UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga

GRADUATE STUDIES AND RESEARCH 163

Curricular Validation of the Manual in Guided Writin This part discusses the results of the curricular validation by the college faculty members and department head of English Department of Camarines Sur Polytechnic Colleges. The criteria for curricular validation of the Manual for

Guided Writing consists of sub ect matter !ith four items. They are coverage" appropriateness to the level of the learners# accuracy of presentation and relevance to the Philippine condition" environment and society. The second is social$cultural content" evaluating the provisions of diversity of cultural" religious" economics and family bac%ground of target learner" consideration of values and balanced treatment of gender roles. The third is language readability !hich loo% into complete instruction given" easy integration of instructions and using concrete and specific language and the last is the evaluation on the activities being stimulating" supportive to active learning" providing critical thin%ing creativity" in&uiry and problem solving s%ills and adhering to colloraborative" integrative and interactive approaches. Table '' presents the results of the curriculum validation. (n the first criteion on the sub ect matter" the follo!ing had been obtained) ade&uately covers the specific learning competencies prescribed for the sub ect matter" *.*+, appropriate to learners# grade level" *.-." most evident, accurate presentation of information" *.-/" most evident relevant to Philippine condition" environment and

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 164

Table '' Re!ult! of the Curricular Validation on the Manual in Guided Writin Criteria
"# Su$%ect Matter '.' 0de&uate coverage of the specific learning competencies prescribed for the sub ect matter. '.1 0ppropriateness to the learners# year level. '.2 0ccuracy of presentation of information. '.* 3elevance to the Philippine condition and environment. A&era e Wei hted Mean *# Social+Cultural Content 1.' Provision of diversity of cultural" economic" and family bac%ground of target learners. 1.1 Consideration of values. 1.2 0ppropriateness and balanced treatment of gender roles in te5t or illustration. A&era e Wei hted Mean ,# -an ua e Reada$ilit. 2.' Complete instructions given. 2.1 Easy interpretation of instructions by the target learners. 2.2 6sing concrete and specific language in the activities. A&era e Wei hted Mean '# Acti&itie!+Strate ie! *.' Stimulating interest of learners. *.1 Supporting a strategy for active learning. *.2 Providing opportunities for the development of critical thin%ing" creativity" learning by doing" in&uiry and problem solving. *.* 0dhering to collaborative" integrative and interactive approaches. A&era e Wei hted Mean

WM
*.*+ *.-. *.-/ *.4' '#() *.-2 *.-4 *.-1 '#('

VI
Most Evident Most Evident Most Evident Most Evident Mo!t E&ident Most Evident Most Evident Most Evident Mo!t E&ident

*.-. *.-4 *.-/ '#(/ *.-2 *.-+ *.44 *.4'#)"

Most Evident Most Evident Most Evident Mo!t E&ident Most Evident Most Evident Most Evident Most Evident Mo!t E&ident

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 165

society" evident.

*.4'" !ith an average !eighted mean of *.-4" interpreted as most

The second criterion has yielded an average !eighted mean of *.-4 interpreted as most evident. (t consists of three items" they are) provision if diversity of cultural economic" and family bac%ground of target learners" *.-2, values considered" *.-4, and" treatment of gender roles in te5t and illistrations appropriate and balanced" *.-1. (n the third criterion" !hich is the language readability" sonsits also of three items" they are) complete instruction given" *.-/, intructions easily interpreted by the teachers" *.-4, and concrete and specific language used in the activities" *.-/" obtaining an average !eighted mean of *.-/ or most evident. (n activities $strategies !hich is the fourth criterion" the ratings are as follo!s) stimulate interest of the learners" *.-2, support a strategy for active learning" *.-+, provide oppurtunities if the development of critical learning" creativity" learning by doing" in&uiry and problem7solving" *.44, and" adhere to colloborative" integrative and interactive approaches" *.4-. Thus" garnering an average !eighted mean of *.4' or most evident. (t could be noted in the above presentation of the table that all the criteria for evaluating the Manual for Guided Writing !ere rated as most evident based from the computed !eigted mean. These results must be accounted to the

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 166

researchers# access to numerous related literature and studies provided by the surfing the internet" on different approaches in line !ith the leader being the facilitator learning. With most favorable evaluation as to the curricular validity of the Manual" the researcher modestly propose of its adoptation !ith high hopes that this could enrich the vocabulary of students" familiari8e them !ith a simple style of !riting" !ill stimulate and force them to thin% and can give them opportunities to improve their !riting abilities.

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 167

NOTES
'

Commissioned on 9igher Education) http)$$!!!.ched.gov.ph.

:7'1 model" !!!.deped.gov.ph. 0nnie P. Gravoso" ;Determining the English <anguage Proficiency of College =reshman of the >isayan State College of 0griculture"? @6npublished Master#s Thesis" >isayan State College of 0griculture" Aaybay" <eyte" 1BBBC.
2

0nabell C. 0bon" ;English Proficiency <evels of College =reshmen) (ts 3elation to Some >ariables"? @6npublished Master#s Thesis" Pala!an State 6niversity Graduate School" Pala!an" 1BBBC. S.S. Peterson" Writin Acro!! the Curriculu01 All Teacher! Teach Writin @Winnipeg" MA) Portage D Main Press" 1BB.C" *27-1. 3. 3ochford" ;0ssessing <earning Styles to (mprove the Euality of Performance of Community College Students in Developmental Writing Programs) 0 Pilot Study"? 3etrieved September *" 1BB." from 0cademic Search Premier database. <. <. Chen" ;0n Error 0nalysis of Tai!anese Aeginning E=< <earnersF English Essays"? A!ian EF- 2ournal @>olume . Go. 1" 1BB4C" 2272-. P. Elbo!" Writin 3ith 4o3er1 Techni5ue! for Ma!terin 4roce!! @Ge! Hor%" GH) I5ford 6niversity Press" 1BB/C" --741. Steve Peha6 -oo7in for 8ualit. in Student Writin Glencce Publishing Co." (nc." 1BB-C" 4-7/2. S.C. Daniels" 9e&elo:0ent of Writin Publishing 9ouse" 1BB/C" 1*72'.
'' 'B + . / 4 -

the Writin @California)

A$ilitie! @<ondon) Macmillan

M.<. Murray" Teachin Writin 1 The Nut! and ;olt! of Runnin a 9a.<to<9a. Writin 4ro ra0 @Mar%ham" IG) Pembro%e Publishers" 1BB4C" /-7 .2.

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 168

Meryem =ati" ;The Effect of English Writing Proficiency (n The Type 0nd 0mount of Errors Produced Ay Moroccan E=< Students"? @Dissertation" Mohammed > 6niversity" 3abat" Morocco" 1BB.C. 3. =rodesen and G. Eyring" Encouraging !riting achievement) !riting across the curriculum @Ge! Hor%) Euorum Aoo%s" 1BB4C" '117'1+. <. D. 3osen" et al." ;The 3elationship Aet!een ;Te5tisms? and =ormal and (nformal Writing 0mong Houng 0dults"? Co00unication Re!earch. 3etrieved =ebruary 1" 1B'B from http)$$!!!.csudh.edu$psych$lrosen.htm. John Myhra" ;Gegative Effects of Te5ting in the Classroom"? 3etrieved January 1'" 1B'' from http)$$!!!.-4!rtg''-B.!i%idot.com$negative7effects7of7 te5ting7in7the7classroom. G. De<isle7Wal%er" Teachin Aass" 1BB.C" --741.
'/ '4 ''* '2

'1

Writin

@San =rancisco" C0) Jossey7

Tashi Wangmo" ;Teachers# (nstructional Practices and Students# Proficiency in Writing) 0 Descriptive Study of =ive Ahutanese Schools"? @Master#s Thesis" 6niversity of <eeds" 6:" 1BB.C. :ate 3oss" Effect! of Cellular 4hone! on Student=! S:ellin and Gra00ar 4roficienc. @Ge!bury 9ouse Publishers (ncorporated" Massachusetts" 1BB+C" '17'.. John G. Cabansag" ;Written <anguage Proficiency of <aboratory 9igh School Students in a State 6niversity in Cagayan >alley Philippines"? @6npublished Doctoral Dissertation" (sabela State 6niversity" Echague" (sabela" 1BB.C.
'+ '.

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 169

Chapter * SUMMARY6 FIN9INGS6 CONC-USIONS AN9 RECOMMEN9ATIONS This chapter presents the summary" findings" conclusions and its recommendations of this study. The summary includes the ma or findings upon !hich the conclusions !ere based. The researcher formulated the

recommendations dra!n from the conclusions. The recommendations for further research are also found at the end of this chapter. Su00ar. The aim of the study is to assess the proficiency level in !riting of the first year students of Aachelor of Science in (nformation Technology of Camarines Sur Polytechnic Colleges for school year 1B'2K1B'*. Specifically" it sought

ans!ers to the follo!ing &ueries) '. What is the profile of the first year students of Aachelor of Science in (nformation Technology @AS(TC of Camarines Sur Polytechnic Colleges in terms of age" gender" high school graduated from" and family#s monthly incomeL 1. What is !ritten language proficiency of AS(T students along the follo!ing domains) structure" organi8ation" style" and conventionsL 2. (s there significant relationship on the !ritten language proficiency of the first year AS(T students !hen grouped according to profileL *. What Manual for Guided Writing can be developed based from the findings of the

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 170

studyL -. (s the Manual for Guided Writing developed curricularly validL The study !as premised on the follo!ing assumptions) '. The profile of the first year AS(T students of Camarines Sur Polytechnic Colleges in terms of age" gender" high school graduated from" and family#s monthly income vary, 1. The !ritten language proficiency of AS(T students along structure" organi8ation" style" and conventions needs improvement, 2. There proposed Manual for Guided Writing can develop higher !riting proficiency level of the students, *. The Manual for Guided Writing developed is curricularly valid. The study attempted to test the null hypothesis that there is no significant relationship on the !ritten language proficiency of the first year AS(T students !hen grouped according to profile. The respondents of the study are the one hundred four @'B*C first year A(ST students enrolled in Writing in the Discipline of Camarines Sur Polytechnic Colleges" Gabua Campus for school year 1B'2K1B'*. This study utili8ed the descriptive7correlation7evaluative methods of research in the treatment of the data gathered. This research utili8ed varied means in the treatment of the data gathered. The statistical tools used !ere fre&uency count" percentage techni&ue" !eighted mean" =ive7Point 3ating Scale" and Chi7S&uare Test.

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 171

Findin ! =rom the statistical treatment of the data !ith the corresponding analysis and interpretation thereto" the follo!ing findings have surfaced) '. (n terms of respondents# profile" -- or -1... percent are seventeen years old, -4 or -2..- percent are females, /' or 4..1/ percent of the respondents graduated high school from public schools, and" 2- or 22.4- percent have '*"BBB7'4"BBB monthly income. 1.' The !riting structure of the students !ere rated as follo!s) controlling idea" 1.*', supporting ideas" 1.-1, release of details" 1.*', depth of development" 1.'-, sense of completeness" 1.22, and" a!areness of genre" 1.*4. 1.1 The !riting proficiency level of the freshmen students in the se&uence of ideas" 1.*-, introduction" body and conclusion" 1.*B, overall plan" 1.2., grouping of ideas !ith paragraphs" 1.21, transition" 1.14, and genre specific strategies" 1.'2. 1.2 The style on the degree to !hich the students control language to engage the reader !ere rated as follo!s) audience a!areness" 1.*2, voice" 1.2+, sentence variety" 1.2/, !ord choice" 1.2*, and strategies appropriate to the genre" 1.1+.

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 172

1.*.a

(n sentence formation" the students !ere rated in terms of

correctness" 1.*2, clarity of meaning" 1.*', comple5ity" 1.1*, and end punctuation" 1.2+. 1.*.b (n usage sub ect7verb agreement" 1.24, standard !ord forms" 1.1-, possessiveness" 1.'/, and contractions" 1.'.. 1.*.c (n mechanics" internal punctuation" 1.*., spelling" 1.*4, paragraph brea%s" 1.1+, and capitali8ation" 1.*+. 2. There is no significant relationship bet!een the !ritten language

proficiency of the respondents and their profile variables since the computed M 1 values of age @1.'2" 1.1-" 1.B*" '...C" gender @'.++" '../" 1.'1" '.+/C" high school graduated from @'..*" '.+1" '../" 1.B1C" and family#s monthly income @1.22" 1.B2" 1.'-" 1.''C !ere all lesser than their tabular M 1 value of 1'.B14" +.*.." +.*.." and 14.1+4 at -N significance level. *. The Manual for Guided Writing !as developed based from the findings of the study. -. In the curricular validation of the output" the ratings on its criteria are) sub ect matter" *.-4, social$cultural content" *.-*, language readability" *.-/, and" activities$strategies" *.4" all !ith verbal e&uivalent of most evident. Conclu!ion!

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 173

(n the light of the findings" the follo!ing conclusions !ere dra!n) '. More than fifty percent of the students belonged to '/ years of age, are females, mostly graduated high school from public schools, and many have '*"BBB7'4"BBB family#s monthly income. 1. The !ritten language proficiency of AS(T students along structure style" organi8ation" style" and conventions had &ualitative ratings of minimal control. 2. There is no significant relationship bet!een the !ritten language proficiency of the respondents and their profile variables *. The Manual for Guided Writing !as developed to improve the higher !riting proficiency level of the students. -. The Manual for Guided Writing is curricularly valid. Reco00endation! (n the light of the findings and conclusions" the follo!ing recommendations !ere formulated) 0s as childhood learners should have )uff$%$en l#n'u#'e more '. fluen l! early "#r $%ul#r $n &r$ $n'( years" Constant guidance and motivation should be "rof$%$en%! #n* +# +e! potentials +#,e #%-u$re* m#n! &or*) #n* #re #.le o u)e +em given to develop these and interest to the fullest. 1. Composition !riting must be given to the students every beginning of the school year to identify !ho needs assistance. 3esults of !hich may be used

UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial) City of Iriga
GRADUATE STUDIES AND RESEARCH 174

to choose appropriate methods and strategies suited to the !ritten language proficiency of the students. 2. The institution particularly the language department may initiate a

program that !ill address the !riting needs of the students. *. The Manual for Guided Writing could enhance the !riting proficiency

of the students. -. Since the Manual for Guided Writing is curriculary valid" it must be

reproduced and be for tried by the students. Su e!ted To:ic! Further Re!earch a. Similar researches may be conducted on the same respondents in order to monitor their improvement. b. 0 follo!7up study should be conducted as to relate factors and programs !hich can help improve or enhance the development of their !riting s%ills. c. (mproving the !riting performance" %no!ledge" and self7efficacy of struggling young !riters) The effects of self7regulated strategy development.