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Writing Skills of Senior High School Students: A Basis for Intervention Program

Author

Listed:
  • Barayuga, Kaith Angelique M.

    (Department of Education, Senior High School Students, Philippines)

  • Andrade, Julius N.

    (Department of Education, Senior High School Students, Philippines)

  • Bagatnan, Kyle Harvey P.

    (Department of Education, Senior High School Students, Philippines)

  • Cabanting, Frenchy M.

    (Department of Education, Senior High School Students, Philippines)

  • Chanco, Joannah Nina R.

    (Department of Education, Senior High School Students, Philippines)

  • Catiempo, Aye Gee T.

    (Department of Education, Senior High School Students, Philippines)

  • Intong, Christines Mae

    (Department of Education, Senior High School Students, Philippines)

  • Montera, Rhey Ann

    (Department of Education, Senior High School Students, Philippines)

  • Perez, John Mher O.

    (Department of Education, Senior High School Students, Philippines)

  • Rodio, Adriane Earl P.

    (Department of Education, Senior High School Students, Philippines)

  • Villarante, Ferry Rose B.

    (Department of Education, Senior High School Students, Philippines)

  • Krystal Joy M. Clamares

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

  • Anna Marie O. Pelandas

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

Abstract

This descriptive study delved into the writing skills of Senior High School students at Lorenzo S. Sarmiento Sr. National High School, laying the groundwork for an intervention program. The primary objective involved a comprehensive assessment of writing skills, drawing comparisons between Grade 11 and Grade 12 students across key indicators: attitudes towards writing, generating, revising, feedback, and awareness and control of the writing process. Utilizing a descriptive design and employing random sampling with 274 respondents, the study used mean and t-test analysis. The overall results revealed a high manifestation of writing skills among students, with attitudes towards writing and generating reaching a moderately high level. Additionally, the study identified high levels in the indicators of feedback, revising, and awareness and control. Significantly, a comparison between the two grade levels uncovered a notable difference, leading to the rejection of the null hypothesis. Grade 11 exhibited a lower mean score than Grade 12, highlighting the necessity for intervention programs for both groups to further enhance their writing skills. Based on these findings, it is recommended that tailored intervention programs be implemented for Grade 11 and Grade 12 students at Lorenzo S. Sarmiento Sr. National High School to address specific areas of improvement and foster continuous enhancement of their writing skills.

Suggested Citation

  • Barayuga, Kaith Angelique M. & Andrade, Julius N. & Bagatnan, Kyle Harvey P. & Cabanting, Frenchy M. & Chanco, Joannah Nina R. & Catiempo, Aye Gee T. & Intong, Christines Mae & Montera, Rhey Ann & Per, 2024. "Writing Skills of Senior High School Students: A Basis for Intervention Program," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 2890-2894, April.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:4:p:2890-2894
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    References listed on IDEAS

    as
    1. Erkan Cer, 2019. "The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education," SAGE Open, , vol. 9(2), pages 21582440198, April.
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