Environment and Social Psychology

College instructors’ perspectives on the declining reading habits of students in Philippine literature classes

Jason V. Chavez

School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Pearly Jade E. Samilo

Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines

Neña Vanessa A. Cabiles

Filipino Language Teaching Division, College of Education, West Visayas State University, Iloilo City 5000, Philippines

Joseph B. Quinto

Department of English, College of Arts and Humanities, Benguet State University, La Trinidad, Benguet 2601, Philippines

Erwin F. Maturan

College of Teacher Education, Zamboanga State College of Marine Sciences and Technology, Zamboanga City 7000, Philippines

Salita D. Dimzon

College of Education, Iloilo State University of Fisheries Science and Technology-Dumangas Campus, Dumangas 5006, Iloilo, Philippines

Leizl Joy A. Alzate

College of Arts and Sciences, Isabela State University Echague Campus, Echague 3309, Isabela Province, Philippines. ORCID: 0009-0005-7790-4694

Ma. Theresa L. Eustaquio

College of Arts and Sciences, Isabela State University Echague Campus, Echague 3309, Isabela Province, Philippines

Josephine L. Cruz

College of Teacher Education, Jose Rizal Memorial State University - Katipunan Campus, Katipunan, Zamboanga del Norte 7109, Philippines

Haydee G. Adalia

College of Liberal Arts, Western Mindanao State University, Zamboanga City 7000, Philippines

DOI: https://doi.org/10.59429/esp.v10i10.3924

Keywords: Reading habits, Philippine literature, college instructors, student engagement

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Abstract

The decline in students’ reading engagement poses a significant challenge to literature instruction, particularly in Philippine Literature courses that aim to foster cultural awareness, empathy, and critical thinking. This qualitative study explored college instructors’ perspectives on the declining reading habits of students in Philippine Literature classes. Sixteen instructors from public and private higher education institutions across Luzon, Visayas, and Mindanao participated in semi-structured interviews. Findings revealed three major factors contributing to students’ disengagement: reliance on summarized content and digital shortcuts, diminished motivation and perceived relevance of literature, and the influence of digital distractions and cognitive fatigue. Instructors attributed these issues to both environmental and psychological factors, aligning with Bandura’s Social Cognitive Theory, which emphasizes the reciprocal influence of personal beliefs, behavior, and environment. Despite these challenges, instructors demonstrated adaptive responses through contextualized teaching, integration of multimedia and creative outputs, and scaffolding techniques that make reading more accessible and meaningful. The study concludes that addressing the decline in reading habits requires a systemic and multi-level approach that includes institutional support, cross-disciplinary collaboration, and renewed pedagogical innovation. By reimagining literature instruction as an interactive and reflective process, educators can revitalize students’ engagement with Philippine literary texts and reaffirm the role of reading as a transformative cultural and intellectual practice.

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