MELCS INTEGRATED LEARNING GUIDE AND THE RESEARCH WRITING PROFICIENCY AMONG SENIOR HIGH SCHOOL STUDENTS

Authors: Nerissa G. Pasatiempo & Cecilia B. Diva

ABSTRACT

This study attempted to evaluate the effectiveness of MELCs integrated learning guide in research writing and assess the research writing proficiency among the senior high school students. Specifically, it sought to determine if there would be significant difference in the pre-test and post-test scores of the respondents after utilizing learning guide to help assess their research writing proficiency. Likewise, it also sought to determine if there is a significant relationship between the respondents’ perception of the MELCs integrated learning guide and their research writing proficiency. This study employed the developmental-experimental method of research in gathering necessary data. Moreover, fifty (50) Grade 11 students were the chosen respondents. The study used mean, standard deviation, frequency, percentages, paired t-test and Pearson product-moment correlation as statistical treatments. The result showed that there is significant difference in the pre-test and post-test scores of the respondents, making the null hypothesis be rejected. Additionally, the respondents’ perception of the MELCs integrated learning guide is not significantly correlated to their research writing proficiency. Thus, the second null hypothesis is sustained. Since it was found out that integrated learning guide in teaching research writing is significantly effective, it is therefore recommended that teachers may also develop an integrated learning guide in various learning areas. Furthermore, future researchers with the same interest may continue this study in other disciplines. In addition, the school administrators and teachers may conduct in-depth training on the development of MELCs integrated learning guide in various subjects to enhance the needed skills by the students.

Keywords – MELCs integrated learning guide, research writing proficiency.

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