Difficulties in the writing skills of Grade 11 HUMSS students
Princess Ann V. Reyes, Charles B. Peraja, Crizdelle Opulencia, Christelle B. Gernale, Chyna J. Dieza, Ronnel C. Palasin & Jovelle M. Reyes
Abstract
This study aimed to analyze the writing difficulties of Grade 11 HUMSS students in a private college in the Philippines. An explanatory sequential research design was employed to examine the students' writing challenges. Forty-one students were purposively selected to determine their level of writing skills and to identify specific areas of difficulty. Subsequently, eleven (11) students were chosen based on the results of the writing activity for a structured interview. This interview aimed to explore how these areas of difficulty affected their writing performance and to inform the development of an appropriate workbook to help improve their writing skills. Results indicated that the students’ level of writing skills was poor, with a mean score of 17.24 out of 40 (43.1%). The identified areas of difficulty included grammar, organization of ideas, vocabulary, and writing mechanics. According to the students, these challenges led to disjointed and incoherent writing as the primary effects. It was concluded that the students experienced significant difficulties in writing, and addressing these issues is essential for improving their writing skills and mastery of the English language. To this end, the researchers developed a workbook specifically targeting these problem areas. It is recommended that the workbook be utilized to enhance students' writing skills and that future research focus on creating specialized workbooks addressing each specific area of difficulty.
Keywords
writing skills, writing difficulties, level of writing skills, areas of difficulties, effects, workbook
Author information & Contribution
Princess Ann V. Reyes. Corresponding author. Bachelor of Secondary Education Major in English. Laguna University. Email: anncessseyer@gmail.com.
Charles B. Peraja. Bachelor of Secondary Education Major in English. Laguna University.
Crizdelle Opulencia. Bachelor of Secondary Education Major in English. Laguna University.
Christelle B. Gernale. Bachelor of Secondary Education Major in English. Laguna University.
Chyna J. Dieza. Bachelor of Secondary Education Major in English. Laguna University.
Ronnel C. Palasin. Master of Arts in Education Major in English. Assistant Professor I. Laguna University.
Jovelle M. Reyes. MA in English ongoing thesis CAR 2023-2024. Instructor II. Laguna University
"Author 1 and Author 2 conceptualized the research title. Author 3, 4 and 5 looked for the literature. Author 1, 2, and 6 gathered, analyzed and interpreted the data. All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript. "
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Declaration
The author declares the use of Artificial Intelligence (AI) in writing this paper. In particular, the author used Quillbot in paraphrasing ideas. The author takes full responsibility in ensuring proper review and editing of contents generated using AI.
Notes
*This paper is a finalist at the 4th International Research Competition (IRC)-2024
Acknowledgement
The researchers would like to express their gratitude to those who contributed to the completion of this research. First of all, we would like to thank Laguna University for giving us this learning opportunity that helped us develop valuable life lessons of patience, perseverance, teamwork, resilience, cooperation, and most of all, the endless pursuit of knowledge. Second, we would like to convey our deepest gratitude towards Mr. Ronnel Palasin and Ms. Jovelle Reyes for providing invaluable guidance, support, advice, comments, suggestions, and provisions that helped in the completion and success of this study. It was a privilege and an honor to work and study under their guidance. We would like to express our greatest gratitude to our parents and guardians for their endless love, prayers, support, and sacrifices as well. This would not have been possible without their unconditional love and support given to us at all times. A big thanks to Almighty God for giving us the strength, knowledge, ability, and opportunity to undertake this research. Without His guidance and mercy, we would not be able to accomplish this research and all of our daily endeavors. To God be the glory! Lastly, we would like to give our thanks to everyone who has supported us all the way; this success wouldn’t have been possible if it weren’t for everyone that helped. We are deeply grateful.
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Cite this article:
Reyes, P.V., Peraja, C.B., Opulencia, C., Gernale, C.B., Dieza, C.J., Palasin, R.C. & Reyes, J.M. (2025). Difficulties in the writing skills of grade 11 HUMSS students. The Research Probe, 5(1), 108-128. https://doi.org/10.53378/trp.177
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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