Abstract

This quasi-experimental study assessed the effectiveness of the Contextual Teaching and Learning (CTL) approach in enhancing literary competence and preserving cultural heritage among Junior High School students in Bucas Grande Island, Philippines. Two Grade 7 sections were selected: one using CTL (experimental group) and the other utilizing traditional teaching methods (control group). Results showed that the experimental group significantly outperformed the control group in literary competence, particularly in three out of four quarters. The experimental group’s mean score increased from "Average" to "Above Average/Competent" after the CTL intervention, indicating marked improvement. Statistical analysis revealed that the CTL approach led to more consistent learning outcomes, while the control group showed little progress. Although a temporary decline in performance occurred in Quarter 2, the experimental group demonstrated resilience with significant gains in subsequent quarters. The study also found that CTL fostered deeper student engagement by integrating local narratives, enhancing both academic performance and cultural identity. The findings suggest that CTL is an effective strategy for improving literature learning and cultural preservation, offering a more personalized and relevant learning experience. Based on these results, the study recommends integrating CTL into broader curricula and promoting culturally responsive teaching practices to enhance students’ academic and cultural development.