Effectiveness of the SAMR Model for Enhancing Literature Instruction in Junior High School

Abstract

This study explored how English teachers in private junior high schools in Batangas City applied the SAMR model in teaching literature. A descriptive research design, combining qualitative and quantitative methods, was employed to gather data from 60 English teachers during the School Year 2023–2024. Data were collected using a researcher-made questionnaire that captured teachers' experiences, perceptions, and instructional practices. The findings revealed diverse teaching experiences, mainly in terms of years and grade levels, with most teachers holding bachelor's degrees and attending moderate seminars. While the SAMR model was moderately applied across its Substitution, Augmentation, Modification, and Redefinition levels, teachers who attended six or more seminars showed higher usage of the Redefinition level. No significant differences were found in SAMR usage based on years of teaching experience or highest educational attainment. The study emphasized the importance of accessible technology, collaborative tools, and purposeful integration in teaching literature, while identifying barriers such as limited resources and time constraints. These findings underscore the SAMR model's potential to revolutionize literature instruction when challenges are addressed, highlighting the need for targeted guidelines to help teachers effectively integrate educational technologies.