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Quest Journals
Journal of Research in Humanities and Social Science
Volume 8 ~ Issue 11 (2020)pp: 01-06
ISSN(Online):2321-9467
www.questjournals.org
*Corresponding Author: Cristobal Millenes Ambayon 1 | Page
Remedial Writing Composition Module and achievement of grade
11 Senior High School Humanities and Social Sciences Students
MayleenServando Tresbe¹ and Cristobal Millenes Ambayon, Ed.D.-ELT²
¹Senior High School Teacher, STI College Tacurong
National Highway, Barangay Buenaflor, 9800 Tacurong City, Sultan Kudarat, Philippines
²CorrespondingAuthor, Associate Professor V, College of Teacher Education-ACCESS Campus,
Sultan Kudarat State University, ACCESS, EJC Montilla, 9800TacurongCity,Sultan Kudarat, Philippines
ABSTRACT
The Remedial Writing Composition Module is one of the strategies for non-proficient writers and also
enhancement strategy among developing writers and poor writers which encourages them to love writing. It was
conducted among the Grade 11 Senior High School Students of STI College Tacurong during the School Year
2018-2019.The study was conducted to determine the effectiveness of the module, which was evaluated in terms
of its content, relevance, acceptability, and instructional quality. The level of the writing achievement of the
students was evaluated in terms or reading sentences writing, paragraphs writing, and narrative writing. The
significant difference on the students writing achievement and the mean gain scores between the control group
and experimental group in the pre-test and in the post-test were tested.
Based on the results, the "Remedial Writing Composition Module" was excellent and passed the qualities
expected by the target users, which composed of the reading and writing teachers and tutors. Based on the
evaluation, the writing composition module met 91% and above quality standards. The experimental group who
utilized the writing composition module got the highest mean compared to the control group, after they
underwent an intensive intervention strategy. A significant improvement was revealed in the students' writing
achievement after utilizing the module, which contained various activities such as the sentences writing,
paragraphs writing, and narratives writing.
It is recommended that the "Remedial Writing Composition Module" should be adapted by STI College
Tacurong and any other private and public schools and be integrated in their classroom program. Moreover,
reading module should be utilized by the teachers during their class especially the reading and writing teachers
during regular class or even remedial class.
Key words: Remedial writing, composition module, writing skills, students' achievement
Received 20 October, 2020; Accepted 04 November, 2020 © The author(s) 2020.
Published with open access at www.questjournals.org
I. INTRODUCTION
Writing is a very essential skill to be mastered among the learners. It is vital for every study to develop
this skill because as part of his academic training, a Senior High School and college student is required to write
research papers, summarize articles, and write book reports, movie reviews and other related activities which
need the ability to write accurately and clearly.According to Nicosia (2015), one attempt to meet the challenge
with the need to improve students' basic language skills in writing is to incorporate more writing assignments
into classrooms across all discipline. On the other hand the learning of students is well facilitated when the
teacher is on the right pace of teaching his/her students.By doing this, the researchers advocate the need to
develop instructional materials such as modules to further help the learners acquire basic skills. It offers a bigger
opportunity to those non-proficient and beginner writer to overcome their difficulties in writing composition. It
also provides an avenue to facilitate them how to become an effective writers and serve as stepping stone to
enhance their communication skills.Remedial Writing Composition Module is a designed instructional material
aims to develop the writing deficiencies of Senior High School Students in Humanities and Social Science
(HUMSS) at STI College Tacurong. The researchers believe that with the use of module, learners will be given
appropriate intervention strategies aligned to their capabilities and needs in writing.In this sense, teachers play
the very significant role in helping their learners achieve and master the skill. Through this study, the
Remedial Writing Composition Module And achievement Of grade ..
*Corresponding Author: Cristobal Millenes Ambayon 2 | Page
researchersoffered a module to address the continuous problem in composition writing even the respondents are
already Senior High School. It served as remedial action to help students become better and effective writers
who can able to compose their ideas in a form of writing that somehow they can't express through verbal cues.
Their teachers will serve as their tutor and facilitator the time this program will be used.
Generally, the study was also purposively made to answer the call for the need of instructional
materials which help the students develop confidence in writing because a good hand at writing is apparently an
edge in competitive world where ability and proficiency in English language is called for.
II. OBJECTIVES AND RESEARCH QUESTIONS
The study generally aimed to evaluate and determine the effectiveness of the researchers-developed Remedial
Writing Composition Module and Students'Achievement of Grade-11 Humanities and Social Science
(HUMSS). It is the intention of the study to:
1. To validate the research-developed instructional materials, in terms of its contents, relevance, acceptability,
and instructional quality in reference to the experts evaluation in the area.
2. To assess the writing composition skills and achievements in reference to the students' performance, and
finally
3. To determine the effectiveness of the module in improving the academic achievement of Grade-11 HUMSS
students in writing composition.
Specifically, the study sought to answer the following research questions:
1. What is the level of evaluation of the remedial writing composition module as strategy in developing
student's writing in terms of its content, relevance, acceptability, and instructional quality as validated by
English teachers specialized in the area of English writing?
2. What is the level of writing achievement of students in terms of sentence writing, paragraph writing, and
narrative writing based on their test results?
3. Is there significant difference on the students' writing achievement between the control and experimental
groups in the pre-test and post-test?
4. Is there a significant difference between the mean gain score of the control and experimental groups on their
writing achievement?
METHODS
The study was conducted among the Grad-11 Humanities and Social Sciences (HUMSS) Senior High
School Students of STI College Tacurong, Tacurong City, Sultan Kudarat, Philipines.
RESEARCH DESIGN
The study used the experimental research design particularly the pre-test and post-test to find out the
effectiveness of the Writing Composition module to the HUMSS students. The Writing Achievement of the
students was determined and assessed in terms of sentences writing, paragraphs writing, and narratives writing.
The researchers also used the descriptive-evaluative research design to evaluate the researchers-made writing
composition module in terms of its content, relevance, acceptability, and instructional quality.
RESPONDENTS OF THE STUDY
The respondents of the study were the sixty (60) Humanities and Social Sciences (HUMMS) Grade-11
students enrolled during the School Year 2018-2019. The respondents were comprised of thirty (30) students in
experimental group and other thirty (30) students in the control group who were chosen randomly.
The thirty (30) students under experimental group had undergone remedial writing composition classes
from the month of October to January in which the Remedial Writing Composition Module for Grade-11 was
used. The results of their achievements have become the basis for calculating the levels of writing proficiency
presented in the study.
RESEARCH INTRUMENT
Th e instruments used for this study where the researchers-made module in writing composition, the test
instrument, and the validation instrument which was accomplished by a panel of evaluators who were English
teachers from College University and Department of education.
The validation instrument was used to evaluate the effectiveness of the writing composition module by
the panel of evaluators which were composed English teachers who were experts in their field of specialization.
They evaluated the innovative strategy on its effectiveness in terms of content, relevance, acceptability, and
instructional quality. A survey instrument was patterned after Abelito (2018). A five-point Likert Scale type of
questionnaire was employed in the study with corresponding interpretation.
Remedial Writing Composition Module And achievement Of grade ..
*Corresponding Author: Cristobal Millenes Ambayon 3 | Page
The pre-test similar to the post-test which is a validated writing proficiency test was then administered
to the subjects. It is comprised of picture stimulus and writing prompt that aided and directed the subjects in
thinking of the possible responses that will suit the given title for which they will compose a write-up of free
length depending upon their composition writing abilities.
The Writing Proficiency level of the subjects was determined and assessed in terms of sentences
writing, paragraphs writing, and narratives writing. The composition were rated and described according to the
McGraw-hillfour (4) rating Scale adapted from the module Writer's Choice: Grammar and Composition (2008).
DATA GATHERING PROCEDURE
The study was conducted during the writing time scheduled in school premises. It was conducted for
three (3) months in the School year 2018-2019. The respondents used the writing materials provided by the
researchers as the writing tool to enhance their writing achievement.
A researchers-made writing composition module was formulated as an assessment tool that dealt on the
content, relevance, acceptability, and instructional quality of the module. The survey questionnaire was
evaluated by the panel of evaluators. Eventually, the researchers formulated a writing proficiency test (Pre-test
and Post-test) patterned on the writing composition module and was evaluated by the English teachers and
College instructors intended to assess the students' writing achievement
The accomplished forms and data were collected, tallied, and tabulated. The results were analyzed and
interpreted using the employed statistical analysis.
STATISTICAL TREATMENT
The mean was used to get the level of evaluation of the writing composition module in terms of
content, relevance, instructional quality and acceptability and Mean was also used to describe the performance
of the students in the pre-test and post-test from both control and experimental group.
Further, the t-test was used for the computation of the significant difference of the writing achievement
of the students between the control and experimental groups in the pre-test and post-test and the significant
difference between the mean gain scores of the control and experimental group on the writing performance of
the students.
III. RESULTS
In table 1, presents the evaluation of the writing composition module in terms of content, relevance,
acceptability and instructional quality having a verbal description of "Excellent" with a grand mean of 4.40.
This indicates that the writing composition module has passed the qualities expected by the target users- the
writing teacher and tutors and the writing module met the above quality standards.
It can be inferred that the module was developed properly to meet the needs of the students. The results
support the idea ofBucjan (2011) the modules were very relevant and very useful for use in the class because
these answer the need of the students to improve writing skills including the content, organization, mechanics or
grammar rules, and other aspect of developmental writing.
In table 2, reveals the writing composition achievement of the control group and experimental group in
the pre-test. All the variables were at the "beginner level" which means the respondents were poor in writing
composition specifically in organizing ideas in logical way, describing the topic by means of providing
supporting details, and grammar use like proper capitalization and punctuation. Teachers should conduct
remedial session to improve the writing skills of the students.
The result implies that the students shall be required to undergo remedial session to improve their
writing ability appropriate to their grade level.According to Nicosia (2015), one attempt to meet the challenge
with the need to improve students' basic language skills in writing is to incorporate more writing assignments
into classrooms across all disciplines. On the other hand, the learning of the students is well facilitated when the
teacher is on the right pace of teaching his/her students.
In table3, the writing achievement level of the control group and experimental group vary to each
other as reflected on the results of their post- test.
In the control group, the result reveals that the level of writing achievements of the students remained
to its initial level; however, it was evident that there was an increase of scores after three months even though
they were isolated from intervention strategy. On the other hand, the respondents in the experimental group
somehow improved their writing performance to the next level which is the "Developing level" after using the
research-made writing module. It can be claimed that the module being used in writing composition is effective
and appropriate to the student proficiency level and experiences in writing.
Remedial Writing Composition Module And achievement Of grade ..
*Corresponding Author: Cristobal Millenes Ambayon 4 | Page
Similar idea once stressed by Salandanan (2009) that the instructional materials offer the best means by which a
teacher can provide direction in her student's daily search for new understanding and verifications, particularly
by the use of printed materials.
In table 4 , reveals the t-test analysis on the writing achievement of the students in the pre-test scores between
the control and experimental groups.
It can be seen in the tablethat the tabular value of 2.002 is taken from the book of (Basilio, et.al, 2003) with a
degree of freedom equal to 58. It can be seen further, that all computed t-value are lower than the tabular value
of 2.002 at 0.05 level of significance. This simply means that "there is no significant difference on the writing
achievement of the students between the control group and the experimental group in the pre-test. This also
infers that there was no intensive intervention strategy, which affected the student writing composition
achievement.
The result illustrates that the writing achievement of the control group is closely as good to the writing
achievement of the experimental group. It simply means that the writing achievement of both group were at the
same level before the module was used to the experimental group.
The table 5 illustrates the t-test analysis on the post-test scores between the control and experimental groups.
Based on the result, all of the variables in the experimental group got the highest, which is comparable to the
control group. This implies that "there is significant difference in the writing achievement of the students
between the control and experimental groups in the post-test. It can be claimed that the experimental group
exhibited better performance in writing compared to the control group. The instructional tool used was effective
though the result of their writing achievements was not so high and impressive, but the students made to
improve some basic concepts and technique necessary in effective writing.
It supports the idea of Satorre (2015) when she stated that composition writing is a process of practice before a
student's ideas fall to come out clearly and it demands a huge attention from teacher or mentor.
Finally, the table 6 indicates that there is a significant difference between the control group and experimental
group in their mean gain in writing achievement.
It was also gleaned in the table that the experimental group has a higher standard deviation than the control
group. This simply indicates that the data are spread out over a wider range of values considering that the
performance varies and the respondents are heterogeneous group. The finding also reveals that the computed t-
value of 19.03 is greater than the tabular value of 2.002 at 0.05 level of significance. Hence, there is adequate
evidence to assert that the experimental group has achieved a higher mean gain compared to the control group.
The finding can be claimed that the improvement of their writing achievement was not so excellent due to lack
of vocabulary in organizing their ideas logically and effective use of supporting details to explain the topic.
However, it was still evident that they managed to acquire basic concepts and techniques necessary for effective
writing.Teachers are playing the biggest role of helping the students to acquire and develop their writing by
utilizing new instructional materials (Fortune, 2009).
Similarly, Jacinto et. al (2014) concluded that in order to develop the language skills of a student, the traditional
method of teaching should be enhanced to increase the level of performance of the students by integrating
modularized institutional materials with activities, which used actual applications of principles.
Table1. Level of Evaluation on the Content, Relevance, Acceptability, and Instructional
Quality of the Remedial Writing Composition Module
Remedial Writing Composition Module And achievement Of grade ..
*Corresponding Author: Cristobal Millenes Ambayon 5 | Page
Table2. Level of Writing Achievement of the Control Group and Experimental group in the Pre-test
Table3. Level of Writing Achievement of the Control Group and Experimental group in the Post-test
Table4. Analysis on the Writing Achievement of the Students Between the Control and Experimental
Groups in the Pre-test.
Table 5. Analysis on the Writing Achievement of the Students Between the Control and Experimental
Groups in the Post-test.
Table 6. Mean Gain Scores between the Control and Experimental Groups.
IV. CONCLUSION
In the light of the results gained from statistical scrutiny and finding of the study, essential conclusions
are draw. The researchers-made module was effective and helpful in teaching writing composition in English as
manifested in the writing achievements of the students who used the tool as intervention strategy. It was student-
centered, simplified according to their level of writing abilities, and provided more exercises to practice their
writing skills.
Generally, the study concluded that even the writing composition module passed the excellent qualities
of its content as expected by the users, it is not a guarantee that the students writing achievement is also
excellent. Since the writing achievement of the respondents from the experimental group was not so high and
did not meet the highest rating of "excellent", it can be asserted that the respondents' themselves have problems
in terms of writing composition.
Furthermore, the study concluded that the varied activities and techniques used in the module was
effective and helpful to the learners, and the tandem of teaching and learning was evident allowing the students
to work independently. This simply implied that the role of a teacher in facilitating the learners during the
writing process was relevant to know their needs and progress. The module was also very important and
effective to be used in the class because it answers the need of the students to improve their writing skill.
REFERENCES
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[2]. Basilio, F. B.,et. al. (2003).Fundamental St atistics. Trinitas Publishing, Inc., Quezon City, Philippines
[3]. Bucjan, M. (2011). Development and Validation of Modules in English 2: Writing in the Discipline. Unpublished Thesis,Surigao del
Sur State University-Tandag Campus,Rosario, Tandag City, Surigao del Sur, Philippines.
[4]. Fortune, D. (2009). Writing Strategies for Achiever Elementary Achievers. Retrieved from https://doi.org/10.4236/ce.2018.914162
[5]. Jacinto, E., Chua, O., & Santos, V. (2014). Effectiveness of a Module in the Teaching of Selected Topics in EngineeringPhysics 1.
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[6]. Mcgraw-Hill Inc.(2008). Writer's Choice Grammar and Composition, Writing and Assessment Evaluation Rubrics.
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Cristobal Millenes Ambayon. "Remedial Writing Composition Module and achievement of
grade 11 Senior High School Humanities and Social Sciences Students." Quest Journals Journal
of Research in Humanities and Social Science, vol. 08(11), 2020, pp. 01-06.
ResearchGate has not been able to resolve any citations for this publication.
- Mardie D. Emotin-Bucjan
Writing is one of the four macro-skills to be developed in language among the students. This paper focused on the Development and Validation of Modules in English 2: Writing in the Discipline. The modules aimed to enhance the basic organizational, judgmental and mechanical writing skills of students as they follow the writing process while performing written tasks and assignments required for their academic pursuits. The study utilized a content validated feedback questionnaire for the pool of experts, instructors and students. The study employed the descriptive method of research. The study underwent the four phases of material development namely: design phase, development phase, field-try out phase, and evaluation phase based on Johnson's Model (1998). The gathered data were statistically treated using the arithmetic mean and analysis of variance. The results of the study reveal that the contents; activities, exercises and techniques used in the modules were varied allowing the students to work independently and creatively; the over-all assessment of the pool of experts, teachers and students revealed that the
Adopt-a-Student Program and Reading Performance of Grade-7 of MaligayaNational High School
- J Abelito
Abelito, J. (2018). Adopt-a-Student Program and Reading Performance of Grade-7 of MaligayaNational High School. Unpublished Master's Thesis, Sultan Kudarat State University (SKSU)-ACCESS, EJC Montilla,TacurongCity, Sultan Kudarat, Philippines [2].
- F B Basilio
Basilio, F. B.,et. al. (2003).Fundamental Statistics. Trinitas Publishing, Inc., Quezon City, Philippines [3].
Writing Strategies for Achiever Elementary Achievers
- D Fortune
Fortune, D. (2009). Writing Strategies for Achiever Elementary Achievers. Retrieved from https://doi.org/10.4236/ce.2018.914162
Effectiveness of a Module in the Teaching of Selected Topics in EngineeringPhysics 1
- E Jacinto
- O Chua
- V Santos
Jacinto, E., Chua, O., & Santos, V. (2014). Effectiveness of a Module in the Teaching of Selected Topics in EngineeringPhysics 1. Retrieved from https://ejournals.ph/article.phd?id=9037
Developing an On-line WritingIntensiveCourse: Will it Work for the PublicSpeaking?
- G Nicosia
Nicosia, G. (2005). Developing an On-line WritingIntensiveCourse: Will it Work for the PublicSpeaking? Retrieved from http:// www.adprima.com/ijim.htm
E-Pedagogical Rail: Implications to Students Writing Performance
- C Satorre
Satorre, C. (2015). E-Pedagogical Rail: Implications to Students Writing Performance. Unpublished Master's Thesis, Sultan Kudarat State University (SKSU)-ACCESS, EJC Montilla, Tacurong City, Sultan Kudarat, Philippines
Teacher Educationin Education
- G Salandanan
Salandanan, G. (2009). Teacher Educationin Education. (Revised Edition). Katha Publishing Co. Inc., Makati City, Philippines
Remedial Writing Composition Module and achievement of grade 11 Senior High School Humanities and Social Sciences Students
- Cristobal Millenes Ambayon
Cristobal Millenes Ambayon. "Remedial Writing Composition Module and achievement of grade 11 Senior High School Humanities and Social Sciences Students." Quest Journals Journal of Research in Humanities and Social Science, vol. 08(11), 2020, pp. 01-06.
Source: https://www.researchgate.net/publication/347254287_Remedial_Writing_Composition_Module_and_Achievement_of_Grade_11_Senior_High_School_Humanities_and_Social_Sciences_Students
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