Micro-scaffolded peer consultation in hybrid literature classes

Enhancing analytical skills through the Seed–Pollinate–Synthesize (SPS) cycle

Authors

  • Ronald M. Quileste Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines
  • Norman Calib-og Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines
  • Judha Mae Abalde Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines
  • Irish Vine Caayupan Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines
  • Marvic Niña Kiseo Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines
  • Melce Mae Salarda Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines
  • Jessa Joyce Tamiok Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines

DOI:

https://doi.org/10.61251/ijoep.v3i1.283

Keywords:

Action research, Collaborative learning, Hybrid education, Literacy analysis, Philippines

Abstract

This explanatory sequential mixed-methods action research investigated student disengagement in literary analysis within a hybrid Grade 12 Humanities and Social Sciences classroom in the Philippines. A total of 28 students from two Grade 12 HUMSS sections at Xavier University Senior High School participated, selected through convenience sampling from enrolled students who provided informed consent. A 20-minute micro-scaffolded intervention—the Seed–Pollinate–Synthesize (SPS) cycle—was implemented asynchronously through Microsoft Teams. Students collaborated in fixed groups: first annotating a figurative device individually, then cross-questioning peers in a shared document, and finally co-authoring one justified textual insight. Pre-intervention diagnostics revealed an advanced baseline with limited evaluative depth. Post-intervention results, collected via identical pre- and post-tests and analyzed using the Wilcoxon Signed-Rank test, showed significant improvement with a large effect size (r = .68). Thematic coding of chat transcripts and teacher reflection logs through the Cognitive–Social–Metacognitive (CSM) framework identified cognitive discourse as the driver of evidence use, social exchanges as the anchor of inclusion, and metacognitive prompts as the regulator of synthesis. The SPS cycle introduces a replicable, low-resource protocol that transforms passive hybrid reading into active peer consultation. Digital traces provide transparent evidence of scaffolding within the Zone of Proximal Development, while teacher reflections confirm feasibility amid real-world connectivity constraints. Limitations include its single-module scope, absence of a control group, and strand-specific sampling. Future research will extend implementation across modules, strands, and time frames to test durability and transferability. Overall, the SPS cycle supports scalable critical literacy aligned with global quality education goals, offering teachers a practical framework to elevate analytical discourse in resource-constrained hybrid environments.

Author Biographies

Ronald M. Quileste, Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines

Ronald M. Quileste is a faculty member of the School of Education at Xavier University – Ateneo de Cagayan. He is a licensed professional teacher and holds a Bachelor's degree in Early Childhood Education, a Master's in School Management, and a Doctor of Education from Xavier University. His academic work focuses on teacher education, educational assessment, research methodology, instrument validation, and action research. He teaches undergraduate and graduate courses and mentors students in classroom-based research, assessment, and data-informed instructional decision-making.

Norman Calib-og, Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines

Norman C. Calib-og was a Bachelor of Secondary Education major in English student at Xavier University – Ateneo de Cagayan at the time of the study. His academic formation focused on English education, literacy instruction, and teaching practice. He was also actively involved in student leadership and community-based educational service, including volunteer teaching in the Xavier University-Night School Program – Alternative Learning System. His research participation reflects his interest in English language teaching, literacy development, and classroom-based inquiry.

Judha Mae Abalde, Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines

Judha Mae E. Abalde was a Bachelor of Secondary Education major in English student at Xavier University – Ateneo de Cagayan at the time of the study. Her academic preparation was centered on English language education, literature, and classroom-based teaching practice. She also held student leadership roles, including service in the Volunteer Iskolar-Leaders Program, ISDA San Simon Association, and the XU Central Student Government. Her research involvement reflects an emerging interest in English education, learner engagement, and action research.

Irish Vine Caayupan, Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines

Irish Vine S. Caayupan was a Bachelor of Secondary Education major in English student at Xavier University – Ateneo de Cagayan at the time of the study. Her academic training focused on English language and literature education, instructional practice, and classroom-based research. She also served in several student leadership roles, including President of the School of Education Teachers' Guild and Head for Research and Content of the XU Central Student Government Department of Innovation and Scholastic Development. Her research involvement reflects an interest in English education, student leadership, and reflective teaching practice.

Marvic Niña Kiseo, Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines

Marvic Niña L. Kiseo was a Bachelor of Secondary Education major in English student at Xavier University – Ateneo de Cagayan. Her academic preparation was grounded in English language education, literature, and teaching practice. She was also involved in student organizations, including the School of Education Teachers' Guild, Ang Giya Publication, and Xavier University Sound Table. Her participation in the study reflects her interest in English education, learner-centered instruction, and classroom-based action research.

Melce Mae Salarda, Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines

Melce Mae L. Salarda was a Teacher 1, Level 3 at Xavier University at the time of the study. She holds a Bachelor of Secondary Education major in English and has a background in Teaching Research 201. As a cooperating teacher, she contributed to the implementation and contextual grounding of the classroom-based action research. Her professional background reflects experience in English education, classroom instruction, and the mentoring of pre-service teachers.

Jessa Joyce Tamiok, Xavier University – Ateneo de Cagayan, Cagayan de Oro City, Misamis Oriental, Philippines

Jessa Joyce I. Tamiok was a regular Teacher 1, Level 4 at Xavier University at the time of the study. She holds a Bachelor of Secondary Education major in English and has training in Teaching Arts, with a Graduate Diploma in Teaching Arts listed in her curriculum vitae. She also has a background in Teaching Research 201. As a cooperating teacher, she supported the classroom implementation of the action research and contributed to its instructional relevance. Her professional interests may be situated in English education, teaching arts, classroom instruction, and teacher mentoring.

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Published

2026-04-28

How to Cite

Quileste, R. M., Calib-og, N. C., Abalde, J. M. E., Caayupan, I. V. S., Kiseo, M. N. L., Salarda, M. M. L., & Tamiok, J. J. I. (2026). Micro-scaffolded peer consultation in hybrid literature classes: Enhancing analytical skills through the Seed–Pollinate–Synthesize (SPS) cycle. Indonesian Journal of Education and Pedagogy, 3(1), 28–42. https://doi.org/10.61251/ijoep.v3i1.283

Issue

Vol. 3 No. 1 (2026): April

Section

Articles

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Copyright (c) 2026 Ronald M. Quileste, Norman Calib-og, Judha Mae Abalde, Irish Vine Caayupan, Marvic Niña Kiseo, Melce Mae Salarda, Jessa Joyce Tamiok

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