Dugtungan Tayo: A Flaglet-Based Intervention To Enhance The Writing Skills Of Students In The Filipino Subject

Dugtungan Tayo: A Flaglet-Based Intervention to Enhance the Writing Skills of Students in the Filipino Subject

¹Cristy O. Quinlog, ²Sherly V. Cagbabanua, ³Genelyn R. Baluyos

¹Student Intern, ²Faculty, ³Faculty

^1,3Misamis University

²Labo National High School

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000012

Received: 21 August 2025; Accepted: 28 August 2025; Published: 26 September 2025

ABSTRACT

Writing is a fundamental macro skill crucial for achieving comprehensive language proficiency. This classroom-based action research examined the impact of DugtunganTayo: A Flaglet-Based Intervention on enhancing the writing abilities of Grade 8 students in a public secondary school during the 2024–2025 academic year. A purposive sample of 26 students participated in the study. Utilizing a single-group pretest-posttest design, the researchers gathered data through a researcher-developed writing performance test.. The results were analyzed using Minitab software, applying both descriptive and inferential statistics, including the mean, standard deviation, and paired-samples t-test. Prior to the intervention, all participants were classified under the “Did Not Meet Expectations” category, indicating a generally low level of writing proficiency. However, following the implementation of the flaglet-based strategy, students demonstrated notable improvement in their writing performance. Most participants achieved a “Satisfactory” level. At the same time, several reached the “Very Satisfactory” and “Outstanding” categories. Statistical analysis, using a paired-samples t-test, revealed a t-value of 33.92 and a p-value of 0.000, indicating a statistically significant improvement in writing performance at the 0.01 significance level. These findings offer compelling evidence for the effectiveness of the DugtunganTayo intervention in enhancing students’ writing performance, underscoring its potential as a valuable instructional strategy.In addition to the academic improvements, the intervention also fostered creativity, collaboration, and language development. These results underline the value of incorporating innovative, culturally responsive, and interactive instructional strategies in Filipino language education and suggest that similar approaches could be beneficial in other writing-intensive subjects.

Index Terms— Flaglet-based intervention, Filipino subject, Writing skills, Education, Student performance

INTRODUCTION

Writing is considered one of the most crucial macro skills necessary for developing language proficiency, both in academic and personal settings. Fahmi and Rachmijati (2021) highlight its central role in language development, noting that writing promotes communication, creativity, and critical thinking. Through this skill, learners are able to communicate their ideas, share knowledge, and express perspectives with clarity (Zhang, 2022). In addition, well-developed writing abilities strengthen other language-related skills and prepare students for success in professional and personal endeavors, supporting continuous learning throughout life.

The development of writing proficiency remains a primary educational goal because of its capacity to enhance creativity, logical reasoning, and effective communication. Despite this, many students perceive writing as difficult, particularly when confronted with limitations such as insufficient vocabulary, grammatical weaknesses, low motivation, and struggles in maintaining coherence and cohesion (Alostath, 2021). These difficulties are especially evident among second-language learners, where writing is often considered the most challenging skill to master (Listyani & Budjalemba, 2020).

In the Philippine context, learners continue to encounter issues with Filipino sentence construction, grammar, and spelling. Previous studies and classroom observations reveal that organizing ideas and expressing them clearly remain problematic for many students. Factors such as inadequate vocabulary, lack of consistent writing practice, and underdeveloped sentence-building skills contribute significantly to poor performance in writing (Saavedra, 2020).

This situation underscores the need for targeted and innovative teaching strategies to address gaps in writing proficiency. While some students show strengths in content and organization, many struggle with grammar and mechanics. As Akmal and Hikmah (2019) suggest, approaches that actively engage students in meaningful tasks can improve their writing abilities. Similarly, Aliyu (2020) found that structured support and guided writing exercises can lead to significant skill improvement.

The researcher identified an apparent knowledge gap in the prior research concerning the specific factors and interventions that can effectively assess the common challenges faced by students in writing, particularly at the secondary level. Moreover, previous studies did not thoroughly examine how supplementary writing interventions may be systematically embedded in the Filipino subject to improve students’ writing proficiency. This gap includes various components that have recently drawn scholarly attention in other fields, including the importance of learner participation and teacher support in enhancing writing outcomes (Aliyu, 2020). Further exploration is needed to understand how specific interventions can address issues such as vocabulary gaps, grammatical difficulties, and lack of learner motivation—factors that remain prevalent among high school students (Miles, 2017).

This study aimed to improve students’ writing proficiency in the Filipino subject by implementing flaglets as instructional tools. Centered on Grade 8 learners and topics like Florante at Laura, the research seeks to enhance students’ capacity to articulate their ideas with clarity and creativity in written form. Although the scope is limited to a specific grade level and lesson content, the strategy holds potential for broader application across other subjects, topics, or educational settings if found effective. The value of this study lies in its contribution to the development of students’ writing abilities, promoting active participation in the learning process and fostering clearer, more coherent expression. In strengthening writing competence, the intervention also supports the development of higher-order thinking skills, including analysis and critical reasoning.

The intervention employed in this study involved the use of flaglets to improve students’ writing skills during the School Year 2024–2025. Flaglets were developed as visual aids to help learners organize their ideas, structure their writing, and enhance sentence construction. By integrating these tools into the learning process, students gained a clear framework for articulating ideas, developing logical arguments, and presenting their thoughts with greater accuracy. This approach encouraged active participation, reflection, and consistent improvement in writing across various topics and subject areas.

Flaglets served as instructional materials in the form of small, flag-shaped cards designed to promote interactive learning while supporting writing development. As Jibililu (2024) notes, the use of instructional materials plays a vital role in shaping educational outcomes, highlighting the need for blending traditional and modern resources in teaching. To ensure their effectiveness, these materials were carefully aligned with lesson objectives (Cempron, 2021). Proper integration of instructional tools ensures efficient content delivery and the achievement of educational goals.

When incorporated into instructional materials, flaglets enhanced writing performance by providing visual cues and structured, interactive exercises. These engaging tools helped students approach writing tasks in creative and innovative ways. Bacia (2024) emphasizes that instructional materials improve teaching by offering visual and hands-on learning opportunities that strengthen comprehension. In the same way, flaglets offered targeted activities that allowed learners to navigate complex writing tasks with improved clarity and coherence.

The use of interactive materials also contributed significantly to boosting student motivation and engagement. When teachers utilized diverse resources—such as visual aids, hands-on tasks, and real-time feedback—students became more invested in their learning experiences. Alvarado.,et al (2023) found that students showed higher motivation and a more positive perception of learning when instructional materials were effectively utilized. For this reason, pre-service teachers must develop the ability to select, adapt, and design appropriate materials that encourage active student participation, especially in writing activities. (Tekır, 2020) highlight that pre-service EFL teachers should be skilled in using a wide range of materials (printed, authentic, technological, or self-created) for purposes such as motivation, instruction, classroom management, and skill development, even under challenging conditions.

The intervention using flaglets followed a step-by-step process to enhance students’ writing skills. First, the teacher prepared sets of flaglets, each containing words or phrases related to the lesson objectives. These flaglets were distributed to the students, who were instructed to arrange them to form coherent and meaningful sentences. The teacher facilitated the process by guiding students in organizing their thoughts and ensuring correct sentence structure. After forming their sentences, students were asked to share their outputs with the class, explaining their arrangement and the ideas they intended to convey. This encouraged peer discussion, reflection, and constructive feedback. The activity was repeated using different sets of flaglets to reinforce learning. Through these steps, the intervention aimed to develop students’ ability to construct sentences, express ideas clearly, and engage actively in the writing process

This action research was conducted to improve the writing skills of students in the Filipino subject at a public secondary school in Misamis Occidental during the School Year 2024–2025. Specifically, the study was guided by the following research questions:

1. What is the level of students’ writing performance in the Filipino subject before the implementation of the “DugtunganTayo: Flaglets” intervention?
2. What is the level of students’ writing performance in the Filipino subject after the implementation of the “DugtunganTayo: Flaglets” intervention?
3. Is there a significant difference in students’ writing performance before and after the implementation of the intervention?

METHODS

Research Design

The study employed a one-group pretest-posttest design to evaluate the effectiveness of an instructional intervention aimed at improving students’ sentence construction skills. Anchored in the principles of Action Design Research (ADR), which has been widely acknowledged in the field of information systems (Cronholm & Göbel, 2022), this methodological approach was selected to systematically assess the impact of the “DugtunganTayo: Flaglets” intervention on writing proficiency among junior high school learners in the Filipino subject.

Research Setting

The research was carried out at the junior high school level, focusing on Grade 8 learners enrolled in a public secondary school in Misamis Occidental during the 2024–2025 academic year. The selected institution actively adhered to the Department of Education’s (DepEd) policy on the full implementation of the K to 12 Basic Education Curriculum, which includes both junior and senior high school levels. As part of this compliance, the junior high school program covered Grades 7 to 10, underscoring the school’s dedication to delivering a holistic and up-to-date educational framework.

Respondents of the Study

The study involved Grade 8 students from a single section taught by the researcher, selected through purposive sampling. Participants were chosen based on specific inclusion criteria: enrollment as Grade 8 students for the 2024–2025 academic year, observed difficulties in writing performance, and voluntary participation in the study. The researcher ensured that all selected students met these qualifications before initiating the intervention. Other Grade 8 sections were intentionally excluded from the study to maintain focus and consistency in the implementation process.

Research Instruments

The researcher used the following instruments as tools in gathering the data:

1. Dugtungan Tayo Test (Pre-test-post-test). The instrument was a 15-item, researcher-made test covering topics from Filipino 8 during the fourth grading period, specifically Florante at Laura. Each item was assigned a value of 3 points.To confirm the test’s validity, the researcher sought expert review from key professionals, including the research adviser, school head, principal, and cooperating teacher.. A pilot test was conducted with a separate group of participants not included in the study. The same instrument was used for both the pretest and post test.

This scale was used in determining the test performance.

2025. Lesson Plan. The researchers created a lesson plan that focused on improving students’ writing skills. Before it was implemented, the lesson plan was carefully reviewed by the cooperating teacher and revised by the researchers based on the feedback provided. The implementation took place specifically with the Grade 8 students during the school year 2024–2025.

Data Collection

1. Pre-Implementation Phase. The researcher first sought permission from the dean of the College of Education, the Schools Division Superintendent, the principal, the participating teacher, and the parents of the students to conduct the study. Parental consent and student assent were duly collected to uphold ethical research standards. Upon securing all required permissions, a pretest was conducted to evaluate the baseline writing skills of the learners. Subsequently, the researcher designed instructional plans and compiled necessary teaching resources that integrated the use of flaglets as a pedagogical tool. Assessment instruments and activity materials were also prepared, guided by the teacher’s lesson plans and instructional presentations.
2. Implementation Phase. The researchers facilitated lessons using flaglets as part of the instructional strategy. Clear and detailed instructions were given to students on how to use the flaglets during activities and assessments. After one month of implementation, a post-assessment was administered to measure the improvement in students’ writing skills.
3. Post-Implementation Phase. The post-implementation stage included drawing a conclusion, giving recommendations, proofreading, editing, and finalizing the research study. It also involved the proper dissemination of the research results to a specific audience.

Ethical Considerations

Research ethics provided guidelines for responsible research conduct, educating and monitoring researchers to maintain high ethical standards (Jena, 2020). Ethical considerations were central to the conduct of this study, recognizing participants not merely as data contributors but as individuals whose rights and well-being deserved complete protection. Prior to data collection, informed consent was duly secured in accordance with established ethical guidelines. Participants received a detailed orientation regarding the provisions of the Data Privacy Act of 2012, underscoring the researchers’ commitment to protecting personal data and ensuring responsible data management. The objectives of the study, its anticipated benefits, and the importance of voluntary participation were clearly communicated. Moreover, assurances of confidentiality and anonymity were provided, with participants informed that all responses would be treated with strict discretion and used solely for academic purposes.

Data Analysis

Descriptive statistical measures, including the mean and standard deviation, were computed by the researcher to evaluate students’ performance levels prior to and following the implementation of the intervention.

Frequency and Percentage. These were used in identifying the level of performance of students before and after the use of flaglets.

Dugtungan Tayo Test. This tool was used to compare students’ writing skills before and after the use of flaglets.

RESULTS AND DISCUSSIONS

Learners’ Performance Before Implementing the “DugtunganTayo: Flaglets” Intervention

Table 1 illustrates the writing performance of students prior to the application of the “DugtunganTayo: Flaglets” intervention as an intervention tool for enhancing writing skills in the Filipino subject. The findings indicate that all 26 participants (100.00%) failed to meet the expected performance standards, with an average score of 7.19, classified within the lowest scoring range (1–26). This suggests that, prior to the intervention, learners experienced significant challenges in constructing coherent and grammatically correct sentences in Filipino.

The data reveal a pressing need for instructional innovation. With none of the students achieving even the “Fairly Satisfactory” level, the findings indicate deep-seated difficulties in sentence construction, vocabulary usage, and overall writing fluency. The complete absence of higher performance levels (Fairly Satisfactory to Outstanding) emphasizes a widespread gap in foundational writing skills. This underperformance may stem from a lack of engaging and scaffolded writing activities that promote syntactic awareness and coherence.

The “DugtunganTayo: Flaglets” intervention was designed to address this issue by providing students with sentence-building tools using patterned flaglets. These allow learners to connect words and phrases step by step, making it easier for them to form complete and coherent sentences. Through this hands-on and visual approach, students are guided in sentence construction, which helps them gain confidence and better understand sentence structure.

Research highlights the effectiveness of scaffolded and learner-centered approaches in enhancing students’ writing proficiency. Baylon (2023) found that instructional scaffolding techniques—such as using graphic organizers, sentence starters, and visual aids—significantly improve the writing performance of junior high school learners by offering structured and guided learning opportunities. Similarly, Bacus  and Rivera (2023) investigated the influence of a Collaborative Weblog-Based (CWB) project on the writing development of language learners. Their study showed that incorporating collaborative digital platforms into writing instruction increases student engagement and boosts writing competence. These findings support the principles behind the DugtunganTayo: Flaglets intervention, underscoring that structured, interactive, and student-focused approaches are crucial in overcoming students’ writing challenges.

To address this gap, it is recommended that teachers adopt structured and engaging interventions such as the “DugtunganTayo: Flaglets” to help learners improve their writing skills. This strategy provides visual and hands-on support that guides students in constructing coherent and grammatically correct sentences. By using student-centered tools, learners become more involved and confident in their writing tasks. Interactive methods like these also make it easier for teachers to identify learning gaps and provide timely support.

Table 1.  Learners’ Performance Before Implementing the “Dugtungan Tayo: Flaglets” Intervention

Note: Performance Scale: 38-45(Outstanding); 35-37 (Very satisfactory); 31-34 (Satisfactory); 27-30 (fairly     Satisfactory); 1-26 ( Did not Meet Expectation)

Learners’ Performance After Implementing the “DugtunganTayo: Flaglets” Intervention

Table 2 shows the differences in students’ writing performance before and after the implementation of the “DugtunganTayo: Flaglets” intervention. Prior to the intervention, students recorded a mean score of 7.19 with a standard deviation of 4.20, indicating limited writing proficiency and variability in performance. Following the implementation of the patterned flaglets strategy, the mean score increased substantially to 33.42, with a reduced standard deviation of 2.80. The paired-samples t-test yielded a computed t-value of 33.92 and a p-value of 0.000, indicating a highly significant improvement in students’ writing performance as a result of the intervention.

The post-intervention results show a clear enhancement in learners’ writing abilities. All 26 students moved beyond the “Did Not Meet Expectations” level. A majority (69.23%) achieved a “Satisfactory” rating, while 15.38% reached “Very Satisfactory,” and another 15.38% attained an “Outstanding” performance. The average score of (33.42) reflects a consistent overall performance within the Satisfactory category.

This substantial improvement underscores the efficacy of the “DugtunganTayo: Flaglets” intervention in enhancing students’ writing performance. Whereas all participants initially failed to meet the expected standards, the post-intervention results revealed a marked increase in performance, indicating the intervention’s positive impact on learners’ writing abilities. Theimplementation of structured sentence patterns enabled learners to construct more complete and grammatically correct sentences. This visual and guided approach helped students organize their thoughts and express ideas more clearly.

These results suggest that patterned, hands-on tools like flaglets can significantly enhance writing skills in language learning. The intervention effectively integrates visual, kinesthetic, and cognitive elements, making instruction more interactive and meaningful. It affirms the value of creative teaching materials in closing learning gaps.

Building on the observed progress in writing performance, studies emphasize the effectiveness of scaffolded, multimodal, and learner-centered interventions in improving writing skills. Taylor et al. (2024) reported that elementary teachers who implemented scaffolded writing instruction—offering structured guidance while gradually fostering independence—achieved significant gains in students’ writing outcomes. Likewise, Alemdag and Yildirim (2022) found that incorporating online regulation scaffolds into peer feedback activities enhanced students’ ability to provide and apply feedback effectively, resulting in improved writing quality. These findings resonate with the principles of the DugtunganTayo: Flaglets intervention, underscoring that structured, interactive, and student-centered strategies play a vital role in addressing gaps in writing proficiency.

To bridge this identified gap, it is recommended that educators consistently adopt structured and interactive instructional approaches, such as the “DugtunganTayo: Flaglets” intervention, to maintain and further develop students’ writing competencies. The significant improvement in learners’ scores suggeststhat guided sentence construction using visual tools helps students express their ideas more clearly and confidently. Through consistent use of patterned flaglets, learners develop better grammar, coherence, and organization in their writing. This approach supports long-term writing development by making learning more engaging, scaffolded, and responsive to students’ needs.

Table 2. Learners’ Performance After Implementing the “Dugtungan Tayo: Flaglets” Intervention

Note: Performance Scale: 38-45(Outstanding); 35-37 (Very satisfactory); 31-34 (Satisfactory); 27-30 (fairly     Satisfactory); 1-26 ( Did not Meet Expectation)

Significant Difference in the Performance of Students Before and After  Implementing the “DugtunganTayo: Flaglets” Intervention

Table 3 illustrates the significant difference in the writing performance of students before and after the implementation of the DugtunganTayo: Flaglets intervention. The mean score before the intervention was (7.19) (SD = 4.20), which is significantly lower than the post-intervention mean score of (33.42) (SD = 2.80). The computed t-value of (33.92) and a p-value of (0.000) indicate a highly significant difference in the learners’ performance.

The data reveal that, prior to the implementation of flaglets with patterned sentence structures, students struggled with basic sentence construction and coherence in Filipino writing. Their initial mean score of (7.19) falls far below even the minimum acceptable level on the performance scale, emphasizing a clear gap in foundational writing skills. The relatively high standard deviation (4.20) suggests inconsistencies in their responses, further highlighting the need for a structured intervention. Following the introduction of the flaglets—a tool that uses visual cues and sentence patterns to guide students in constructing complete ideas—a dramatic improvement was observed. The posttest mean of (33.42), coupled with a lower standard deviation (2.80), indicates not only improved performance but also greater consistency among students. This suggests that the intervention effectively addressed common writing difficulties by simplifying sentence creation and reinforcing grammar rules in a student-friendly format.

The significant difference in scores before and after the intervention confirms that the DugtunganTayo: Flaglets intervention played a crucial role in enhancing learners’ writing skills. The flaglets’ patterned structure made the writing process more accessible, helping students construct grammatically correct and meaningful Filipino sentences. These results support the tool’s potential as an effective classroom intervention for language instruction.

Recent studies reinforce the value of innovative, student-centered teaching strategies in improving writing proficiency. Obeiah and Bataineh (2023) reported that scaffolded instruction produced notable improvements in learners’ writing performance, particularly in grammar and sentence construction. Similarly, Anwar.,et al (2023) found that the use of automated scaffolding tools enhanced students’ ability to organize their thoughts and convey ideas effectively in written form. Bogale ., et al(2024) also highlighted that scaffolding techniques contributed to greater coherence and accuracy at the sentence level among EFL students.

To address this gap, it is recommended that teachers integrate structured and visually guided tools like the “DugtunganTayo: Flaglets” into regular writing instruction. The significant improvement in students’ scores after the intervention shows that the use of patterned sentence structures can significantly enhance both the accuracy and coherence of their writing. By simplifying sentence construction through visual and scaffolded cues, students not only improved their grammar but also became more consistent in expressing complete ideas.

Table 3.  Significant Difference in the Performance of Students Before and After  Implementing the “Dugtungan Tayo: Flaglets” Intervention

Note: Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not Significant)

SUMMARY AND FINDINGS

Summary

This classroom-based action research sought to assess the effectiveness of DugtunganTayo: A Flaglet-Based Intervention in improving students’ writing skills in the Filipino subject. A quantitative, one-group pretest-posttest design was utilized to determine changes in student performance before and after the intervention. Data were collected from 26 participants using researcher-developed pretest and posttest instruments aligned with the Filipino curriculum. The intervention was implemented across selected lessons, incorporating the use of flaglets as instructional tools.The data were systematically processed and analyzed through Microsoft Excel, utilizing statistical techniques including the mean, percentage, and paired-samples t-test to determine the significance of the findings. Ethical protocols were strictly observed by obtaining informed consent from parents and ensuring the confidentiality and anonymity of student information throughout the research process. The findings demonstrated a significant improvement in students’ academic outcomes, with the majority transitioning from the “Did Not Meet Expectations” category to the “Satisfactory” level after the intervention.

Findings

The following are the salient findings of the study:

1. Before the implementation of the “DugtunganTayo: Flaglets” intervention, the writing performance of students in the Filipino subject was considerably below the expected standard. As indicated by the data, all 26 students, representing 100% of the sample, fell under the “Did Not Meet Expectations” category. The computed mean score was (7.19), reflecting a very low level of writing competency.
2. Following the implementation of the flaglet-based intervention, there was a notable improvement in students’ writing performance. The majority of learners, or 69.23%, reached a “Satisfactory” level, while 15.38% achieved “Very Satisfactory,” and another 15.38% attained the “Outstanding” category. Notably, no students remained in the “Fairly Satisfactory” or “Did Not Meet Expectations” categories. The mean score significantly increased to (33.42), now classified under the “Satisfactory” level.
3. To determine whether the improvement in performance was statistically significant, a paired-samples t-test was conducted. The test yielded a t-value of (33.92) and a p-value of (0.000), which is below the (0.01) level of significance. This result confirms that the difference in writing performance before and after the implementation of the “DugtunganTayo: Flaglets” intervention was highly significant. Therefore, the intervention brought about a substantial and measurable enhancement in the writing skills of the students in the Filipino subject.

CONCLUSION AND RECOMMENDATIONS

Conclusions

Based on the findings, the following conclusions were made:

1. Prior to the implementation of the “DugtunganTayo: Flaglets” intervention, the writing performance of students in the Filipino subject was considerably below expectations. All students fell into the “Did Not Meet Expectations” category, indicating a significant gap in their writing competency that required immediate attention and improvement.
2. The implementation of the flaglet-based intervention resulted in a substantial improvement in students’ writing performance. A majority of students achieved a “Satisfactory” level, with some even reaching “Very Satisfactory” and “Outstanding” categories. This indicates the positive impact of the intervention in fostering better writing skills and motivating students to improve their performance.
3. The paired-samples t-test showed a highly significant improvement in students’ writing performance after the intervention, confirming that the “DugtunganTayo: Flaglets” approach was effective in enhancing students’ writing skills in the Filipino subject. The statistical evidence strongly supports the success of the intervention in making a measurable and meaningful difference in the students’ academic performance.

Recommendations

Based on the findings and conclusions of this classroom-based action research on the DugtunganTayo: Flaglets intervention, the following recommendations are proposed:

1. Filipino teachers are encouraged to integrate the DugtunganTayo: Flaglets intervention into their regular writing instruction. The structured and collaborative nature of the intervention supports the development of students’ sentence construction, coherence, and grammar.
2. Teachers should implement the intervention through interactive and group-based writing activities. They are also encouraged to facilitate reflective discussions that allow students to share their ideas, experiences, and feedback on the writing process.
3. School principals should provide adequate support by allocating resources and materials for the intervention and facilitating professional development programs for teachers to ensure its consistent and effective implementation.
4. Students are encouraged to actively participate in the writing activities under the DugtunganTayo: Flaglets They should collaborate with peers, apply learned writing strategies in other contexts, and provide feedback to help improve the intervention.
5. Future researchers are encouraged to conduct follow-up studies to explore the effectiveness of the DugtunganTayo: Flaglets intervention in other grade levels, schools, or subject areas, and to examine its long-term impact on students’ writing proficiency.

ACKNOWLEDGEMENT

The researcher extend her heartfelt appreciation to the individuals and institutions whose guidance and support were instrumental in the completion of this academic endeavor:

Profound thanks are given to Dr. Genelyn R. Baluyos, the research adviser, for her consistent mentorship, insightful feedback, and dedicated support throughout the entire research process.

Gratitude is also extended to Mrs. Sherly V. Cagbabanua, the cooperating teacher, for her meaningful contributions, practical guidance, and encouragement during the implementation of the study.

To Mr. and Mrs. Catherine O. Quinlog, our parents, I express my deep appreciation for their unwavering moral and financial support, as well as their enduring love and encouragement.

Appreciation is also due to the student respondents, whose active participation and cooperation significantly contributed to the success of this study.

Acknowledgment is likewise given to the school administrators, for providing logistical support and a conducive environment necessary for carrying out the research activities.

To our peers and classmates, we are grateful for their moral encouragement and collaborative spirit throughout the conduct of this work.

Above all, the researchers are deeply thankful to God Almighty, for the wisdom, strength, and perseverance bestowed upon them in the fulfillment of this academic pursuit.

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