Correlational Analysis of Demographic Factors and Writing Proficiency among Grade 10 ESL Students

This study employed correlational analysis of student essays within a descriptive-correlational research design to quantify writing quality and examine relationships with demographic variables. Using a modified rubric by Ozfidan and Mitchell (2022), the respondents' written Narrative, Persuasive, Argumentative, and Informative Essays were assessed by a team of licensed English teachers in the Pantabangan District, Nueva Ecija, Philippines, for the ESL students’ writing conventions: grammar, mechanics, sentence structure, and vocabulary. The current study's results showed that while students displayed strong academic performance and a preference for English, their written texts were below average in grammar, mechanics, and sentence structure but average in substance and vocabulary. Gender and subject preference showed no statistically significant association with writing proficiency, whereas average grades and parents' educational attainment demonstrated significant correlations with writing quality. Given the correlational design, these findings indicate association rather than causation. Recommendations include longitudinal research to examine further developmental trajectories, targeted instructional support for identified weak areas, and strengthened parent–teacher collaboration informed by the observed patterns. The proposed intervention program, "Project Write Right: A Skill-Targeted Writing Intervention and Enhancement," was also recommended for adoption by school principals and district-level English coordinators, with potential for broader implementation.

Correlational Analysis, Writing Proficiency, Secondary Education, English Written Texts

1. Ariyanti, A., & Fitriana, R. (2017). FL students' difficulties and needs in essay writing. In International Conference on Teacher Training and Education 2017 (ICTTE 2017): Advances in Social Science, Education and Humanities Research (Vol. 158, pp. 35–38). Atlantis Press. [Google Scholar] [Crossref]

2. Bailey, S. (2015). The essentials of academic writing for international students. Routledge, Taylor & Francis Group. [Google Scholar] [Crossref]

3. Boye, A. P., & Collin College. (2021). Guiding learning and assessment through rubrics (IDEA Paper #84). [Google Scholar] [Crossref]

4. Brooks, G. (2013). Assessment and academic writing: A look at the use of rubrics in the second language writing classroom. Humanities Review, 17. https://www.kwansei.ac.jp/docs/kuhp/kiryu/hr/17/pdf/hr17-07.pdf [Google Scholar] [Crossref]

5. Bulqiyah, S., Mahbub, M. A., & Nugraheni, D. A. (2021). Investigating writing difficulties in essay writing: Tertiary students' perspectives. English Language Teaching Educational Journal, 4(1), 61–73. https://doi.org/10.12928/eltej.v4i1.2371 [Google Scholar] [Crossref]

6. Department of Education. (2016). DepEd Order No. 35, s. 2016: The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the improvement of Teaching and Learning. https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_035.pdf [Google Scholar] [Crossref]

7. Department of Education. (2018). DepEd Order No. 13, s. 2018: Implementing Guidelines on the Conduct of Remedial and Advancement Classes During Summer for the K to 12 Basic Education Program. https://www.deped.gov.ph/wp-content/uploads/2018/03/DO_s2018_013.pdf [Google Scholar] [Crossref]

8. El Boudamoussi, S. (2022). Using criteria-based assessment rubrics for online marking: Technological and pedagogical challenges—Journal of Higher Education Theory & Practice, 22(8). [Google Scholar] [Crossref]

9. Enhanced Basic Education Act of 2013, Republic Act No. 10533. (2013). https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/ [Google Scholar] [Crossref]

10. Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners' writing skills: Problems, factors, and suggestions. Journal of Education and Social Sciences, 4(2), 81–92. [Google Scholar] [Crossref]

11. Graham, S., Harris, K. R., Kiuhara, S. A., & Fishman, E. J. (2017). The relationship among strategic writing behavior, writing motivation, and writing performance in young, developing writers. The Elementary School Journal, 118(1), 82–104. https://doi.org/10.1086/692294 [Google Scholar] [Crossref]

12. Greetham, B. (2022). How to write better essays (5th ed.). Bloomsbury Academic. [Google Scholar] [Crossref]

13. Hack, C. (2015). Analytical rubrics in higher education: A repository of empirical data. British Journal of Educational Technology, 46(5), 957–967. https://doi.org/ [Google Scholar] [Crossref]

14. Meslissorgou, M. N., & Frantzi, K. T. (2015). Testing writing in EFL exams: learners' viewpoints as valuable feedback for improvement. Procedia - Social and Behavioral Sciences, 199, 0–37. [Google Scholar] [Crossref]

15. Mohammad, T., & Hazarika, Z. (2016). Difficulties of Learning EFL in KSA: Writing skills in context. International Journal of English Linguistics, 6(3), 105–117. [Google Scholar] [Crossref]

16. Moses, R. N., & Mohamad, M. (2019). Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review. Creative Education, 10, 3385–3391. https://doi.org/10.4236/ce.2019.1013260 [Google Scholar] [Crossref]

17. Nimehchisalem, V., Chye, D. Y. S., Singh, J., Kaur, S., Zainuddin, S. Z., Norouzi, S., & Khalid, S. (2014). A Self-Assessment Checklist for Undergraduate Students' Argumentative Writing. Advances in Language and Literary Studies, 5(1), 65–80. [Google Scholar] [Crossref]

18. Nordin, S. M. (2017). The best of two approaches: Process/genre-based approach to teaching writing: The English Teacher, 11. [Google Scholar] [Crossref]

19. Ozfidan, M., & Mitchell, K. (2022). Assessment of students’ argumentative writing. Journal of Ethnic and Cultural Studies. [Google Scholar] [Crossref]

20. Pablo, J. C. I., & Lasaten, R. C. S. (2018). Writing difficulties and the quality of academic essays of senior high school students. Asia Pacific Journal of Multidisciplinary Research, 6(4), 1–9. [Google Scholar] [Crossref]

21. Rahmatunisa, W. (2014). Problems faced by Indonesian EFL learners in writing argumentative essays. English Review: Journal of English Education, 3(1). [Google Scholar] [Crossref]

22. Setyowati, L., Abiyasa, F., El-Sulukiyyah, A., & Ariani, N. (2022). The Students’ Perception on Writing Tools Application for Essay Writing Class. Jurnal Dimensi Pendidikan dan Pembelajaran, 10(1), 33 - 46. [Google Scholar] [Crossref]

23. Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing, 26, 17–44. [Google Scholar] [Crossref]

24. Van Geyte, E. (2013). Writing: Learn to write better academic essays (First Edition). New York: HarperCollins Publishers. [Google Scholar] [Crossref]

25. Yunus, M., Hashim, H., Sulaiman, N., Sulaiman, W., Richmond, R., Jarail, S. & Royal, N. (2018). Students' Awareness and Perceptions towards "Prewriting Stage" as a Strategy in Writing Directed Essay. Creative Education, 9, 2215–2223. doi: 10.4236/ce. 2018.914162. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study