Elevating Writing Skills of Senior High School Students: A Discourse Analysis

Abstract

This study examined the quality of essay writing skills of Grade 11 learners before and after an instructional intervention, as well as their relationship with selected learner profiles. Using a descriptive-comparative research design, the study was conducted at Dagupan City National High School with respondents selected through stratified random sampling. A three-part survey questionnaire was utilized to gather data on learners’ profiles and the quality of essay writing in terms of clarity, coherence, conciseness, and appropriateness.
Findings revealed that learners initially demonstrated fair to good levels of essay writing skills. After the intervention, all dimensions improved to an excellent level, indicating substantial enhancement in learners’ ability to produce effective essay content. Statistical analysis confirmed a significant difference between pretest and posttest results, highlighting the effectiveness of the intervention.
Moreover, the results showed that academic strand and academic performance were significantly associated with the quality of essays, while sex and reading habits were not. The study concludes that structured and interactive instructional strategies play a crucial role in improving learners’ essay writing skills. Based on the findings a Framework for Developing Effective Communication Skills Among Grade 11 Learners was proposed. It was recommended that students practice reflective writing and peer feedback while continuing to adopt varied and technology-integrated instructional approaches to further enhance learners’ communication competencies in digital contexts..