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

Kaith Angelique M. Barayuga, Julius N. Andrade, Kyle Harvey P. Bagatnan, Frenchy M. Cabanting, Joannah Nina R. Chanco, Aye Gee T. Catiempo, Christines Mae Intong, Rhey Ann Montera, John Mher O. Perez, Adriane Earl P. Rodio, Ferry Rose B. Villarante, Krystal Joy M. Clamares and Anna Marie O. Pelandas
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Kaith Angelique M. Barayuga: Department of Education, Senior High School Students, Philippines
Julius N. Andrade: Department of Education, Senior High School Students, Philippines
Kyle Harvey P. Bagatnan: Department of Education, Senior High School Students, Philippines
Frenchy M. Cabanting: Department of Education, Senior High School Students, Philippines
Joannah Nina R. Chanco: Department of Education, Senior High School Students, Philippines
Aye Gee T. Catiempo: Department of Education, Senior High School Students, Philippines
Christines Mae Intong: Department of Education, Senior High School Students, Philippines
Rhey Ann Montera: Department of Education, Senior High School Students, Philippines
John Mher O. Perez: Department of Education, Senior High School Students, Philippines
Adriane Earl P. Rodio: Department of Education, Senior High School Students, Philippines
Ferry Rose B. Villarante: 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

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 4, 2890-2894

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.

Date: 2024
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