Author(s): Alexandra L. Villasor

Abstract: This study determined the effectiveness of using SRSD in enhancing the writing performance of Grade 9 students in Abellana National School, for the school year 2018-2019. It determined the significant relationship between the two groups of students’ English 9 grades. The experimental group was taught writing using SRSD, while the control group was taught using the traditional method of teaching writing throughout the intervention which lasted for two weeks. Based on the findings, a proposed action plan which integrates SRSD was formulated. The study used the quasi-experimental design utilizing simple percentage rubric and narrative essay. A total of 44 students were rated. Statistical treatments utilized were weighted mean and simple percentage level of proficiency in writing essay. A writing prompt of Romeo and Juliet was used as the main instrument. The study findings showed significant differences between the mean scores attained by the experimental group and by the control group, and such difference was attributed to the SRSD writing strategy used. SRSD was able to aid the experimental group students to adapt the needed behavior of self-assessment wherein they became independent and active learners.

Keywords: Behavior, effective, narrative writing, self-regulated strategy development, quasi-experimental

Article Info: Received: 14 Jun 2024; Received in revised form: 07 Aug 2024; Accepted: 12 Aug 2024; Available online: 21 Aug 2024

DOI: 10.22161/ijels.94.34