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Self-Regulated Writing Strategies of Junior High School Students in the Regular and Special Science Classes: An Analysis

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  • Jessie G. Cordial

    (Sorsogon State University School of Graduate Studies)

  • Ana Cristina G. Fortes

    (Sorsogon State University School of Graduate Studies)

Abstract

This study aimed to investigate, describe and analyze the existing self-regulated writing strategies of special science and regular class junior high school students of Bulan National High School in Bulan, Sorsogon Philippines. The primary objectives of the study are to determine the participants’ self-regulated writing strategies and analyze these along the different stages of the writing process. The participants were 10 grade 8 regular class students and 10 grade 8 special science class students. The study used the qualitative research design with semi-structured interviews and focused group discussion as the primary tools for gathering the data and thematic analysis for the treatment of data. The results showed that the participants from both groups have 11 existing self-regulated writing strategies used along planning, translating, and reviewing stages of the writing process. These strategies can also be categorized as environmental, covert, or behavioral self-regulation strategies. The thematic analysis also allowed for the identification of the benefits of these strategies. Furthermore, there are strategies which are identified to be either unused by or unknown to the participants.

Suggested Citation

  • Jessie G. Cordial & Ana Cristina G. Fortes, 2025. "Self-Regulated Writing Strategies of Junior High School Students in the Regular and Special Science Classes: An Analysis," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 3046-3060, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:3046-3060
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