CONSTRUCTIVIST PEDAGOGY IN ANGLO-AMERICAN LITERATURE INSTRUCTION: BASIS FOR AUDIO-VISUAL TEACHING GUIDE

Abstract

This study investigates how constructivist pedagogy applies in the pedagogy of Anglo-American literature within a context of secondary education, as part of the development of an audio-visual instructional guide. Guided by the constructivist theories of cognitive, social, and radical, the research scrutinizes the extent to which learner-centered strategies are integrated into literature instruction, alongside the influence of selected teacher related variables and the challenges encountered in practice. Employing a descriptive-quantitative research design, data were collected from Grade 9 English teachers using a validated Likert-scale survey instrument. Statistical treatments included descriptive measures and inferential analysis through one-way analysis of variance. Findings indicate that constructivist strategies are implemented to a considerable extent, reflecting a shift toward active, student-centered learning environments aligned with contemporary educational frameworks. However, the analysis revealed no statistically significant variation in implementation when grouped according to teacher profile variables. Notwithstanding this positive trend, respondents identified persistent constraints, including limited instructional resources, insufficient professional training, and time-related demands, which affect the consistency and depth of constructivist practice. In response, the study proposes an audio-visual teaching guide designed to support pedagogical innovation and enhance instructional delivery in literature classrooms. The findings underscore the need for sustained institutional support and targeted capacity-building initiatives to strengthen the global applicability of constructivist approaches in literature education.