Bless The Lord Oh My Soul 1

Liceo de Cagayan University Senior High School Department
THE CORRELATES OF WRITING SKILLS AND ACADEMIC PERFORMANCE IN

READING AND WRITING SUBJECT
VALTHER ARINO
DAVE L. BAGAIPO
PRECIOUS KEITH ENGANO
ARTIST B. FELICILDA
BEA MARIE F. GALAGATAN
MERVIN L. SALARDA JR.
ELLA MARIE M. TAGAPULOT

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MARCH 2019
The Corelates of Writing Skills and Academic Performance in Reading and
Writing Subject
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A Paper Presentation Presented to the
Faculty of Senior High School
Liceo de Cagayan University
Cagayan
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In Partial Fulfilment
Of the Requirements for
Practical Research 1
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VALTHER ARINO
DAVE BAGAIPO
PRECIOUS KEITH ENGANO
ARTIST FELICILDA
BEA MARIE GALAGATAN
MERVIN SALARDA
ELLA MARIE TAGAPULOT

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APPROVAL SHEET
This thesis entitled, “THE CORRELATES OF WRITING SKILLS AND ACADEMIC

PERFORMANCE IN READING AND WRITING SUBJECT ,” in partial fulfillment of
the requirements for the subject Inquiries, Investigation and Immersion major in Humanities
and Social Sciences by Valther Arino, Dave Bagaipo, Precious Keith Engano, Artist
Felicilda, Bea Galagatan, Mervin Salarda and Ella Marie Tagapulot has been examined,
accepted and recommended for Oral Examination.
MS. QUEENIE FAITH C. REBOLLOS

Adviser
PANEL OF EXAMINERS
Approved by the committee on Oral Examination with the grade of .
Dr. NENITA PRADO MaEd

Chairman
Ms. LEAH MAE S. TABOSARES

Ms. AGA EMM D. MAHINAY TATAB
Member Member
Accepted and approved in partial fulfillment of the requirements for _______
Date of Final Defense .
Ms. MELODY V. SUNOGAN

Principal
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Certificate of Originality
I hereby declare that this submission is my own work and that, to the best of my
knowledge and belief, it contains no material previously published or written by another
person nor material to which to a substantial extent has been accepted for award of any other
degree or diploma of a university or other institute of higher learning, except where due
acknowledgement is made in the text.
I also declare that the intellectual content of this thesis is the product of my work,
even though I may have received assistance from others on style, presentation and language
expression.
Arino, Valther ____________

Signature of advisee over printed name Date
Bagaipo, Dave ____________

Enganio, Precious Keith ____________

Felicilda, Artist ____________

Galagatan, Bea ____________

Salarda, Mervin Jr. ____________

Tagapulot, Ella Marie ____________

Ms. Quennie Faith C. Rebollos ____________

Signature of advisor over printed name Date
GRAMMARLY TEST REPORT
(SCANNED Copy of Grammarly Test Report)

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PLAGIARISM DETECTOR REPORT
(SCANNED Copy of Plagiarism Detector Report)

vii
ENGLISH WRITING READABILITY
(SCANNED Copy of English Writing Readability)

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English Editing Certification Form
This is to certify that I have edited this thesis manuscript entitled “ THE CORELATES
OF WRITING SKILLS AND ACADEMIC PERFORMANCE IN READING AND WRITING SUBJECT ”
prepared by Valther Arino, Dave Bagaipo, Preacious Keith Engano, Artist Felicilda, Bea
Galagatan, Mervin Salarda, Ella Marie Tagapulot and have found it thorough and
acceptable with respect to grammar and composition.
______________________
Signature over printed name
_____________
Date
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ABSTRACT
This study was entitled “The Correlates of Writing skills and Academic Performance
of Reading and Writing Subject” .It was the purpose of this study to find out the relationship
of writing skills and reading and writing subject.This study was conducted at Liceo de
Cagayan University, RNP Blvrd. Kauswagan, Cagayan de Oro City specifically the Grade 12
Humanities and Social Sciences Strand. Four sections located at NAC builing and two more
sections at SAC building of the University. This study is a Descriptive Research Design
where a descriptive research associates only between variables and experimental casuality,
Hopkins(2002). The researchers take more regards to, the respondents skills and not on their
profile factors. This descriptive study attempts to, measure the student’s writing skills and try
to sort intervention to measure and see the difference. The total population of the Humanities
and Social Sciences students are 316 which is, the (N) while 0.10 as the margin of error
which is, based on the percentage of the population that is only needed. The study used
Pearson’s correlation coefficient which is the test statistics that measures the statistical
relationship, or association, between two continuous variables. It is known as the best
method of measuring the association between variables of interest because it is based on the
method of covariance. It gives information about the magnitude of the association, or
correlation, as well as the direction of the relationship. This study observed that the most of
the students obtained fair scale in their academic performance in reading and writing as well
as their test score in their writing skills. It was found that R value is positive and near in zero.
The hypotheses was calculated by the use of Pearson’s correlation coefficient and was found
that it has a significant relationship for the calculation was positive.
The result of the study clearly indicates that there is a significant relationship in the writing
skills and the academic performance of the students. The data that was gathered make the
conculsion that there was a relationship howver
the relationship was weak for the rule of Pearson-Coeficient correlation was when the value
near the zero then it is weak.
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ACKNOWLEDGEMENT
We would like to express our gratitude to these wonderful people, without whose
help this research paper would not have become reality:
To our parents that never stops in supporting us in financial aspect and
understanding us when we got home late. In the mother and father of the members that
welcome us in their home when we are having our group discussion.
To our Inquiries, Investigation and Immersion teacher, Ms. Aga Emm Mahinay in
guiding us in doing this study. The flow and content of this study was thought by her. In
giving us an inspirational advise.
To our research adviser Ms. Quennie Faith Rebollos, to our grammarian Mrs. Jecille
B. Tabena, to our statistician Ms. Stephanie Garcia. These people become our way in
proofreding and revising our paper.
Lastly, to our Almighty God in giving us everything , in guiding us in all way.
Without Him, we can do nothing. The knowledge and wisdom comes from Him and His the
reason of all things.
Thank you so much and God Bless!
The Researchers
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DEDICATION
Firstly, we dedicated this study to our omnipotent God who give us strength
to surpass all the struggles to come up with this study. To our parents who give us all the
resources that we need. To our Inquiries, Investigation and Immersion teacher. To our
Research Adviser, Statistician, and Grammarian who helped us to finish the paper. Lastly, we
dedicated this study to our friends, groupmates and to ourselves.

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TABLE OF CONTENTS
Page
COVER PAGE i
TITLE PAGE ii
APPROVAL SHEET iii
CERTIFICATE OF ORIGINALITY iv
GRAMMARLY TEST REPORT v
PLAGIARISM DETECTOR REPORT vi
ENGLISH WRITING READABILITY vii
ENGLISH EDITING CERTIFICATION FORM viii
DEDICATION ix
ACKNOWLEDGMENT x
ABSTRACT xi
TABLE OF CONTENTS xii
LIST OF TABLES xiv
Chapter
1 THE PROBLEM AND ITS SCOPE 1
Introduction 1
Theoretical and Conceptual Framework 2

xiii
Statement of the Problem 3
Hypothesis 4
Scope and Delimitations of the Study 4
Significance of the Study 5
Definition of Terms 5
2 REVIEW OF RELATED LITERATURE
AND STUDIES 6
Foreign Literature and Studies 6
Local Literature and Studies 6
3 METHODOLOGY (for Surveys) 7
MATERIALS AND METHODS (for Experimental)
Research Setting 7
Research Design 7
Respondents and Sampling Procedure 7
Research Instruments 7
Validity and Reliability of the Instruments 7
Research Protocol 8
Data Gathering Procedure 8
Statistical Techniques 8
4 PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA 9
5 SUMMARY, CONCLUSIONS AND

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RECOMMENDATIONS 10
REFERENCES 11
APPENDICES 12
A. Letter of Consent 12
B. Figures and Plates 13
C. Survey Questionnaires 14
D. Time Frame 15
E. Curriculum Vitae 16
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LIST OF TABLES
TABLE TITLE PAGE
1 Level of Writing Skills 26
2 Respondents’ Academic performance 27
in reading and Writing Subject
3 Relationship Between writing Skills and 28
Academic Performance in Reading and Writing Subject

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LIST OF FIGURES
FIGURE TITLE PAGE
1 Relationship Between Independent and Dependent variable 6

CHAPTER 1
INTRODUCTION
THE PROBLEM AND ITS SCOPE
Introduction
Reading and Writing is considered as one of the difficult thing to do in the academic
world for a writer specially who may not have an idea on how to start the work. The idea that
comes from the mind may hard to deliver in a way of written work. It takes an experience,
understanding and guidance to master the skills in writing. In an actual education scenario,
there are many cases of underachievement even among those who are intellectually superior
but still they fail to achieve in proportion to their mental capacities.
The country’s past colonizers influence us in the aspect of culture, ideologies,
government setting, and language. However, Filipino language is mastered by all Filipinos
even in other area of the country that has a different dialect. Apparently, it is difficult for
most people specially for students to develop a mastery of even one language and most
never acquire a really adequate vocabulary in their native tongue. In this situation, Filipino
student doesn’t master the use of English even in writing. The school taught proper English
in writing though, but still the student researchers observed that most students are lacking in
reading and writing. Hopkins (2002) applied and developed his study to assist low-achieving
tenth grade students essay writing skills. According to first term examinations in the
academic year (2002), many students were not performing well in the writing process.
In class,specially in the subject that deals with the reading and writing processes,
students find it hard for most of the processes has a lot of rules that must be followed to come
up with a proper piece and comprehension.
Knowing and understanding the use of the international language really give an
impact. Basically, English becomes the medium of instruction and in many fields. Reading
and writing in English is useful in literatures, articles, researchers and many more. This make
realiable reason for student to master in reading and writing and enhancing their skills of
which. Writing gives a big role in the society where people shows his/her ideas, defend their
opinion and to communicate others in way of words. Understanding the essence of Reading
and Writing also help the country where it opens a lot of opportunity, in regards to the world
competition and development. Writing is not mastered by all. Thus, the academic institution
have a Reading and Writing subject as an avenue for the students specifically senior high
school students to understand more the rules and proper use of these skills. Therefore, the
student reseacher’s aims to discover if there is a significant relationship of having a writng
skills in the academic performance of reading and writing subject .

In class, students often tasked to write an essays where writing essays is also studying
the soul. In writing simple essay students can be taught and improve as a talented and a
creative writer. 3
In improving the skills in writing, the short daily writing assignments help students to
build writing fluency and make motivating activity, fluency in writing can feel like a foreign
language with its good grammar and vocabulary, Graham, Harris and Larsen(2001). They
also stated that people learn another language more quickly and gain confidence when they
use it frequently, thus, poor writer gradually develop into better writers when they are
prompted to write daily. Additionally, students acquired more knowledge when they write
according to Bangert- Drowns,Hurley and Wikinson (2008). Skills in writing is definitely
essensial wherein it is an activity to activate or assess student’s knowledge on a particular
topic. On the other hand, Macesar (1990).
Theoritical/Conceptual Framework
The study is anchored in the theory of Quigley, A. (2013) Shared Writing: Modelling
Mastery. The shared writing is one of the useful strategy used in improving the content of the
writing piece. This effective way is one of his favourite and applied process where the
teacher must have his/her clear idea in the desired “mastery learning model” that has a large
element and must be pre-prepared, select student to copy the data and idea of writing where
you can manage the class and allows the student to participate.
The teachers must have a clear expectation in their response and allow them to
participate by raising their hands. Next is the questioning: pre-plan who you will question
that is ready to let other student to have more idea about your question. Pose, Pause,Pounce
and Bounce your question around the room. It helps you to take student’s attention on you. 4
Let students write. It works as a control mechanism, but it has learning value. As
student to commit to the mastery model after, circulate the room and praise their effort in
helping them to boost their confidence in writing. Get feedback on the model where you can
use ABC feedback model; Add to writing,Build upon what has been written,Challenge what
has been written.
Let students review their writing, correct anything and revise it after. This theory is
connected to the study for the process and guidelines were given in enhancing the student’s
writing skills. Additionally, researchers sort an intervention in solving this problem where
teachers are not just the one who will take the lead and action but also the students who will
follow the process in improving their skills in writing.
The study focuses on the implementation of Cornell’s Note-Taking Method as a
strategy in enhancing the content of writing. The process and note-taking guides help the
student to understand the right content and organization their writng.
The 5r’s process:Record the main point in main column as many as meaningful facts and
ideas as you can. Reduce and summarize the facts and ideas in cue column. Recite – cover
note taking area, using only your jottings in the cue column, say over the facts and ideas of
lecture. Reflect where the writer draw out opinions from your notes and use them as starting
point for your own reflection on the courses. Review your notes. These process help student
to organize the idea to be written in paragraph form. 5
The note-taking really requires effort. It is more than taking information in, Gonzales
(2018). Gustillo(2013) also claims that successful writing entails more than just a set of skills
that many teachers strain to hone. It is more than what the writers have and utilize during the
whole composing process.
This kind of note taking gives help in organizing the idea in your written work where
the sequence and structure will be inhance and become more easy to understand.
SCHEMATIC DIAGRAM
Figure 1
Relationship Between Independent and Dependent Variables
INDEPENDENT VARIABLE DEPENDENT VARIABLE
WRITING
SKILLS ACADEMIC
*Audience and Purpose;

PERFORMANCE
*Organization;
* READING AND
* Elaboration WRITING
*Use of language
Statement of the Problem
It was the purpose of this study to find out the use of Cornell’s note Taking Method in
enhancing content mastery in student’s writing skills considering the factors of its grammar,
mechanics, and diction. Specifically this study attempted to answer the following questions:
1. What is the respondents’ level of writing skills in terms of
1.1 Audience and Purpose;
1.2 Organization;
1.3 Elaboration and;
1.4 Use of language?
2. What is the resondent’s academic performance in Reading and Writing subject?
3. Is there a significant relationship between Writing skills and Academic Performance in
Reading and Writing subject?
Statement of Hypothesis
Problem no.1 and 2 is hypothesis free. On the basis of problem 3, the hypothesis in
one null form is given.
HO1: There is no significant relationship between Writing skills and Academic Performance
in Reading and Writing subject.

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Scope and Delimitation
This study covered the selected Senior High School students of Liceo de Cagayan
University specifically in Humanities and Social Sciences strand from 6 section of Grade 12
HUMSS as respondents.
This study recognizes some limitations:
1. The limitation in the selection of respondents, the researchers are aware in the
selection of the students to be a respondents regardless to their profile.
2. This study is limited to the student’s IQ, definitely an important factor in academic
success, will not be included in this study.
Significance of the Study

Although student in this generation is said to have the intellectual ability and they
are able to write but the researcher observe the lack of mastery in student’s writing. This
reason made the study important to:
Student . To view what factor/s affects their academic performance. They’ll be able to locate
and discover their capacities on writing that may affect their performance in reading and
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writing subject.
Teacher . to discover some factor in the academic performance of the students in their
subject. Even in other subject classes they’ll be able to be aware that lacking of writing skills
may affect the students’ performance.
Future Researchers . to continue the study regarding to the topic which is writing skills of
students. They are able to have an idea and a starting point in doing their own.the outcome
and recommendation can be the basis of the future researcher/s.
Definition of Terms
Composition – is a group of paragraphs that are logically arranged to develop and support a
single main idea. Each paragraph’s point contributes to supporting, developing, or explaining
the main idea of the composition.
Grammar - refers to the system of rules used to create sentences refers the knowledge of parts
of speech, tenses, phrases, clauses and syntactic structures used to create gramtically well
formed sentences in English.
Mechanics - Refers to all the “technical” stuff in writing: spelling, capitalization, use of
numerals and other symbols. These are conventions, and you just have to memorize them.
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For example, you should never begin a sentence with a numeral.
Reading and Writing - an academic process and considered as a fruit of knowledge that ables
anything to be possible in any work done. It is also a subject that aims to educate the students
in a proper use of reading and writing skills.
Syntax - an organization of idea in a written work. Refers to the study of Internal structure of
sentence, how words are arranged become phrase and clauses, for constructing sentence. It is
commonly we call structure.
Writing Process - a helpful systematic approach in achieving writing goals. A stages of
writing that help a person to become a better writer.

Writing skills - refers to a skills in expressing idea and opinion through words. Literacy in
constructing, organizing and using proper word depending on its defferent factors
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CHAPTER 2
Review of Related Literature
This chapter shows the Related Literature which is connected to the study. The
Foreign and Local Literatures are shown and related.
Writing is considered as the product of learning. The ideas that have seen are not just
conveyed through oral. But also in written text. Writing starts in a small idea and can be
broaden when analyzed well. Writing should be represented the linguistic and content
knowledge, experience and approach, Chenoweth and Hayes(2003). They also stated that
writing fluency is very important in writing because it measures the writing performance.
There are some students that are not mastered in the context of writing. The National
Assesment of Educational Progress (NAEP) in (2002) states that there are many problems
why children and youth finds writing really challenging, that reflects the nature of written
expression, changing students demographics, instruction and individual student
characteristics. According to National Center of Education Statistics (2003), only 28% of
youth graders, 31% of eight graders and 24% of twelfth graders performed above their
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average.
There was really a problem in content writing for even the universal language were
masterd by all. According to National Center for Education Statistics (2003), students that
came from less fortunate family Speaks English as a second language and identified their
disabilities. This growing diversity of the school- age population has taken place within the
framework of the standard education movement and its high- states accountability tests. As a
results, students made more demands for higher level writing performance and for the
demonstration of the content mastery through writing. The mode of writing also affects the
content of the writing and its process Hilldenbrand (1985).
According to Klimova (2014) Writing is considered one of the most difficult language
skills to be acquired but also taught. However, at present it is one of the most used forms of
communication.
Stewart(2016) states that being a content writer comes with some great perks. He
proposed that it depend on your position, you can have the flexibility to work and think a
topic you want to write about. According to Harmer(2004) writing is a productive process
done through some stages. Firstly, exploring and transmiting ideas , thought and feelings into
written form. Secondly, conducting a number of revising process to carry out a grammaticaly
and orderly text. Writing encourages students to focus on accurate language use. It is because
students consider the language use when student engage in the writing process. He also stated
that to improve the student’s writing skills, teaching and learning the process of writing
needs to be done well with developed input and effective activities. As a result, teachers need
to consider the teaching of writing skills well based on the student’s need, capacity and
ability. In terms of process, Richard and Renandya(2002), provides a writing process such as;
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planning, drafting, revising, and editing.
According to Stewart(2016), its not easy one to have a job you need expertise in areas
to be successful. He make Seven Essential Skillsets to help writes needs over their career.
The Adaptability, Reseaching your way to good content, A good understanding, The ability
to get focused, Time Management, Editing editing and more editing, and lastly Staying in
demand. The study done by Sengupta (2000), showed that teaching of revision strategies
was found to have a measurable influence on writing performance. Hence, the researcher has
adopted repeated practice of using various exercises for developing writing skill. Sengupta
(2000) in an exploratory study investigated the effects of explicit instruction in revision on
second language learners’ performance and perceptions about writing.

Onasanya(2004), concluded that teachers need to consider appropriate media in order
to stimulate students to explore their ideas to help them in their writing process and make
them understand the learning materials that are given. In addition to the interventions given,
Una and Ponambala(2001), established a tool in improving writing skills which are movies
wherein visual and audio senses will transmit the materials effectively and stimulate the
students in exploring and expressing their ideas in the writing process.
Traditional education is often based on effective listening and note-taking and
students of all ages are expected to be responsible for the knowledge shared through lectures,
Boyle(2010). The University of Kansas claimed that the ability to communicate clearly and
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effectively forms the foundation of modern life.
In every classroom, the incorporation of literacy skills is very necessary. Even in
math class, the students must be prompted to write a long-form answers and not just jotting
down notes in. Also the teacher found the significant use of literacy skills specially in doing a
lesson plan. In math classes, the problems and application uses reading and writing skills. In
science either, the report must be detailed and is neede the same skills. By introducing
literacy in every classroom, students gain more exposure and learn more essential skill of
learning.
The book of Agesilas(2002) entitled “ The Effectiveness of a Writing Model to
teach an english-as-a-second language” concluded that student see classroom setting, peer
response, collaborative writing and speaking as an avenue in improvement of the written

communication skills in English. Additionally, Brien(2017) stated that reading and writing
has a lot of benefits that you can hahin through life.
Accordingly, when teaching the students on how to communicate effectively can
help them to love the act of learning. Reading and Writng skills allow the students to seek out
information. However, Hobart and William Sauth(2019) stated that Writing is not a skill. It is
a combination of many complex activities including the building of key terms, categorizing,
abstracting and developing arguments.
Writing has its process in having the proper content in regard to its topic. Chien
(2010), explored on how to improved higher education English writing teachers practice by
enhancing their understanding of the strategies used by their students when writing in
English. Shen claim that the higher writing performance of students is associated with their
awareness of writing skills.

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Gustillo(2013) also explored the relationship between writers performance, writers
resources and writers idea generation process and he concluded that these factors are
complex because writing performance is mediated by some factors. She states that writers
have the skills and need to utilize during the whole process. Writing process guided the
students as well as the teachers in taking the procedures and good writing and in rating
everyone’s output. Gustilo and Magno(2012) investigate the sentence-level errors of

freshmen students. She used survey questionnaire where the raters must asked an open ended
question in regard to their focus while rating the different aspects of writing that impact essay
scores of the respondents.
Susan, A. (2007) in her book “Effectiveness of Language Games in Teaching
Vocabulary in English” concluded that students of language games method score
significantly higher compared to those of lecture method group. It is commonplace that
young children learn better through play and through teaching tempered with ‘fun’ activities.
She also stated that writing can lead to personal breakthroughs in learning. Writing can
contribute to reading from the first day of school. Writing contributes strongly to reading
comprehension as children grow older. The ability to revise writing for greater power and
economy is one of the higher forms of reading. Ways to help students achieve these goals are
discussed in a later section on composition research.
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Chapter 3
Methodology
This chapter deals with essential elements of the research process. It shows the
method, respondents, procedures, instruments, rating scales and statistical treatment of the
study.
Research Setting
This study was conducted at Liceo de Cagayan University, RNP Blvrd. Kauswagan,
Cagayan de Oro City specifically at the Grade 12 Humanities and Social Sciences Strand.
Four sections located at NAC builing and two more sections at SAC building of the
university.
Research Design
This study is a Descriptive Research Design where descriptive research associates only
between variables and experimental casuality, Hopkins(2002). The researchers take more
regards to the respondents skills and not on their profile factors. This descriptive study
attempts to measure the student’s writing skills and try to sort intervention to measure and
see the difference.
17
Respondents and Sampling Procedure
The research respondents are the Grade 12 Humanities and Social Students for their
writing skills were tested. The proposive sampling method was used in determining the target
respondents, therefore, Sloven’s Formula 2is considered as an effective tool in computing the
number of respondents from its total quantity. In Sloven’s Formula, the sample size
(n),population size (N) and margin of error (e) is calculated. It is a random technique formula
to estimate the sample size. It is computed as n= N/(1+Ne^2). The total population of the
Humanities and Social Sciences students are 316 which is the (N) while 0.10 as the margin of
error which is based on the percentage of the population that is only needed.
The community of grade 12 Humanities and Social Sciences has six sections with a total
population of 316. The 1 section selected is HUMSS 4 that was referred by the Reading and
Writing Teacher. The below 30 students were selected by the teacher in Humanities and
Social Sciences as the final quantity of the respondents.
Research Instrument
The researchers have a writing test along with the refered topic of a teacher in
Reading and Writing subject that was given. The students is have to constructed an essay in
regards to the topic. This instrument will the best way to determine the student’s ability and
content mastery in writing.
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RUBRICS
Audience and purpose Presents sufficient background on the 5

work; presents the writer’s reactions

forcefully
Organization Presents points in logical order, 5
smoothly connecting them to the
overall focus.
Elaboration Supports reaction and evaluation 5
with elaborated reasons and well-
chosen examples.
Language Shows overall clarity and fluency ; 5
uses precise and evaluative words;
makes few mechanical errors.
Over-all Content= 20/20x100%
RATING SCALE
91 above Very Satisfactory
86-90 Satisfactory
85-81 Average
80-75 Fair
74 below Poor
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Scoring Procedure
This study adopted the rubrics of National Center of Teacher in English (NCTE) by
the contribution of ReadWriteThink (RWT) organization that is commonly used in scoring
the students’ written work. On the other hand is the rating scale that comes from the DepEd
rating scale and was used by Liceo de Cagayan University in rating the students’ score in
most of the class exercises.
Validity and Reability of Instruments
The research instrument which is essay writing activity has been pretested among
the selected students from each section, the topic given was revised and rephrased for better
understanding of the students. Additionally, it ables them to write an essay with a appropriate
thought in connection to the particular topic.
Research Protocol
To ensure the quality and reliability of research findings, the Elementary and High
School student researchers shall observe the following University Research Protocol:
1. The researchers sought approval from the adviser after careful assessment and review of
the research paper/investigatory project manuscript.
2. The Grade School/High School Principal approved the schedule for the defense of the
research proposal/investigatory project proposal after thorough assessment and reviewed of
the final manuscript.

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3. After the proposal defense, the researchers accomplished the Research Ethics Application
Form and submitedt it to the Office of the Vice President for Research, Publication, and
Extension together with the approved research proposal
4. The Associate Director of the Research and Publication Office reviewed the proposal and
Research Ethics Form for completeness and for compliance with the University format and
guidelines. The research ethics form shall be forwarded to the Vice President for Research,
Publication, and Extension for further review and approval of the Research Ethics
Committee.
5. The researchers wrote letters to secure permission from the College Dean/ Principal/
Department Chairman/ Director or Head of the office where the researchers plan to conduct
the study.
6. The researchers secured the respondents’ consent to participate in the study. Moreover, the
respondents will be assured that all their responses would be treated with utmost
confidentiality.
7. Provision of the final manuscript. The researchers provided the adviser the copy or the
manuscript for assessment and reviewed of the quality and relevance of the paper prior to the
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scheduling of the final research presentation.
8. when the papers were approved by the adviser, it was forwarded to the Research
Coordinator for further review of the completeness of the paper. The Coordinator then met
with the Principal for the schedule of the paper presentation.
9. After the final paper presentation, the researchers incorporated all the corrections and
suggestions of the Research Panel. It was reviewed by the adviser and the panel members.
10. After the paper was approved by the panel, it was submitted to the Office of the Vice
President for Research, Publication, and Extension for Plagiarism and Grammarly Tests.
11. The researchers forwarded the final paper to their assigned editor. After incorporating all
the corrections, the researchers submitted the final paper to the adviser and Research Panel
for signature and approval for binding.
12. The researchers submitted the soft bound copies and electronic copy of their final paper
to the Research Teacher/Adviser. The Research Teacher/Adviser endorsed the copies to the
Research Coordinator.
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Data Gathering Procedures
The data gathering was conducted in the Senior high School department Grade 12
Humss students of Liceo de Cagayan University. Before the researchers gave the writing test
to the students, they asked permission first to the principal and retrieve it. After giving the
permission to the principal, they elaborated or explained first what the writing test is all
about. After all of this process, researchers started the test and rated each writing piece. On
the other hand was the academic performance of the students specifically on their Reading
and Writing subject. The student researchers took a letter signed by the III adviser to get the
grades of the students in the particular subject.
Statistical Technique
This study employed some statistical technique to validate the data gathered.
Specifically, every problem of this study used the different type of statistical treatment
wherein:
Problem 1 and 2 used a descriptive statistics for it was the first data gathered and the level of
students’ writing skills and the academic grade of the students in their Reading and Writing
subject which was the focus subject in this study. Problem 3 took the Pearson’s correlation
coefficient which was the test statistics that measures the statistical relationship, or
association, between two continuous variables. It was known as the best method of
measuring the association between variables of interest because it is based on the method of
covariance. It gave information about the magnitude of the association, or correlation, as
well as the direction of the relationship.

23
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, the analysis and interpretation. The
discussion shall follow the sequence of presentation of problems and the corresponding
hypotheses as presented in chapter 1.
Problem 1. What is the respondents’ level of writing skills in terms of
1.2 Organization;
1.3 Elaboration and
The above problem is hypotheses-free. The following table shows test score interval
with its corresponding frequency (f) and mid. (x).

24
Table 1
INTERVAL (f) (x) f(x) (mid-mean)
20-15 10 17.5 175 4.33
14-10 16 12 192 -1.17
9-5 4 7 28 -6.17
4-0 0 2 0 -11.17
Over-all = 67%
Standard Deviation= 3.53
Test score= 400/600
The table reveals that most of the selected students obtained the score between 10-
14. The test scores was adopted and based from the rubric that has a maximum score of 20.
The score of 20 was from the 4 corresponding rubrics which has a 5 maximum rate
respectively.
In the data gathered by the researchers, it was observed that the scores where low.
The total scores of the 30 respondents was 402 wherein the individual score falls between 8-
20. It was divided into 600 which is the total score when obtaining the 20 in th test and the
percentage of the score taken by multiplying it to 100. It was computed with a score of 67
over-all and rated as “Poor”. Accordingly, the pre-test of the students supports the problem
of this study which is the writing skills. Based on the data and the scores on the
corresponding rubrics, the students didn’t achieve the high score on: Purpose, language used,
organization and elaboration. Mainly, the content of the written work were lacking.
Problem 2. What is the respondents’ academic performance in Reading and Writing
subject?
The same on the problem 1, problem 2 is also hypotheses-free. The following table
shows academic grade (reading and writing subject) interval with its corresponding
frequency (f) and mid. (x).
Table 2
INTERVAL (f) (x) f(x)
90-100 3 95 285
89-85 15 87 1305
84-80 10 82 820
79-75 2 77 152
74-70 0 72 0
The table 2 reveals that academic performance of the students in their reading and
writing subject mostly fall in the interval of 89-85.

26
The problem 3. Is there a significant relationship between writing skills and academic
performance in reading and writing subject?
Table 3
X VALUES
Ʃ OF X VALUES 402
MEAN 13.4
Ʃ(X-MX)2=SSX 271.2
Y VALUES
Ʃ OF Y VALUES 2540
MEAN 84.667
Ʃ(Y-MY)2=SSY 482.667
X and Y Combined
N 30
Ʃ(X – MX)(Y – MY) 80
R Calculation
r = Ʃ((X – My)(Y – Mx)) / √((SSx)(SSy))
r = 80 / √((271.2)(482.667)) = 0.2211
Meta Numerics (cross-check)
r = 0.2211
The value of R is 0.2211.

27
The table 3 reveals the x and y values, its mean and over-all summation. It shows that
the meta numeric is positive 0.2211 concluded that it has a significant relationship. However,
the rule of Pearson-coeficient correlation states that the nearer the value to zero, the weaker
the relationship. Although it has a significant relationship between writing skills and
academic performance of reading and writing subject, the relationship was weak. Basically,
reading and writing subject deals with literacy in reading and writing therefore it stand a role
in the particular subject. The study was focus by the writing skills but since the subject
doesn’t deals only with writing therefore the relationship of the two variables is weak.
The corresponding hypotheses of the above problem follows:
HO1: There is no significant relationship in writing skills and academic performance in
reading and writing subject.
By the basis in the data gathered and by the calculation of the correlation, the one null
hypotheses was rejected.

28
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
This paper attempted to look into the use of Cornells’ Note-taking strategy in
enhancing the Content mastery in writing skills. More specifically,
the study attempted to answer the following questions:
It was the purpose of this study to find out the correlation of writing skills and
academic performance in reading and writing subject. Specifically this study attempted to
answer the following questions:
1. What is the respondents’ level of writing skills in terms of
1.2 Organization;
1.3 Elaboration and
2. .What is the resondent’s academic performance in Reading and Writing subject?

3. Is there a significant relationship between Writing skills and Academic Performance in

29
Reading and Writing subject?
Problem no.1 and 2 is hypothesis free. On the basis of problem 3, the hypothesis in
one null form is given.
Summary of Findings
This study observed that the most of the students obtained fair scale in their
academic performance in reading and writing as well as their test score in their writing skills.
It was found that R value is positive and near in zero.
The hypotheses was calculated by the use of Pearson’s correlation coefficient and
was found that it has a significant relationship for the calculation was positive.
Conclusions and Implication
The result of the study clearly indicated that there was a significant relationship
in the writing skills and the academic performance of the students. The data that was
gathered make the conculsion that there was a relationship howver the relationship was weak
for the rule of Pearson-Coeficient correlation was when the value near the zero then it is
weak.
Recommendation
30
Students
The students is recommended to have a note-taking in any discussions that ables
them to enhance their knowledge on the particular topic. Though it is important for the
subject but the reading skills must be also enhance. The literacy skills was all very important
for the academic performance.
Teachers
Teachers are encouraged to take their students into a proper and thorough lecture
and they are recommended to take students a minute to have a note-taking and reading
activity with its proper process.
Future Researchers
This study has a lot of benefits specially to the students that is why it can be
guide to them. Future researchers are encouraged to have a study that helps the students to
build a proper writing and improves their skills of which.

31
REFERENCES
Gafoor, & Sereena,V.(2007,June). Communicative approach to teaching language

skills in English to Primary School Children. Edutracks, 6 (10).
Chitra J., Ponnambala (2001). Teaching Writing Skillls Through a Solent Movie An
Experience. Indian Journal of Open Learning.
Brown C. (2015). How better note taking can improve your memory: The
conversation.
Klimova B.F (2004). Social and Behavioral Science 122,. 433-437.
Stewart (2016). 10 Skills Every Great Content Writer Needs. Freelance Writer.
Sengupta (2000). An Investigation into the Effects of Revision Strategy Instruction

on L2 Secondary School Learners. System, V 28 N 1 p 97-113.
Bradshaw, D. (2008) Palamas among the scholastics: A Review Essay Discussing.

A Journal of Eaastern Christian Studies Vol. 55
Graham S., and Hrris, K.R.(2003) Students with lesrning disabilities and the process
of writing: A meta analysis of SRSD studies. Handbook of learning disabilities
(pp.323-344). New York,NY,US: Guilford Press.
32
APPENDIX A
December 07, 2018

Dr. Nenita Prado
VP-Research, Publication and Extension Office
Liceo de Cagayan University
Dear Dr. Prado,
Greetings!
The undersigned HUMSS 12 students are currently conducting a research study

about “THE CORRELATES OF WRITING SKILLS AND ACADEMIC
PERFORMANCE IN READING AND WRITING SUBJECT
” as partial requirement in the subject Inquiries, investigations, Immersion (III). The
data gathered from this study will be kept confidential and will be used for the sole
purpose of the study.
In line with this, we would like to ask your kind permission to conduct this study
among the selected 30 Grade 12 HUMSS Students. Rest assured that we will
observe the university research protocol in the conduct of this endeavor. Your
approval regarding this matter is highly appreciated.
Thank you very much.

Respectfully yours,
Valther Ariño
Dave Bagaipo
Precious Keith Engaño
Artist Felicilda
Bea Marie Galagatan
Mervin Salarda
Ella Marie Tagapulot
Noted by:
Ms. Queenie Faith C. Rebollos Ms. Aga Emm D. Mahinay

Research Adviser Research Coordinator
Recommending Approval:
33
Ms. Melody V. Sunogan
SHS Principal Main Campus
APPENDIX B
Figures and Plates
Figure 1
Relationship Between Independent and Dependent Variables
INDEPENDENT VARIABLE DEPENDENT VARIABLE
WRITING
SKILLS ACADEMIC
*Audience and Purpose;

PERFORMANCE
*Organization;
* READING AND
* Elaboration WRITING
*Use of language
34
APPENDIX C
SURVEY QUESTIONNAIRE
INSTRUCTIONS: You will have 5 minutes to read and think about the following
topic. You may make notes or outlines on the scratch paper provided. Remember,
one way to have a good idea is to have many ideas. Your example(s) may be taken
from your personal experiences or drawn from situations you have heard or read
about.
“Why do we need to write?”
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____________________________
41
APPENDIX E
CURRICULUM VITAE
2x2 picture
executive look
Name: : Mervin Lloren Salarda Jr.
Address: NHA Kauswagan Cagaya de Oro City
Email Address: mervin_salarda165@yahoo.com
Phone no.
Name of Father: Mervin Salarda Sr.
Name of Mother: Analiza Salarda
School Graduated:
Elementary: Bonbongon Elementary School
High School: Misamis Oriental General Comprehensive High School
Membership:
36
APPENDIX E
CURRICULUM VITAE
2x2 picture
executive look
Name: Valther Azares Arino
Address: Barra Jandorf Opol Misamis Oriental
Email Address: valtherazares@yahoo.com
Phone no.: 09362570868
Name of Father:
Name of Mother: Vilma Azares Arino
School Graduated:
Elementary: Valencia City Central School
High School: Valencia National High School
Membership:
39
APPENDIX E
CURRICULUM VITAE
2x2 picture
executive look
Name: Artist Babanto Felicilda
Address: Purok 4B Gusa Cagaya de Oro City
Email Address: felicildartist@gmail.com
Phone no.: 09362213561
Name of Father: Army Joy Felicilda
Name of Mother: Gwen Felicilda
School Graduated:
Elementary: Gusa Elementary School
High School: East Gusa National High School
Membership:
38
APPENDIX E
CURRICULUM VITAE
2x2 picture
executive look
Name: Precious Keith Engano
Address: Opol Misamis Oriental
Email Address: preciousengano@yahoo.com
Phone no.: 09977513962
Name of Father: Ronald Engano
Name of Mother: Liezyl Joy Engano
School Graduated:
Elementary: Opol Elementary School
High School: Opol National Secondary Technical School
Membership:
42
APPENDIX E
CURRICULUM VITAE
2x2 picture
executive look
Name: Ella Marie Tagapulot
Address:Bulua Vjandep Cagaya de Oro City
Email Address: ellagwaps@yahoo.com
Phone no.: 09051146348
Name of Father: Marvert Tagapulot
Name of Mother: Gabriella Tagapulot
School Graduated:
Elementary: Bulua Central School
High School: Bulua National High School
Membership:
37
APPENDIX E
CURRICULUM VITAE
2x2 picture
executive look
Name: Dave Lomopog Bagaipo
Address: Block7 Lot4 Isiah St. San Agustin Valley Homes Zone 13Carmen Cagaya
de Oro City
Email Address: dbarbarian9@gmail.com
Phone no.: 09358566296
Name of Father: Delmundo Castana Bagaipo
Name of Mother: Vivian Loreen Bagaipo
School Graduated:
Elementary: Pedro Oloy N Roa Sr. Elementary School
High School: Pedro Oloy N Roa Sr. High School
Membership:
40
APPENDIX E
CURRICULUM VITAE
2x2 picture
executive look
Name: Bea Marie Fuentes Galagatan
Address: Block8 Lot5 Palm Spring Subdivision Cugman Carmen Cagaya de Oro
City
Email Address: beyagalagatan@yahoo.com
Phone no.: 09655961726
Name of Father: Cesar Estapia Galagatan
Name of Mother: Jinky Fuentes Galagatan
School Graduated:
Elementary: Cugman Elementary School

High School: Misamis Oriental General Comprehensive High School
Membership:

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Liceo de Cagayan University Senior High School Department

THE CORRELATES OF WRITING SKILLS AND ACADEMIC PERFORMANCE IN

PRECIOUS KEITH ENGANO

BEA MARIE F. GALAGATAN

MERVIN L. SALARDA JR.

ELLA MARIE M. TAGAPULOT

The Corelates of Writing Skills and Academic Performance in Reading and

A Paper Presentation Presented to the

Faculty of Senior High School

Liceo de Cagayan University

Of the Requirements for

PRECIOUS KEITH ENGANO

BEA MARIE GALAGATAN

ELLA MARIE TAGAPULOT

This thesis entitled, “THE CORRELATES OF WRITING SKILLS AND ACADEMIC

MS. QUEENIE FAITH C. REBOLLOS

Approved by the committee on Oral Examination with the grade of .

Dr. NENITA PRADO MaEd

Ms. LEAH MAE S. TABOSARES

Accepted and approved in partial fulfillment of the requirements for _______

Date of Final Defense .

Ms. MELODY V. SUNOGAN

Arino, Valther ____________

Bagaipo, Dave ____________

Enganio, Precious Keith ____________

Felicilda, Artist ____________

Galagatan, Bea ____________

Salarda, Mervin Jr. ____________

Tagapulot, Ella Marie ____________

Ms. Quennie Faith C. Rebollos ____________

GRAMMARLY TEST REPORT

(SCANNED Copy of Grammarly Test Report)

PLAGIARISM DETECTOR REPORT

(SCANNED Copy of Plagiarism Detector Report)

ENGLISH WRITING READABILITY

(SCANNED Copy of English Writing Readability)

English Editing Certification Form

OF WRITING SKILLS AND ACADEMIC PERFORMANCE IN READING AND WRITING SUBJECT ”

acceptable with respect to grammar and composition.

help this research paper would not have become reality:

To our parents that never stops in supporting us in financial aspect and

welcome us in their home when we are having our group discussion.

giving us an inspirational advise.

proofreding and revising our paper.

Lastly, to our Almighty God in giving us everything , in guiding us in all way.

reason of all things.

Thank you so much and God Bless!

dedicated this study to our friends, groupmates and to ourselves.

APPROVAL SHEET iii

GRAMMARLY TEST REPORT v

PLAGIARISM DETECTOR REPORT vi

ENGLISH WRITING READABILITY vii

ENGLISH EDITING CERTIFICATION FORM viii

TABLE OF CONTENTS xii

LIST OF TABLES xiv

1 THE PROBLEM AND ITS SCOPE 1

Theoretical and Conceptual Framework 2

Scope and Delimitations of the Study 4

Significance of the Study 5

2 REVIEW OF RELATED LITERATURE

Foreign Literature and Studies 6

Local Literature and Studies 6

3 METHODOLOGY (for Surveys) 7