance of creating environments where

students feel valued and respected. Research shows that students who experience

autonomy in their reading choices are more likely to explore a wider variety of genres

and themes, enhancing their overall literary experience. Additionally, when professors

encourage dialogue and collaboration, students develop a stronger sense of belonging,

 which boosts their intrinsic motivation. By addressing these psychological needs,

educators can help foster a lasting reading culture that extends beyond the classroom.

Understanding students’ knowledge of literary genres and elements is crucial for

fostering a deeper appreciation for literature. It sheds light on how students interact

with various narratives, themes, and structures, thus enhancing their critical thinking

and creative expression. Teaching literature not only as a subject but also as a tool for

cultural and emotional discovery is essential. By identifying gaps in students’

comprehension, instructors can adjust their teaching methods to make literary studies

more engaging, ensuring that students recognize its relevance to both their personal

and academic lives. This research underscores the dynamic relationship between

education and self-discovery through storytelling, making it a valuable area of study.

Conceptual Framework
 This section presents the conceptual framework for this study, which is divided

into three parts: input, process, and output. The input encompasses all the necessary

information gathered from the respondents for this study. The process outlines the

various methodologies, techniques, and procedures used to process the collected data.

The output involves the development of a proposed program based on the study's

findings.

INPUT PROCESS OUTPUT

1.1 Student Motivation

1.2 Knowledge of Literary  Data Collection

Genres Proposed Program
 Data Analysis
1.3 Knowledge of Literary
 Assessment
Elements

1.4 Contributing Factors

Figure 1. Flow of the Study

REVIEW OF RELATED LITERATURE AND STUDIES

 The study of literature is a cornerstone of education, contributing to personal

growth, cultural understanding, and the development of critical thinking. For students,

particularly English majors, engaging with literature extends beyond fulfilling

academic requirements. It is influenced by factors such as motivation, understanding

of literary elements, and the learning environment. This review explores key studies

on these factors, focusing on how student motivation, comprehension of literary

genres, and external influences affect reading habits. These insights will provide a

foundation for investigating the lack of interest in reading literature among English

majors and inform strategies to enhance literary engagement.

Student Motivation and Engagement with Literature

Motivation plays a significant role in student engagement, particularly in

literature. Motevalli et al. (2020) argue that intrinsic motivation is vital for academic

persistence. Students who are intrinsically motivated are more likely to overcome

challenges and persist with difficult content. This suggests that fostering intrinsic

motivation is essential for increasing engagement with literature. Weimer (2020)

further highlights the importance of self-efficacy students’ belief in their ability to

succeed in tasks. Students with high self-efficacy are more likely to engage with

difficult assignments, including literary studies. Teachers can cultivate self-efficacy

by providing constructive feedback, which encourages deeper engagement with

literary texts.
 The connection between engagement and academic performance has been

explored by Dogan (2023), who found a positive correlation between student

involvement and academic success.

The shift to online learning during the COVID-19 pandemic prompted studies on

how motivation can be sustained in virtual environments. Huang et al. (2021) found

that personalized learning experiences and giving students choices significantly

increased motivation and engagement. These findings are particularly relevant for

literature instruction, where adapting teaching methods to online platforms can

strengthen students' connection with literary texts. Similarly, Tokan and Imakulata

(2021) argue that demonstrating the real-world relevance of literature enhances

student engagement. When students recognize the practical value of literature such as

its application to career opportunities they are more likely to invest effort in their

studies.

Knowledge and Understanding of Literary Genres and Elements

Understanding literary genres and elements is essential for engaging

meaningfully with literature. Xu (2023) examined the relationship between genre

knowledge and multilingualism, demonstrating that awareness of genre-specific

features enhances comprehension and engagement. This meta-cognitive awareness,

encompassing both linguistic and rhetorical features, allows students to appreciate

literary texts on a deeper level.

 Similarly, Fedewa and Lo (2023) highlighted the role of visual tools, such as

mind maps, in improving students' awareness of genre-specific features. Their study,

which focused on genres like advertisements and narratives, showed that these tools

not only improve genre analysis but can also be applied in literary education to

deepen genre knowledge.

Expanding on this, Singh et al. (2020) investigated the understanding of literary

genres among English majors, revealing that students with limited genre knowledge

struggled with advanced vocabulary and complex literary structures. This study

suggests a strong link between genre knowledge and literary competence. Although

targeted instruction in genre-specific language may improve understanding, the

relationship is complex and influenced by factors like prior knowledge and language

proficiency. Further research is needed to explore the full impact of genre-focused

instruction.

In academic writing, Kessler (2021) underscores the importance of genre

knowledge, noting that familiarity with different genres enables students to adapt their

writing to various rhetorical situations, thereby enhancing both writing skills and

critical engagement with literature.

Finally, Hashemi and Daneshfar (2021) argue for integrating grammar and genre

instruction. They suggest that genre-specific grammar aids students in identifying and

interpreting the structural features of different literary forms, which in turn fosters a

more nuanced understanding of literature. This integrated approach equips students

with the tools necessary for deeper analysis and appreciation of literary texts.
 Impact of Academic and External Factors on Reading Habits

Reading habits are influenced by both academic and external factors, including

the curriculum, teaching methods, and social influences. Baba et al. (2020) examined

students' reading habits and found that a positive attitude toward reading whether

academic or recreational significantly impacts engagement with literature. Students

who read regularly are more likely to develop a deeper appreciation for literature.

This highlights the importance of teachers promoting reading as an enjoyable activity

rather than a chore.

Digital technology has transformed reading habits in significant ways.

Spjeldnaes and Karslen (2022) note that digital reading platforms, such as e-books

and audio-books, have made reading more accessible. However, these platforms also

influence how students engage with texts.

For instance, digital readers often prefer shorter texts or audio-books, allowing

them to multitask. This shift challenges traditional literature instruction, requiring

teachers to adapt strategies to engage students accustomed to more interactive, fast-

paced reading formats.

External factors, such as parental involvement and home culture, also play an

influential role in students’ reading habits. Vuong et al. (2021) found that students

whose parents read actively are more likely to develop positive reading habits. This

underscores the importance of the home environment in fostering an interest in

reading. Additionally, encouraging students to choose reading materials based on

 personal preferences can further enhance engagement, as evidenced by Vuong et

al.'s findings.

Strategies to Enhance Literary Engagement

Several strategies have been identified to enhance students' engagement with

literature. One key approach is the use of response strategies, where encouraging

students to reflect on their personal experiences with literature significantly improves

their engagement. According to Herlina and Santoso (2022), when literature becomes

personally relevant, students are more motivated to participate in discussions and

connect with the material on a deeper level.

Another effective strategy involves teaching reading techniques such as

skimming and scanning. Durak and Yavuz (2024) emphasize that these methods help

students identify key information and main ideas, enhancing their ability to navigate

complex texts. By mastering these strategies, students are better equipped to engage

critically with literary works.

Genre-based instruction is also a valuable approach to increase engagement. This

method integrates literacy activities with character development, providing a more

relevant and holistic learning experience. Atmazaki et al. (2023) highlight that genre-

based teaching meets students’ diverse needs while motivating them to actively

engage with texts.

 Moreover, combining intrinsic motivation with active reading strategies can

further enhance students’ connection to literature. Research by Sugiarti et al. (2023)

suggests that such methods allow students to link their personal experiences to literary

themes, fostering a deeper appreciation of prose and a better understanding of real-life

representations in literature.

Technology plays a growing role in boosting engagement. For example, an

online course on contemporary American literature showed a 31% increase in student

engagement by incorporating videoconferencing and interactive exercises (Gao,

2023). This demonstrates the potential of digital tools to motivate students and enrich

their literary experience.

Furthermore, selecting appropriate literary works that align with reading

strategies such as skimming and scanning can significantly improve comprehension

and engagement (Durak & Yavuz, 2024). Digital storytelling projects, another

innovative strategy, have been shown to engage students by encouraging collaboration

and creative expression of literary content (Rohayati, 2020). These approaches

underscore the importance of incorporating technology in literature education to

increase student motivation and participation.

Writing strategies also play a crucial role in enhancing engagement. Rahimi

(2024) notes that motivational teaching tactics, such as promoting active participation

and cooperative learning, lead to increased student engagement and performance.

Creative re-creation methods, which help students emotionally connect with the
 literature, also contribute to greater enthusiasm and involvement in classroom

activities (Rifqi, 2023).

Lastly, gamification techniques, such as using tools like Wordwall, have proven

effective in making literature lessons more engaging and enjoyable, significantly

boosting student motivation (Widhiatama & Brameswari, 2024).

In conclusion, these diverse strategies—ranging from reflective activities and

reading techniques to the use of technology and creative methods—demonstrate the

importance of dynamic teaching approaches in fostering students' engagement with

literature. By implementing these strategies, educators can inspire a love for reading

and create a more interactive and motivating learning environment.

 RESEARCH PROBLEM

STATEMENT OF THE PROBLEM

Despite being English majors, many students show a lack of interest in reading

literature particularly in the genre and elements of literature outside the academic

requirements.

Specifically, the study aims to answer the following questions;

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Year level

2. What are the students motivation in reading literature outside the academic

requirements?

3. What are the students knowledge in terms of genre of literature?

4. What are the students knowledge in terms of elements of literature?

5. What factors contribute to English majors’ lack of interest in reading literature

outside of academic requirements?

6. Is there a significant difference between the respondents knowledge towards

genre and elements of literature?

7. Is there a relationship between students motivation and lack of interest in

reading literature?

8. Based on the results, what program can be designed?

 Significance of the Study

The significance of this study lies in its potential to bridge the gap between

academic requirements and genuine interest in literature among English majors,

thereby fostering a deeper appreciation for literary genres and elements. By

investigating students' knowledge and engagement with literature beyond the

classroom, this research aims to inform educators and curriculum developers on how

to enhance literary education and promote a lifelong love for reading. Hence by

focusing on these, this study was beneficial for the following:

Educators. The findings can assist educators in designing more engaging and

relevant literature curricula that resonate with students’ interests and needs. This could

involve integrating contemporary themes and diverse genres that reflect students'

experiences, thereby making literature more relatable and enjoyable.

Students. By understanding the factors contributing to their disinterest, students

can be guided towards discovering the joy and benefits of reading diverse literary

genres. This understanding can lead to improved engagement and motivation,

fostering a lifelong love for literature.

Researchers. This research contributes empirical data to the broader field of

literary studies by providing insights into students’ reading habits and preferences. It

can help identify trends and gaps in literature engagement among different

demographics, enriching the academic discourse surrounding literary appreciation.

 Future Researchers. The study serves as a foundation for future research on

similar topics, encouraging more in-depth investigations into student engagement with

literature. It can inspire subsequent studies that explore innovative teaching methods

or the impact of technology on reading habits.

 RESEARCH METHODOLOGY

This section outlines the methodology that guides the study, including the

research design, location, study population, sampling procedures, research

instruments, data collection procedures, data analysis techniques, reliability and

validity of questions, and ethical considerations.

Research Design

This study utilizes a descriptive-correlational research design, aiming to describe

and determine the relationships between second-year English major students'

knowledge of literary genres and elements. The design allows for the identification of

patterns and associations in the data without manipulating variables. Specifically, this

study will examine how students’ knowledge of literary genres and elements

correlates with factors such as gender, age, and academic performance in literature-

related subjects (Siedlecki, 2020).

In this study, the independent variable is the students' knowledge of literary

genres and elements, while the dependent variables include factors like gender, age,

year level, and academic performance in literature courses. Descriptive statistics

(frequencies, percentages, and measures of central tendency) will be used to

summarize demographic data and responses, while chi-square tests will be applied to

categorical variables to explore relationships between factors such as gender, age, and
knowledge of literary genres and elements. If continuous data, such as knowledge

scores, are utilized, Pearson's correlation coefficient or Spearman’s rank correlation

will be employed to assess the strength and direction of associations.

Research Locale

The study will be conducted at Talisay City College, located in Poblacion,

Talisay City, Cebu. The college serves approximately [total number of students]

students, with the second-year BSED English program comprising [total number of

second-year BSED students] students.

The study will focus on students in the second year of the BSED English

program for the school year 2024-2025. The institution provides an ideal environment

for this study, featuring well-equipped classrooms, a library, and spaces for

extracurricular activities.

Research Respondents

The respondents for this study will be second-year students enrolled in the BSED

English program at Talisay City College, with the study population comprising [total

number of second-year students].

Purposive sampling will be employed to select students who meet specific

criteria, including regular attendance in literature classes where genres and elements

are taught, as well as their willingness to participate in the study.

 A total of [number of participants] students will be chosen to ensure the sample

accurately represents the population, with careful consideration given to achieving a

balanced representation in terms of gender, age, and year level. Participants must be

enrolled in literature courses that directly address genres and elements, ensuring they

have relevant exposure to the content under investigation. A diverse sample will help

provide a more comprehensive understanding of students' knowledge and attitudes

toward literature.

Research Instruments

The primary data collection tool for this study will be a survey questionnaire

designed to assess second-year students' knowledge of literary genres and elements.

The questionnaire will include statements related to students' understanding of various

genres, such as fiction and poetry, as well as literary elements like theme and

symbolism.

To measure students' responses, a four-point Likert scale will be used, which

avoids a neutral option and ensures that respondents express a preference or opinion.

The available response options will be: Strongly Agree, Agree, Disagree, and Strongly

Disagree. The questionnaire will assess students' self-reported knowledge and

understanding of literary genres and elements through statements like "I can correctly

identify the key characteristics of Gothic literature" and "I can describe the main

elements of a short story (e.g., plot, character, setting)." To ensure content relevance
 and clarity, the survey instrument will be validated by subject matter experts.

Additionally, a pilot test will be conducted with a small group of students to refine the

instrument, address any ambiguities, and ensure it accurately measures the intended

constructs.

The reliability of the instrument will be assessed using Cronbach's alpha to

determine the internal consistency of the Likert scale items.

Data Gathering Procedures

The data gathering process involved collecting relevant information to measure

the variables of interest, enabling the researchers to make informed decisions based

on the available data.

Preliminary. The research process began with the selection of a research title,

which was reviewed by the research director. Once finalized, the manuscript

underwent further reviews and revisions based on the feedback received. After

approval from the school president, an orientation session was conducted with

participants to explain the purpose, procedures, and the voluntary nature of their

participation.

Data Collection

Upon receiving approval, hard copy questionnaires will be randomly distributed to the

selected participants to ensure unbiased participation. The completed questionnaires

will then be collected, tallied, and forwarded to a statistician for data analysis.
 Post Data Collection

The collected data will be analyzed using descriptive statistics, such as frequency

distributions, percentages, and measures of central tendency, to summarize the

demographic characteristics and responses.

Treatment of Data

To analyze the relationships between students' knowledge of genres and elements

and factors such as gender, age, and year level, Pearson’s correlation will be

employed. This method will assess the strength and direction of the linear relationship

between continuous variables, such as age and students' scores or knowledge levels.

For ordinal variables, Spearman’s rank correlation will be used to measure the

monotonic relationship between the variables.

Ethical Considerations

The study will adhere to ethical guidelines to ensure the protection of participants'

rights and privacy. Participants will be fully informed about the study’s purpose,

procedures, and their right to withdraw at any time, ensuring informed consent.

Additionally, the identities of participants will remain confidential, with no personal

identifiers linked to any responses in the final report. Participation will be entirely

voluntary, and all students will be informed that they can withdraw from the study at

any point without facing any consequences.

 DEFINITION OF TERMS

For the reader’s clearer understanding of the present study, the following terms

were defined conceptually.

Genre. In literature, genre refers to the specific category or type of literary work,

characterized by distinct features, conventions, and structures. Common genres

include fiction, nonfiction, poetry, drama, and various sub-genres such as romance,

mystery, and fantasy. Genres reflect cultural, historical, and thematic trends, helping

to guide readers' expectations and interpretation.

Elements. The elements of literature are the fundamental components that make

up a literary work, including but not limited to plot, characterization, setting, theme,

point of view, style, and symbolism. Each element contributes to the narrative's

development and shapes the overall meaning of the work, enhancing the reader's

understanding and enjoyment.

Literary. The term 'literary' refers to anything related to literature, including the

study of written works such as novels, poems, plays, and essays, as well as their

artistic, intellectual, and cultural significance. Literary works often explore themes

such as human experiences, emotions, and societal issues.

Knowledge. In the context of this study, 'knowledge' refers to the awareness,

understanding, and familiarity that students have with literary genres and elements.

This includes their ability to identify, analyze, and appreciate different literary works,

reflecting their cognitive engagement and depth of understanding beyond surface-

level comprehension.
 Students. In this study, the term 'students' refers to second-year English major

students at Talisay City College, enrolled in the 2024-2025 academic year. These

students are engaged in higher education in English but exhibit a lack of interest or

motivation toward literature beyond their academic coursework.

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 APPENDIX A

TRANSMITTAL LETTER

(----, 2025)

RICHEL N. BACALTOS, ed.D

College President
Talisay City College
Poblacion, Talisay City, Cebu 6045

Dear Dr. Bacaltos:

Warm greetings!

The undersigned is currently undertaking a thesis titled Investigating Students’

Knowlegde Towards Literary Genre and Elements together with my co-members
in partial fulfillment of the requirements for the degree Bachelor of Secondary
Education in Talisay City College,Poblacion, Talisay City, this Academic Year 2024-
2025.
In this connection, we would like to ask permission to conduct the study, Rest
assured that the data to be gathered will be used for educational purposes only and be
treated in it’s utmost confidentiality.

Hoping for your favorable response.

Thank you very much.
Truly yours,

HANNAH MAE U. MALINAO

Lead Researcher

Noted by:

MAE ABELLANA
Research Facilitator

Recommended for Approval: Approved by:

HELMER B. MONTEJO, Ed.D RICHEL N. BACALTOS, Ed.D

College President
 APPENDIX B

LETTER TO THE RESPONDENTS

(----, 2025)

Dear Respondents

Warm greetings!

We undergoing a study titled Investigating Students’ Knowlegde Towards Literary

Genre and Elements with my co-members in partial fulfillment of the requirements

for the Degree of Bachelor of Secondary Education Major in English in Talisay City

College, Poblacion, Talisay City, this School Year 2024-2025.

In this connection, I would like to request you to please answer the enclosed set of

questionnaires. The first set is the Profile of the respondents The second questionnaire

is the Academic Motivation Survey, The third questionnaire is the Classroom

Engagement survey.

Rest assured that information gathered will be taken with utmost confidentiality.

Hoping for your favorable response. Thank you very much.

Truly yours

HANNAH MAE U. MALINAO

Lead Researcher
 Appendix C

Vicinity Map of Talisay City College

APPENDIX D

Survey Questionnaire

Students Profile

Instructions: Check (√ ) the blank that corresponds to your answer.

Student’s Profile

Age

__ 16 – 20

__ 21 – 25

__ 26 - 30

__ 31 - 35

__ 36 – 40
Gender

____ Straight

____ Transgender

____ Gay

____ Lesbian

Year Level

_____ First Year

_____ Second Year

 2. The students’ motivation in reading literature outside the academic

requirements.

(4) (3) ( 2) ( 1)

STATEMENTS STRONG AGREE DISAG STRON

LY AGREE REE GLY

DISAGREE

1. I read literature to

escape from the stress of my

daily life and immerse myself

in different worlds.

2. I find that reading

helps me understand different

cultures and perspectives,

broadening my worldview.

3. I enjoy discovering

new authors and genres that

are not covered in my

coursework.

4. Reading literature

outside of class helps me

improve my writing skills by

exposing me to various styles

and techniques.
 5. I love the feeling of

getting lost in a good book

and losing track of time.

6. I read to find

inspiration for my own

creative writing projects.

7. Literature provides

me with a deeper

understanding of human

emotions and relationships.

8. I enjoy discussing

books with friends and

family, which often leads to

meaningful conversations.

9. Reading helps me

relax and unwind after a long

day of studying.

10. I appreciate the

beauty of well-crafted

sentences and the artistry of

language.
 11. Literature often

addresses social issues and

themes that resonate with me

personally.

12. I read to gain

insights into historical events

and periods that interest me.

13. Exploring literature

on my own allows me to

follow my personal interests

and passions.

14. Exploring different

literary movements and

styles helps me develop a

more comprehensive

understanding of the field.

15. I find that reading

enhances my critical thinking

and analytical skills.

 16. Literature often

provides me with new ideas

and perspectives that I can

apply to my academic work.

17. I enjoy the challenge

of interpreting complex texts

and uncovering hidden

meanings.

18. Reading helps me

stay informed about

contemporary literary trends

and developments.

19. I find comfort in

revisiting my favorite books

and authors.

20. Literature allows me

to connect with characters

and stories on a deeply

personal level, enriching my

overall life experience.

 3. The students’ knowledge in terms of genre of literature.

(4) (3) ( 2) ( 1)

STATEMENTS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

1. I know that fiction in

cludes imaginary stories with

characters and plots created b

y the author.

2. I understand that non-

fiction is factual writing, like

biographies, essays, and

memoirs.

3. I am aware that

poetry is written in verse and

focuses on rhythm, meter,

and imagery.

4. I know that drama

consists of plays and scripts

meant to be performed on

stage.
 5. I recognize that

fantasy involves magical

elements and fantastical

worlds.

6. I understand that

science fiction explores

futuristic settings, advanced

technology, and sometimes

space travel.

7. I know that mystery

stories revolve around

solving puzzles or crimes.

8. I am aware that

romance focuses on love and

relationships.

9. I understand that

horror is designed to frighten

and unsettle the reader.

 10. I know that

adventure stories involve

exciting and risky journeys.

11. I understand that

comedy aims to entertain and

amuse the reader.

12. I know that tragedy

involves serious themes and

often ends in sorrow or

disaster.

13. I am aware that

essays are short, non-fiction

works focused on a particular

subject or argument.

14. I understand that

fables are short stories that

teach a moral

lesson. They often feature an

imals as characters.

15. I know that folklore

consists of traditional stories

passed down through

generations.

16. I recognize that

legends are traditional stories

that are often based on

historical events or figures.

17. I understand that

historical fiction blends real

historical events with

fictional characters and

stories.

18. I know that prose is

written in ordinary,

straightforward language. It

includes most forms of

writing like novels, essays,

and articles.

19. I am aware that

mythology consists of

ancient stories about gods,

heroes, and the creation of

the world.

20. I recognize that thril

lers have tense and suspensef

ul plots.

3. The students’ knowledge in terms of elements of literature.

(4) (3) ( 2) ( 1)

STATEMENTS STRONG AGREE DISAG STRONG

LY AGREE REE LY

DISAGREE

1. I understand the

importance of plot in driving

the narrative forward.

2. I can identify

different types of characters,

such as protagonists and

antagonists.
 3. I recognize how

setting influences the mood

and context of a story.

4. I am familiar with

various points of view,

including first-person and

third-person perspectives.

5. I know how themes

convey the underlying

messages of a literary work.

6. I can analyze the

tone to understand the

author’s attitude towards the

subject.

7. I understand the role

of conflict in creating

tension and interest in a

story.
 8. I recognize the

significance of symbolism in

adding deeper meaning to

the text.

9. I am aware of how

motifs are used to reinforce

themes throughout a work.

10. I understand

the structure of a narrative,

including exposition, rising

action, clim and

resolution.ax, falling action,

11. I can identify

and analyze literary devices

like metaphors, similes, and

personification.

12. I know how

dialogue contributes to
character development and

plot advancement.

13. I understand

the concept of irony and its

impact on the reader’s

perception.

14. I can analyze

the use of imagery to create

vivid pictures in the reader’s

mind.

15. I recognize

the importance of diction in

shaping the tone and style of

a text.

16. I understand

how foreshadowing hints at

future events in a story.

 17. I can identify

the use of allegory to convey

complex ideas through

symbolic figures and

actions.

18. I am familiar

with the concept of narrative

voice and how it affects the

storytelling.

19. I understand

that tone is the author’s

attitude toward the subject

or audience

20. I can identify

mood, which is the

atmosphere or emotional

setting created by a piece of

literature.

5. Several factors that contribute to English majors’ lack of interest in reading

literature outside of academic requirements.
 (4) (3) ( 2) ( 1)

STATEMENTS STRONG AGREE DISAG STRONG

LY AGREE REE LY

DISAGREE

1. I find it hard to enjoy

reading when it’s always

tied to assignments and

deadlines.

2. I often feel

overwhelmed by the sheer

volume of required reading

for my courses.

3. I struggle to find

time for leisure reading due

to my busy academic

schedule.

4. I sometimes feel that

the literature we study in

class is too dense or difficult

to enjoy.

5. I prefer to spend my

free time on activities that

help me relax, like watching

TV or hanging out with

friends.

6. I feel burnt out from

constantly analyzing and

critiquing texts for my

classes.

7. I find it challenging

to switch from academic

reading to reading for

pleasure.

8. I often feel that the

literature we read in class

doesn’t resonate with my

personal interests.

9. I sometimes feel

pressured to read only

“highbrow” literature, which

 can be intimidating.

10. I struggle with the

expectation to always have a

deep, analytical response to

what I read.

11. I feel that my

passion for reading has

diminished since starting my

English major.

12. I often feel guilty

for reading something “just

for fun” when I have

academic work to do.

13. I find it difficult to

balance my academic

reading with other hobbies

and interests.

14. I sometimes feel

that the literature we study

in class is too focused on

certain genres or periods.

15. I feel that my

reading habits have changed

since I started using digital

devices more frequently.

16. I often feel that the

pressure to perform well

academically takes the joy

out of reading.

17. I find it hard to stay

motivated to read outside of

class when I’m already

reading so much for my

courses.

18. I sometimes feel

that the literature we study

in class is too disconnected

from contemporary issues.

19. I feel that my

interest in reading has

disappear because of the

repetitive nature of

academic assignments.

20. I often feel that the

academic approach to

literature leaves little room

for personal enjoyment.

APPENDIX F – Plagiarism Checker & AI Checker

 HANNAH MAE U. MALINAO

THIRD YEAR

BACHELOR OF SECONDARY EDUCATION

Email :[email protected]
Address :Upper Pakigne, Danawan, Minglanilla, Cebu
Cellphone Number :09107908427
Date of Birth : August 24, 2004
Age :20
Civil Status : Single
Religion :Born Again Christian
Citizenship : Filipino

Education
2024-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2020-2022 Secondary Education (Senior High School)
General Academic Strand
Tubod National High School
Tubod, Minglanilla, Cebu
Tubod National High School
Tubod, Minglanilla, Cebu
2010-2016 Elementary Education
Lipata Elementary School
Lipata, Minglanilla, Cebu

KATHLEEN MARIE H. ULGASAN

THIRDYEAR
BACHELOR OF SECONDARY EDUCATION
Email :[email protected]
Address :Upper Pakigne, Danawan, Minglanilla, Cebu
Cellphone Number :09309393329
Date of Birth : August 23, 2003
Age :21
Civil Status : Single
Religion :Iglesia Ni Cristo
Citizenship : Filipino

Education
2024-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2020-2022 Secondary Education (Senior High School)
General Academic Strand
Tubod National High School
Tubod, Minglanilla, Cebu
2016-2020 Secondary Education (Junior High School)
Tubod National High School
Tubod, Minglanilla, Cebu
2010-2016 Elementary Education
Manguiao Elementary School
Manguiao, Asturias, Cebu

MARIA RODLYN FERNANDEZ

THIRD YEAR
BACHELOR OF SECONDARY EDUCATION
Email : [email protected]
Address : Laray San Roque, Talisay City, Cebu
Cellphone Number : 09126519190
Date of Birth : August 20,2002
Age :22
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino

Education
2024-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2020-2021 Secondary Education (Senior High School)
Humanities and Social Sciences
Asian College Technology
Bulacao, Talisay City ,Cebu
2015-2020 Secondary Education (Junior High School)
Montealegre National High School
Tuburan, Cebu
2009-2015 Elementary Education
Laray Elementary School
Laray San Roque, Talisay City, Cebu

GIA S. CABAÑOG
THIRD YEAR
BACHELOR OF SECONDARY EDUCATION
Email : [email protected]
Address : Palwa Maria, Inayawan Cebu
City
Cellphone Number :09367367115
Date of Birth : December 04, 2001
Age :23
Civil Status : Single
Religion :Roman Catholic
Citizenship : Filipino

Education
2024-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2018-2020 Secondary Education (Senior High School)
General Academic Strand
Cebu Institute of Technology- University
Natalio B. Bacalso Ave , Cebu City
2014-2018 Secondary Education (Junior High School)
Hingotanan National High School
Hingotanan, Bien Unido, Bohol
2009-2014 Elementary Education
Maomawan Elementary School
Maomawan, Bien Unido, Bohol

ALLYSSA MAE R. ABANGAN

THIRD YEAR
BACHELOR OF SECONDARY EDUCATION
Email : [email protected]
Address : Sayaboc Compound Bulacao Cebu City, Cebu
Cellphone Number : 09161831804
Date of Birth : December 27, 2003
Age : 20
Civil Status : Single
Religion : Iglesia Ni Cristo
Citizenship : Filipino

Education
2022-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2020-2022 Secondary Education (Senior High School)
General Academic Strand
Pardo National High School
Poblacion Pardo Cebu City, Cebu
2016-2020 Secondary Education (Junior High School)
Pardo National High School
Poblacion Pardo Cebu City, Cebu
2010-2016 Elementary Education
Bulacao Community School
Villamangga Bulacao Cebu City, Cebu

GEXTER LEE C. LABAJO

THIRD YEAR
BACHELOR OF SECONDARY EDUCATION
Email : [email protected]
Address : Maghaway, Talisay City, Cebu
Cellphone Number : 09950282294
Date of Birth : January 20, 2004
Age :20
Civil Status : Single
Religion :Roman Catholic
Citizenship : Filipino

Education
2022-Present Tertiary Education
Bachelor of Secondary Education Major in English
Talisay City College (TCC)
V.H. Garces St. Poblacion, Talisay City, Cebu
2019-2022 Secondary Education (Senior High School)
General Academic Strand
Maghaway National High School
Maghaway, Talisay City, Cebu
2016-2019 Secondary Education (Junior High School)
Maghaway National High School
Maghaway, Talisay City, Cebu
2009-2016 Elementary Education
Maghaway Elementary School
Maghaway, Talisay City, Cebu