Abstract

The paper investigates the practice of integration literacy strategies in uplifting competency of students as a guide for comprehensive learning set-up based on the different domains of learning in the area of cognitive learning, affective learning, and psychomotor learning. It also analyzes the extent of the integration of literacy strategies in uplifting competency of students as a guide for comprehensive learning in terms of comprehension level, attitude towards learning, and academic performance.

Quantitative Research Design is employed in the study because it aims at discovering how many people think, act, or feel in a specific way. Likewise, purposive sampling is utilized in the study. The study comprised Eighty (80) respondents only.

Results show that there is an ability to construct meaning from the lesson as to function and activities provided by the lecturer, show that students have the active attention and proper motivation to learn, willing to respond, and feeling of satisfaction, show that students can relate to endurance, flexibility, agility, strength, reaction-response time, show that skills and needs is based on the level of knowledge of students to inspire, motivate and empower to learn and expand critical thinking, show that students express freely their opinion based on the lessons and activities, and show that students pay close attention to the directions and instructions in the lesson setup inside the classroom.

Findings show that there is no significant correlation between the practice of the integration literacy strategies in uplifting competency of students as a guide for comprehensive learning set-up based on the different domains of learning and the extent integration of literacy strategies in uplifting competency of students as a guide for comprehensive learning as observed among the respondents.