Title: Exploring Writing Challenges: A Mix Method Analysis Of Senior High School Students Essay Performance
Authors: Mae Kristine G. Ediang and Marie Concepcion L. Celesio, EdD
Volume: 9
Issue: 5
Pages: 140-156
Publication Date: 2025/05/28
Abstract:
This mixed-method study explored the writing challenges, reasons behind poor performance, perceptions toward writing, and strategies to improve writing among Senior High School students. Both quantitative and qualitative approaches were used to better understand the students' essay writing skills and experiences. Participants were students from the ABM, HUMSS, and STEM strands. Findings of the study revealed the following: (a) students from the three strands (ABM, HUMSS, and STEM) showed varied levels of proficiency based on rubric assessments in grammar and mechanics, organization and coherence, idea development, and vocabulary usage. ABM students scored an overall mean of 7.93 ("Proficient"), HUMSS students scored 7.38 ("Proficient"), and STEM students achieved the highest mean of 8.30 ("Excellent"). STEM students performed best in Organization and Coherence with a mean score of 8.59; (b) specific writing criteria where students performed poorly included vocabulary usage and grammar and mechanics. ABM and STEM students struggled with vocabulary usage, as they often used the same words and had difficulty selecting more precise words to express their ideas, while HUMSS students had the lowest mean in Grammar and Mechanics, struggling with grammar rules, punctuation, and clarity of sentences; (c) common writing errors committed by students included confusion in structuring ideas and difficulties with grammar and spelling; (d) reasons behind students' poor writing performance included time constraints, writing practice deficiency, time pressure and rushed writing, low confidence, and fear of judgment; (e) students' perceptions of their writing skills indicated they needed improvement in writing, word finding difficulties, lacking confidence, and reducing redundancy in writing; (f) students believed that practicing more, recognizing the value of reading, and drafting as a tool for better writing. The findings of this study give teachers a better understanding of the real struggles students face in writing and highlight the need for stronger writing support programs to help students become better and more confident writers.