Development and Evaluation of Techno-Mediated Creative Writing Enhancement Activities For Grade 12 Students

DEVELOPMENT AND EVALUATION OF
TECHNO- MEDIATED CREATIVE WRITING

ENHANCEMENT ACTIVITIES FOR
GRADE 12 STUDENTS
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 148-158
Document ID: 2023PEMJ1146
DOI: 10.5281/zenodo.8316770
Manuscript Accepted: 2023-2-9
Psych Educ, 2023, 13:148-158, Document ID:2023 PEMJ1146, doi:10.5281/zenodo.8316770, ISSN 2822-4353
Research Article
Development and Evaluation of Techno-Mediated Creative Writing

Enhancement Activities for Grade 12 Students
Reynalyn L. Andal*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to develop and evaluate techno-mediated creative writing enhancement activities
for Grade 12 students during the School Year 2021-2022 at Nagpayong Senior High School. The
descriptive method was utilized with the survey questionnaires as the data gathering instruments.
Thirty English teachers, ten English experts, and ten ICT teachers were chosen as the respondents.
The data gathered were treated using the weighted mean, and ANOVA as the statistical tools. The
researcher identified learning competencies that were used to develop techno-mediated creative
writing enhancement activities for grade 12 students based on the curriculum. The English teachers,
English experts, and the ICT teacher-respondents evaluated the developed enhancement activities in
terms of Appropriateness, Authenticity, Content Quality, Instructional Quality, Technical Quality,
and Usability with the overall weighted mean ratings of 4.51, 4.50, and 4.72, respectively, which are
all interpreted as Strongly Agree. Comments and suggestions were given by the three groups of
respondents for further improvement of the material.
Keywords: creative writing, techno-mediated enhancement activities, grade 12
Introduction share the concerns of parents and guardians that

children must continue learning but should remain
protected from exposure to COVID-19.” The
In the year 2020, a global pandemic shattered the Department of Education (DepEd) and local
reality of the known world, forcing everybody to stay governments were then urged to make proactive and
in their houses. These include teachers, students, and flexible arrangements to guarantee that kids were
administrators who turned to online classes since the learning and being taken care of while under
physical classroom setup was not possible during that quarantine. In a similar vein, Muyot noted that
time. As a result of this situation, digital technology is
government spending should go toward empowering
increasingly being used as a useful learning tool in the
parents to support their children's learning at home. He
midst of the COVID-19 pandemic. This made it
then stated “The rights of children to education can
possible for learners to continue learning even while
still be fulfilled even if schools are closed. Exploring
they stay at home. Technology-mediated resources are
available learning modalities may not be easy at this
being developed in a variety of sectors, and they are
point- but is possible.” he added.
now an essential component of learning and teaching
in the modern era. The term "techno-mediated
Apart from Atty. Muyot's statement is just one of
material" is used to refer to several techniques that use
many justifications for the researcher's interest in this
digital technology to aid pupils in learning. Likewise,
study. Additionally, Secretary Briones stated in John
digital technologies are any electronic resources, tools,
Eric Mendoza's article, "Distance Learning a Success,"
systems, or tools that produce, store, or process data.
published in the Manila Times on October 30, 2020,
Examples that are widely used include social media,
that, despite these difficult circumstances, it is exciting
online games, multimedia, and mobile phones.
and motivating that millions of students are still
(Okoye, 2021).
pursuing their education. Briones also said that the
As written in the LSU Online article (2020), tech Department of Education developed over 470 million
literacy is gaining significance as the modern world self-learning modules (SLM) for distribution to
digitizes. Students can be better prepared for success students countrywide during the first quarter, totaling
in the digital age with the help of teachers who approximately 700 million SLM. Also available for
effectively integrate the technology into their download through DepEd Commons are 3 million
instruction.A statement of Atty. Alberto Muyot in the digitalized SLMs, e-books, and online video
Philippine Inquirer dated May 28, 2020, said that even lessons.Florence (2018) added that students should
during emergencies like the global epidemic, children have engaged even if the platform is online. He
have the right to receive an education. He added, “We explained that engagement in the class whether it is
Reynalyn L. Andal 148/158

Research Article
online or physical class engagement adds to the radically within the last couple of years as stated by
student’s intrinsic motivation. Joseph (2020). Being physically present in a classroom
is not the only learning option anymore — not with the
According to Brink (2020), writing is a lifetime skill as rise of the internet and new technologies, at least.
well as a macro talent since it is frequently used as the Nowadays, you have access to a quality education
foundation for individuals, particularly CEOs, whenever and wherever you want, as long as you have
professionals, and other administrations in examining access to a computer. We are now entering a new era
a person’s character, beliefs, and views. No matter — the revolution of online education.Regmi and Jones
what their line of work, everyone needs to write to (2020) affirmed that e-learning has recently received a
connect with others, whether it's a simple email, a lot of attention in higher education since it enables
memo, a report, a job application, or even just a greater access to online learning resources, and
discussion on social media. Since this area of writing technology is employed to increase learning regardless
appears to be neglected, the researcher thought it was of the student's geographical location or period.
significant to concentrate on it for this study.The Despite mounting evidence that e-learning is as
researcher came up and decided to make this research successful as traditional learning approaches, little is
to help the educational sector that struggles with online known about what works and when, and how e-
classes. The researcher then chooses the Grade 12 learning might help teachers and students.
students since the researcher handles the same grade
level. Additionally, Anstey and Watson (2018) provide
educators with a method for evaluating and choosing
Research Questions e-learning tools through a multidimensional review of
functional, technical, and pedagogical elements in their
This study sought to develop and evaluate techno- designed rubric for the evaluation of E-learning tools
mediated creative writing enhancement activities for in higher education. It is stated that for an e-learning
Grade 12 students during the School Year 2021-2022 tool to function well, internet access, computer
at Nagpayong Senior High School. More specifically, availability, hardware, and software were essential.
it sought answers to the following questions: The eight areas of the rubric's evaluation criteria
contain a unique set of traits or standards that are used
1. What are the learning competencies that could be to measure the effectiveness of e- learning
developed into techno-mediated creative writing technologies. Functionality, accessibility,
enhancement activities for grade 12 students based on technological aspects, mobile design, privacy, data
the curriculum guide? protection, and rights, social presence, instructional
2. How do the English teachers, ICT teachers, and presence, and cognitive presence were the categories.
Expert respondents evaluate the developed techno-
mediated creative writing 2.1enhancement activities According to Danansooriya (2022), teaching authentic
based on the following criteria? materials prepares students to encounter real-life
2.2 Appropriateness; language outside of the classroom. Authentic
2.3 Authenticity; instructional materials are any materials that may not
2.4 Content Quality; have been specifically designed for classroom use, but
2.5 Instructional Quality; for use in real-life situations. (International Journal of
2.6 Technical Quality; and Scientific and Research Publications, Volume 12.
2.7 Usability? Issue 3, 2022)Authentic materials for English language
3. Are there significant differences among the teachers can be found in textbooks and online tools.
evaluation of the three groups of respondents on the The phrase "genuine content" describes written work
developed techno-mediated creative writing in the English language that was not generated with
enhancement activities based on the aforementioned the intention of being utilized in a classroom. Children
variables? may learn in a way that is even more engaging,
4. What are the comments and suggestions of the three innovative, and inspiring with its assistance. The
groups of respondents on the developed techno- subject matter may also aid in getting open-minded
mediated creative writing enhancement activities? responses from students (Zazulak 2017).
Literature Review In a similar vein, Gallagher (2016), also emphasized

the importance of recognizing the value of writing.
New standards have been developed to improve
The concept of traditional education has changed students’ writing skills, yet most learners are not

Research Article
receiving proper training that meets those criteria “Multimedia Approaches in Teaching English to
because the new standards necessitate a shift in Grade IX Students,” sought to determine if the
teaching methods, locating resources to assist teachers multimedia approach was effective in teaching the
in making significant changes in writing instruction is quarter IV lesson in English 9 for the two groups of
critical.To address these problems, the development respondents. The findings revealed that students
and evaluation of instructional materials are deemed became more motivated to learn, study, and listen to
necessary to meet the needs of the generation today. the teacher using a multimedia approach. The use of
The importance of instructional materials was multimedia technologies earned so much attention
emphasized by Marbas (2021), in her published article nowadays, especially the attention and curiosity of
which stated that there are important factors to be 21st century learners. Multimedia approaches make
considered in constructing an effective instructional teachers become more creative and resourceful in
material. The factors are diverse learners’ interests, teaching.
abilities, backgrounds, cultures’ languages, and
maturity levels. Moving toward innovation, Noroozi (2017)
investigates the impacts of a digital learning module
Yi Hwa (2020), emphasized the importance of quality with guided peer feedback on students' domain-
instructional materials to improve learning. She specific knowledge gain and their attitudinal change in
mentioned that the quantity of the materials doesn’t Language at Wageningen University in the
really matter, but their quality. Crafting instructional Netherlands. The findings revealed that the digitized
materials that meet real classroom needs is challenging module was evaluated positively in terms of students'
but worthwhile. High-quality and well-calibrated motivation and satisfaction with the learning
instructional materials can substantially improve both experiences.The importance of incorporating
learning outcomes and teacher motivation. To assure computer-assisted activities as well as other resources
this, evaluation of the created material should be given was highlighted in the study Martinez of (2018). The
priority.As far as attention is important, writing skills result showed that the use of tasks and technology to
should not be ignored even in trying times. Harrapa teach the speech act of apologies is positive for 6th-
(2020) asserted that good writing skills are essential grade primary learners. Participants improved their
for success in the workplace. Whether it’s emails, pragmatic competence from the initial to the final
project reports, or sales proposals, content full of questionnaire.Similar study was conducted by Fidelino
typos, grammatical errors, and poorly constructed (2017) entitled, “Development and Evaluation of
sentences suggests a similar attitude towards work. Supplementary Technology-Mediated Learning
Aside from this with effective writing skills A better Materials in English Story Mapping for Grade 7
understanding of communication is possible. It's Students of Benjamin B. Esguerra Memorial National
simpler for others to comprehend ideas and concepts High School, Taytay, Rizal.” The teachers and the
when they're expressed in precise writing. student respondents evaluated the developed
supplementary technologically mediated learning
Keith (2019) also added that writing is one of the most materials in English using story mapping for Grade 7
important skills a student must possess. He also Students as Very Acceptable. The last reviewed study
mentioned that children who start learning writing was conducted by Abad (2016) entitled “Efficiency of
skills from an early age achieve high levels of using information and communication technology”.
academic success. These benefits result in excellent The study revealed that there is an important
professional skills.One of the reviewed studies difference between the analysis of the two groups of
entitled, “Rhetorical Functions of Science Discourse subjects on how ICT is being used in lesson
Inputs for Developing and Evaluating Technologically preparation, lesson presentation, drills and exams, and
Mediated Learning Materials” by Villarena (2020) record keeping.
attempted to determine the common rhetorical
functions in Grade 11 Science class discourse at ABE Methodology
International Business College in Cainta Rizal. The
study revealed that the developed technologically
mediated learning materials based on the identified This study made use of a descriptive kind of research.
rhetorical functions are as follows; a. defining science Descriptive studies, irrespective of the subtype, are
terms formally, b. Classifying Science Terms, c. often very easy to conduct. Aggarwal and
Describing a Process, and d. Describing a function. Ranganathan (2019) defined a descriptive study as one
that is designed to describe the distribution of one or
The study of Grepaldeo (2017), in his study entitled more variables, without regard to any causal or another

Research Article
Procedures
hypothesis.McCombes (2020) explained that the
descriptive method can address the what, where, when, The researcher sent a letter of request to conduct a
and how questions, but it cannot address the why ones. study to the School Division Superintendent of the
It seeks to characterize a population, situation, or Division of Pasig City. Immediately, after permission
phenomenon accurately and methodically. It can was granted, the researcher sought permission from the
explore one or more variables using a wide range of principal in charge of Nagpayong High School,
research techniques. Creating a database to explain the Pinagbuhatan High School, and Buting High School to
circumstance, event, or thing is one of the descriptive allow her to administer the questionnaire. After the
research's qualities.Since the present study deals with request had been granted, the researcher asked for the
the development and evaluation of techno-mediated list and number of the English-teacher faculty, experts,
enhancement materials in Creative Writing, the and ICT teacher-faculty. After taking hold of these
researchers found it appropriate for the study. documents and after reproducing the questionnaires,
the researcher sent the electronic Google form link
Participants of the Study questionnaire and the Google drive link of techno-
mediated enhancement material to the English
The sources of data for this study were the 30 English teachers, ICT teachers, and experts via Facebook
teacher respondents composed of 12 English teachers messenger. This made the process of administration
from Nagpayong High School and 18 from and retrieval of the questionnaire. After all the
Pinagbuhatan High School. 10 expert respondents questionnaires were retrieved, these were tallied,
were composed of 2 master teachers from Buting High statistically treated, and interpreted.
School, four master teachers subject group head of
Nagpayong High School, and 4 Master teacher/ Ethical Considerations
English coordinators from Pinagbuhatan High School.
The researcher herself explained and gave the
Table 1. Distribution of Respondents in Schools of informed consent to each participant before the
Pasig City conduct of the study. She ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.
Results and Discussion
Table 2. Learning Competencies That Could Be

Instruments of the Study Developed into Techno-Mediated Creative Writing
Enhancement Activities for Grade 12
There were three sets of questionnaires; one set for the
English teachers, one for ICT teachers, and another
one for the experts developed and used. The survey
questionnaires were the main data-gathering
instruments. The questionnaire was structured to
determine the evaluation of the respondents on the
developed Techno Mediated Enhancement Activities
in terms of Appropriateness, Authenticities, Content
Quality, Instructional Quality, Technical Quality, and
Usability. The questionnaire was developed by the
researcher of the study, checked by her research
adviser, and validated by two English Master teachers’
faculty and three administrators. The validation
process was conducted to identify if there were flaws
in the contents, form, style, and mechanics. The
researcher also sought suggestions and comments to
further improve the questionnaire.

Research Article
act play: r) Writing a short scene applying the various

elements, techniques, and literary devices; s)
Exploring different staging modalities vis-à-vis
envisioning the script; t) Writing short exercises
involving character, dialogue, plot, and other elements
of drama; u) Demonstrating awareness of and
sensitivity to the different orientations of creative
writing; v) Situating the creative work in literary and
/or sociopolitical context with different staging
modalities vis-à-vis envisioning the script; w) Writing
a craft essay, and x) Creating a group blog for poetry
and/or fiction applying ICT skills/any appropriate
multimedia forms.
Evaluation of the English Teachers, ICT Teachers, and

Expert Respondents on the Developed Techno-
Mediated Creative Writing Enhancement Activities
It can be seen from Table 3 that the English teachers

evaluated the TMEA in terms of appropriateness as
Strongly Agree (SA) with weighted mean ratings
ranging from 4.50 to 4.67 for items no. 1 to 4, except
for items no. 5 to 6 with weighted mean ratings
Tables 2 presents the learning competencies that were ranging from 4.40 to 4.43. The overall weighted mean
developed into techno-mediated creative writing rating is 4.48 interpreted as Moderately Agree (MA).
enhancement activities for grade 12 students based on
the Curriculum Guide of Senior High School- Table 3. Respondents’ Evaluations on the Developed
Academic Track, Creative Writing subject. Techno-Mediated Creative Writing Enhancement
Activities Regarding Appropriateness
It can be gleaned from Table 2 that the learning
competencies developed into techno-mediated
creative writing enhancement activities based on the
curriculum guide for grade 12 are: a) Differentiating
imaginative writing from among other forms of
writing; b) Culling creative ideas from experiences; c)
Reading closely as writers with a consciousness of
craft; d) Utilizing language to evoke emotional and
intellectual responses from readers; e) Using imagery,
diction, figures of speech, and specific experiences; f)
Identifying the various elements, techniques, and
literary devices in poetry; g) Using selected elements
of poetry in short exercises; h) Determining specific
forms and conventions of poetry; i) Writing a short
poem applying the various elements, techniques, and
literary devices; j) Exploring innovative techniques in
writing poetry; k) Determining various modes of
fiction l) Identifying the various elements, techniques,
and literary devices in fiction; m) Writing journal
entries and other short exercises exploring key
elements of fiction; n) Writing a short scene
applying the various elements, techniques, and literary
Similarly, the expert respondents evaluated the TMEA
devices; o) Identifying the various elements,
with the overall weighted mean is rating 4.47, which is
techniques, and literary devices in drama; p)
interpreted as Moderately Agree (MA). On the other
Understanding intertextuality as a technique of drama;
hand, ICT Teachers evaluated all the items as Strongly
q) Conceptualizing a character/setting/plot for a one-

Research Article
Agree (SA) as shown by the weighted mean ratings the items with the weighted means ranging from 4.50
ranging from 4.50 to 4.90 with an overall weighted to 4.51. For the expert evaluators, they rated the
mean rating of 4.73, interpreted as Strongly Agree techno-mediated enhancement activities (TMEA) in all
(SA). the parts of the learning materials as Strongly Agree,
except in item no. 4, on the learning content, as
These findings imply that ICT teachers strongly Moderately Agree (MA) with a weighted mean rating
believed that the Techno mediated Enhancement of 4.40. ICT teachers rated the TMEA as Strongly
Activities (TMEA) in Creative writing is appropriate Agree in all items which range from 4.60 to 4.80,
and suitable for Grade 12 learners. The evaluation of respectively.
the English teachers and experts, on the other hand,
may su g g est th at b ecau se th ey are more This further implies that the three groups of
knowledgeable about the curriculum guide, they respondents truly analyzed the developed techno-
concentrated more on the assessment of each TMEA mediated enhancement activities (TMEA) in terms of
component's suitability according to the learners’ authenticity. Moreover, they believed that the material
abilities and knowledge. As a result, they may still feel possesses originality of ideas and activities and is
that the material should have more challenging genuine to communication. Moreover, to enable
activities that will improve the students’ writing skills. students to give a relevant discussion of the input
It may also suggest that they still desired a more material for each course, the learning content must be
differentiated task when performing feedback. improved further.
Additionally, it is implied that the material still has
room for improvement, particularly for the items with Table 5. Respondents’ Evaluations on the Developed
lower evaluations. Techno-Mediated Creative Writing Enhancement
Activities Regarding Content Quality
Table 4. Respondents’ Evaluations on the Developed
Techno-Mediated Creative Writing Enhancement
Activities Regarding Authenticity
It is shown in Table 5 that the English teachers and

ICT Teachers evaluated the developed techno-
mediated enhancement activities in Creative Writing in
As reflected in table 4, the three groups of respondents terms of Content Quality as Strongly Agree (SA) as
evaluated the developed techno-mediated enhancement evidenced by the overall weighted mean ratings of
activities in Creative Writing in terms of Authenticity 4.51 and 4.70 respectively, while the expert
as Strongly Agree (SA) as evidenced by the overall respondents Moderately Agree (MA) as proven by the
weighted mean ratings of 4.50, 4.52, and 4.70. overall weighted mean of 4.48.
The data in the table revealed that English teachers This implies that the English teacher and ICT teacher
evaluated the developed techno-mediated enhancement respondents found that the developed techno-mediated
activities in Creative Writing as Strongly Agree in all

Research Article
enhancement activities presented the practicality and terms of Technical Quality as Strongly Agree (SA) as
comprehensiveness of the lesson. The material is evidenced by the overall weighted mean ratings of
understandable, attainable, suitable, fun, and is 4.50 and 4.73, respectively, while the expert teacher
considered a good tool that will develop the writing respondents Moderately Agree (MA) as proven by the
skills of the students. overall weighted mean of 4.48.
According to the experts' observations, they may still Table 7. Respondents’ Evaluations on the Developed
desire more detail in the lesson's presentation and Techno-Mediated Creative Writing Enhancement
discussion to ensure student comprehension. This may Activities Regarding Technical Quality
also indicate that they seek a more inspiring and
interesting starting point to connect the student’s prior
knowledge to the new lesson. Additionally,
communicative, imaginative, and engaging
presentations can still enhance learning processes.
Table 6. Respondents’ Evaluations on the Developed

Techno-Mediated Creative Writing Enhancement
Activities Regarding Instructional Quality
It can be conveyed from the findings that the English

teachers and ICT teacher respondents clearly focused
on the graphic, illustration, and font size, which are
vital in making and producing techno-mediated to
maintain the pupils' interest for the duration of the
lesson. It can also be manifested that they really
considered the importance of technical aspects applied
in all parts of the lesson that will help the learners to
achieve fluency in writing. Hence, experts’ evaluation
may indicate that they might be expecting more highly
technological materials than those presented because it
is intended for 21st-century learners, and that the
Introduced in Table 6 are the evaluations of the three advanced technologies should be integrated in their
groups of respondents on the Instructional Quality of learning materials.
the developed Techno-mediated Creative Writing
Enhancement activities. English teachers, experts, and It can be seen from table 8 that the three groups of
ICT teachers evaluated the TMEA as Strongly Agreed respondents evaluated the developed techno-mediated
(SA) as supported by their overall weighted mean enhancement activities in Creative Writing in terms of
ratings of 4.55,4.50 and 4.75, respectively. Usability as Strongly Agree (SA) as evidenced by the
overall weighted mean of 4.51, 4.53, and 4.72.
This finding show that the three groups of respondents
strongly approve that the developed TMEA in Creative It can be construed based on the evaluation of the three
Writing has the ability to impose command in the groups of respondents that the usability of the
absence of the teacher or with minimal guidance which developed Techno-mediated Creative Writing
means that students can learn independently. Enhancement activities can be easily found and
accessed by Grade 12 students. Additionally, it is
It can be seen from table 7 that the English teachers implied that the information is very beneficial to the
and ICT teachers evaluated the developed techno- students. Learning feedback can therefore still be
mediated enhancement activities in Creative Writing in

Research Article
enhanced to enable students to assess their peers' work Table 10. Analysis of Variance of Respondents’
on their own.
Evaluations on the Developed Techno-Mediated
Table 8. Respondents’ Evaluations on the Developed Creative Writing Enhancement Activities as to
Techno-Mediated Creative Writing Enhancement Appropriateness
Activities Regarding Usability
As viewed in Table 10, the computed F value of 1.61

is lower than the critical F value of 3.20 with 2 and 47
degrees of freedom. Thus, at a 5% level of
significance, the statistical decision is to accept the
null hypothesis. This indicates that there are no
significant differences among the evaluations of the
three groups on the developed Techno-Mediated
Creative Writing Enhancement Activities as regard
Appropriateness.
This means that the three groups of respondents have

the same views on the degree of appropriateness of the
developed Techno-Mediated Creative Writing
Table 9. Summary of Respondents’ Evaluations of the
Enhancement Activities for grade 12. This finding
Developed Techno-Mediated Creative Writing implies that all of the activities are suitable for the
Enhancement Activities target audience.
Table 11. Analysis of Variance of Respondents’

Creative Writing Enhancement Activities as to
Authenticity
The three groups of evaluators’ ratings could imply

that the developed techno-mediated enhancement Table 11 shows that the computed F value of 0.75 is
activities in Creative Writing for grade 12 students of less than the critical F value of 3.20. At a 5% level of
Nagpayong High School are regarded as highly significance, the statistical decision is to accept the
acceptable. Furthermore, the findings also imply that null hypothesis. This means that there are no
developed TMEA for Senior High School students significant differences among the evaluations of the
observed the following aspects in developing techno- three groups on the developed Techno-Mediated
mediated enhancement activities: Appropriateness, Creative Writing Enhancement Activities regarding
Authenticity, Content quality, Instructional Quality, Authenticity.
Technical quality, and Usability as evidenced by the
overall weighted mean ratings of 4.51, 4.50, and 4.72. This finding implies that the activities in the developed
Techno-Mediated-Creative Writing Enhancement for
Test of Significant Differences Among the Evaluations grade 12 students provides real-life experiences tasks
of the Three Groups (English Teachers, Experts, And as the three groups of respondents have similar views
ICT Teachers) on the Developed Techno-Mediated with regard to Authenticity.
Creative Writing Enhancement Activities

Research Article

Creative Writing Enhancement Activities as to Content
Quality
Technical Quality
Table 12 depicted that the computed F value of 0.81 is

smaller than the critical F value of 3.20. Hence, at a
5% level of significance, the statistical decision is to Table 14 presents that the computed F value of 1.42 is
accept the null hypothesis. This showed that there are less than the critical F value of 3.20. At a 5%
no significant differences among the evaluations of the significance level, the null hypothesis is accepted. It
three groups on the developed Techno-Mediated can be concluded that there are no significant
Creative Writing Enhancement Activities. differences among the evaluations of the three groups
on the developed Techno-Mediated Creative Writing
This implies that the three groups of respondents Enhancement Activities regarding technical quality.
unanimously agreed in their evaluations of the content
quality. This means that the activities on the developed It can be inferred that the evaluation of the three
Techno-Mediated Creative Writing Enhancement groups of respondents on the developed Techno-
Activities for grade 12 students are practical and Mediated Creative Writing Enhancement Activities for
comprehensive. grade 12 students in terms of technical quality is also
the same. This could also imply that they are satisfied
Table 13. Analysis of Variance of Respondents’ with the audio and visual appearance of the developed
Evaluations on the Developed Techno-Mediated material.
Instructional Quality
Usability
As shown in Table 13, the computed F value of 1.03 is

lower than the critical F value of 3.20. At a 5%
significance level, the statistical decision is to accept
the null hypothesis. Consequently, there are no As displayed in Table 15, the computed F value of
significant differences among the evaluations of the 0.75 is below the critical F value of 3.20. At a 5%
three groups on the developed Techno-Mediated significance level, this means that the null hypothesis
Creative Writing Enhancement Activities regarding is accepted. Therefore, there are no significant
Instructional quality. differences among the evaluations of the three groups
on the developed Techno-Mediated Creative Writing
This means that the three groups of respondents have Enhancement Activities regarding usability.
common views on the developed materials as regards
instructional quality. This finding implies that the This means that the three groups of respondents have
enhancement activities for grade 12 students can identical evaluations with regard to the usability of the
become self-learned material since students can work developed Techno-Mediated Creative Writing
on the activities with minimal guidance. Enhancement Activities. The result proved that the
material is useful and accessible.

Research Article
(2) One suggestion is to lower the volume of

Table 16. Summary of Analysis of Variance of
the background music in some of the videos. (3) Make
Respondents’ Evaluations on the Developed Techno-
a video presentation more interactive through various
Mediated Creative Writing Enhancement Activities
tools that students can click, scroll, and do other digital
actions to help them be more engaged in the lesson.
Conclusion
Based on the findings of the study, the following

As reflected in Table 16, the evaluations of the English conclusions were drawn: (1) The learning
teachers, experts, and ICT teacher respondents on the competencies from the curriculum guide of Creative
developed Techno-Mediated Creative Writing Writing can be used to develop Techno-mediated
Enhancement Activities in terms of appropriateness, enhancement activities. (2) The developed techno-
authenticity, usability, content quality, instructional mediated creative writing enhancement activities for
quality, and technical quality do not show significant Grade 12 students is highly acceptable in terms of
difference with the corresponding computed F values Appropriateness, Authenticity, Content Quality,
of which are below the critical F value of 3.20. Instructional Quality, Technical Quality, and Usability.
It can be deduced that the respondents’ evaluations did The following recommendations are proposed by the
not vary significantly with regard to the given criteria researcher based on the following findings and
of the developed learning material. It is worth noting conclusions of the study: (1) The developed materials
that the developed material is appropriate, authentic, may be utilized by grade 12 students to determine their
usable, and contains good qualities in terms of content, effectiveness. (2) The developed techno-mediated
instructions, and technicalities for the target learners. enhancement activities in Creative Writing may also
be used as supplementary materials for teachers
Comments and Suggestions of the Three Groups of because of the unavailability of materials in Senior
Respondents on the Developed Techno-Mediated High School. (3) English teachers may maximize the
Creative Writing Enhancement Activities use of techno-mediated materials in teaching other
macro skills. (4) Other departments should also be
Here are the comments and suggestions offered by the encouraged to conduct parallel studies to determine the
three groups of respondents on the developed Techno- advantage of techno-mediated enhancement activities
Mediated Creative Writing Enhancement Activities for for students.(5) Prior to widespread utilization, the
Grade 12 students. developed technologically mediated enhancing
activities should be validated to guarantee quality.
Comments: (1)The developed material is well-
planned, well-prepared, well-presented, and well-
References
taught. (2) The learning material is suited for grade 12
learners since it ensured the necessary learning
Brink, Satya (2020). Importance of Writing Skills. Retrieved on
competency of students. (3) The content and the March 15, 2021 from: EPALE: Electronic for Adult Learning in
activities are engaging, interesting, interactive, and Europe:
fun. (4) The video lessons are visually appealing https://epale.ec.europa.eu/en/blog/importance-writing-skills.
especially the choice of colors and images, too. (5)
Fidelino. A. (2017). Development and Evaluation of Supplementary
The activities and the lessons provided are easy and Technology-Mediated Learning Materials in English 8. Story
simple to follow especially for students who are self- Mapping for Grade 7 Students. Marikina Polytechnic College,
learning. (6) The instruction for the activities is clear. Marikina City.
(7) The lesson reflects creativity that suits the learner’s Grepaldeo C. (2017). “Multimedia Approaches in Teaching English
needs. (8) The learner's feedback encourages timely, to Grade IX Students. A Master’s Thesis. Marikina Polytechnic
positive, and detailed remarks from the teacher and the College, Marikina City.
learners too.
Harrapa. (2020, May 26). Writing Skills: Significance of Writing
Skills. Retrieved on March 12, 2021 from Harrapa:
Suggestions: (1)The transition of each slide should https://harappa.education/harappa-diaries/writing-skills-and-its-impo
be slower so the learners can catch up with the lesson. rtance.
I would suggest that the audio is similar and parallel McCombes, Shona (2020, September 3). Qualitative Research.
to the text on each slide since it is hard to put focus Retrieved on M a r c h 9, 2 0 2 1 f r o m Scribbr:
on two pieces of information in a short period of time. https://www.scribbr.com/methodology/descriptive-research/.

Research Article
Noroozi, O. (2017). Design and evaluation of a digital module with world to teach English. Retrieved from Using authentic material
guided peer feedback for students learning biotechnology and from the real world to teach English.
molecular life sciences, attitudinal change, and satisfaction.
Retrieved from: Design and evaluation of a digital module with Affiliations and Corresponding Information
guided peer feedback for student learning biotechnology and
molecular life sciences, attitudinal change, and satisfaction - Reynalyn L. Andal
Noroozi - 2017 - Biochemistry and Molecular Biology Education - Nagpayong High School
Wiley Online Library. Department of Education - Philippines
Villarena. M. (2020). Rhetorical Functions of Science Discourse
Inputs for Developing and Evaluating Technologically Mediated
Learning Materials. Marikina Polytechnic College, Marikina City.
Zazulak, Steffanie (2017). Using authentic material from the real

Development and Evaluation of Techno-Mediated Creative Writing Enhancement Activities For Grade 12 Students

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Development and Evaluation of Techno-Mediated Creative Writing Enhancement Activities For Grade 12 Students

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DEVELOPMENT AND EVALUATION OF

TECHNO- MEDIATED CREATIVE WRITING

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Development and Evaluation of Techno-Mediated Creative Writing

Keywords: creative writing, techno-mediated enhancement activities, grade 12

Introduction share the concerns of parents and guardians that

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Literature Review In a similar vein, Gallagher (2016), also emphasized

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Results and Discussion

Table 2. Learning Competencies That Could Be

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act play: r) Writing a short scene applying the various

Evaluation of the English Teachers, ICT Teachers, and

It can be seen from Table 3 that the English teachers

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It is shown in Table 5 that the English teachers and

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Table 6. Respondents’ Evaluations on the Developed

It can be conveyed from the findings that the English

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As viewed in Table 10, the computed F value of 1.61

This means that the three groups of respondents have

Table 11. Analysis of Variance of Respondents’

The three groups of evaluators’ ratings could imply

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Table 12. Analysis of Variance of Respondents’

Table 12 depicted that the computed F value of 0.81 is

As shown in Table 13, the computed F value of 1.03 is

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(2) One suggestion is to lower the volume of

Based on the findings of the study, the following

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Zazulak, Steffanie (2017). Using authentic material from the real

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