Attitudes of Doctor of Philosophy in Education Major in English Students TowardTeaching Fiction

Alain  Razalan,; Chester John  Pasco,; Mark Joshua  Roxas,; Kassandra Chelzea  Banalan,; Eborah  Limbo,; Myline  Manlapat,

Attitudes of Doctor of Philosophy in Education Major in English Students TowardTeaching Fiction

Discipline: Education

Abstract:

This paper aimed to assess the attitude of the respondents in teaching fiction in terms of the strategies, selection of text; and springboard for teaching grammar. Moreover, the study intended to identify if there is a significant difference between the attitude of the respondents in teaching fiction when grouped according to demographic profile. To fulfill the said goals, this Descriptive-Quantitative study utilized purposive sampling to select ten (10) Doctor of Philosophy major in English students who are teaching literature. The data were gathered through an adapted survey questionnaire, and were analyzed through descriptive (mean, frequency, and percentage), and inferential (ANOVA and T-Test) analyses. The results revealed that the respondents generally manifest a “Very Positive” attitude in all aspects of teaching fiction such as strategies, selection of text, and springboard for teaching grammar. Furthermore, when grouped according to demographics, the analysis revealed no significant difference between attitude, age, and years of teaching. Interestingly, a significant difference exists between attitude and sex (p=0.38). Ultimately, it was recommended to investigate the attitude of the students toward the use of fictional texts in the classroom as this study mainly focused on the teachers’ attitude. Teachers should also look for ways on how to connect fictional stories to the lives of the students and to look closely on the diverse needs of learners in the selection of appropriate teaching strategies and fictional texts. Social and moral contexts should also be given emphasis.

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