Post Hoc Analysis of English Teaching Approaches on Literacy Engagement and Performance

Abstract

This study examined the implementation of English teaching approaches and their impact on learners’ literacy engagement and performance in Sarangani District, Davao Occidental. A quantitative descriptive-comparative design was used, involving 146 teacher and learner respondents through a validated survey. The English teaching approaches were categorized into three components: pedagogical strategies, teacher experiences, and classroom environment. Learners' literacy engagement and performance were measured through self-reported literacy skills, peer interaction, reading comprehension, fluency, and motivation. A one-way ANOVA indicated a significant difference in literacy outcomes based on teaching approaches, F(2, 143) = 5.023, p = .008. Post hoc analysis revealed that the classroom environment significantly influenced literacy engagement and performance compared to pedagogical approaches (p = .006), with no significant differences noted among other components. Findings affirm that effective English instruction is multidimensional and that a supportive classroom environment is essential for enhancing learner outcomes. The study recommends improving classroom conditions alongside pedagogical development to foster better English literacy in public schools.