Teaching English in a Gen Z Classroom through Traditional, Digital, and Eclectic Approaches in UST Education High School: A Comparative Analysis

This action research explores the effectiveness of employing an eclectic approach in teaching English to Generation Z learners at UST Education High School by integrating traditional and digital instructional materials. Grounded in Constructivist Theory and Achievement Goal Theory, the study investigates how a balanced combination of these instructional methods influences learners’ academic performance, motivation, and overall learning experience. The research employs a mixed-method approach, including pre-tests and post-tests to assess cognitive development, Likert scale surveys to gauge learner perception, and thematic analysis of interviews to gather qualitative insights. Data is collected over three instructional phases: traditional teaching, digital learning, and a hybrid eclectic approach. Results aim to determine the differences in learners’ performance across these modalities and the correlation between instructional approaches and learner engagement. Findings will contribute to understanding how an eclectic approach can enhance 21st-century competencies, ensuring an inclusive, engaging, and effective learning environment for digital-native learners.