Enhancing Students’ Proficiency in Writing Evaluative Statement Through H.E.A.R.T.S. Approach

Writing evaluative statements plays a vital role in developing students’ communication abilities to express one’s opinion or reasonable judgement on a text being read. This study was conducted to enhance Grade 11 students’ proficiency in writing evaluative statements through H.E.A.R.T.S. Approach. This study used a quasi-experimental two-group design with total of 67 participants which were chosen through purposive sampling. The students’ level of writing skills was initially assessed through a pretest using a 40-point analytical rubric. Both groups’ levels of writing were also assessed through a post-test. Percentage, frequency count, mean and T-test were used to analyze the data. Results show that in the post-test, the control group gained Good Level of writing skills while the experimental group garnered Very Good Level of writing skills. It can be concluded that the intervention has significantly enhanced the students’ proficiency in writing evaluative statements using H.E.A.R.T.S. Approach. The intervention could be adopted in teaching writing in all SHS schools of the Division of Laoag City to enhance students’ proficiency in writing evaluative statements.
Key Words: H.E.A.R.T.S. Approach, Evaluative Writing, Writing Proficiency, Intervention, Secondary Education

H.E.A.R.T.S. Approach, Evaluative Writing, Writing Proficiency, Intervention, Secondary Education

1. Alsaleh, N. J. (2020). Teaching Critical Thinking Skills: Literature Review. In TOJET: The Turkish Online Journal of Educational Technology (Vol. 19, Issue 1). https://files.eric.ed.gov/fulltext/EJ1239945.pdf [Google Scholar] [Crossref]

2. Allagui, B. (2024). A scaffolding intervention to improve self-efficacy in source-based argumentative writing. Frontiers in Psychology, 15, 1454104. https://doi.org/10.3389/fpsyg.2024.1454104 [Google Scholar] [Crossref]

3. Busch, D. A. (2022). Enhancing student writing skills and passion for writing using the writer’s workshop approach. In Curriculum Development [Thesis]. Martin Luther College.https://mlcwels.edu/library/wpcontent/uploads/sites/14/2022/09/Busch-Enhancing-Student-Writing-Skills-and-Passion-for-Writing-Using-the-Writer%E2%80%99s-Workshop-Approach.pdf [Google Scholar] [Crossref]

4. Faizah, N., Nappu, S., & Ardiana. (2025, May 4). The use of flower Writing Strategy on Students’ writing Skills (A Quasi-Experimental Research design at the Tenth-Grade of SMA Negeri 9 Gowa). Retrieved from https://journal.ikipsiliwangi.ac.id/index.php/project/article/view/26932 [Google Scholar] [Crossref]

5. Hikmah, N., Akmal, A., & Buffe, F. (2019, November). Writing Skills of Junior High School Students of the University of Saint Anthony, Iriga City, Philippines in 2019 Ahmad Dahlan International Conference Series on Education & Learning, Social Science & Humanities (ADICS-ELSSH 2019) (pp. 156-159). Atlantis Press. [Google Scholar] [Crossref]

6. Maricel. (n.d.). Curriculum exits -Senior High school. Retrieved from https://www.scribd.com/presentation/614012410/Curriculum-Exits-Senior-High-School [Google Scholar] [Crossref]

7. MATATAG Reading and Literacy CG | Department of Education. (n.d.). Retrieved from https://www.deped.gov.ph/matatag-curriculum/matatag-reading-and-literacy-cg/ [Google Scholar] [Crossref]

8. Pratami, A. R., Widhiyanti, T., & Widodo, A. (2019). Analysis on senior high school’s reasoning skill. Journal of Physics Conference Series, 1157, 022027. https://doi.org/10.1088/1742-6596/1157/2/022027 [Google Scholar] [Crossref]

9. Republic of the Philippines, Department of Education. (2023). MATATAG K TO 10 CURRICULUM OF THE K TO 12 PROGRAM ENGLISH GRADES 2-10. [Google Scholar] [Crossref]

10. May 11, 2012 DO 39, s. 2012 – Policy Guidelines on Addressing Learning Gaps and Implementing a Reading and Writing Program in Secondary Schools Effective School Year (SY) 2012-2013 | Department of Education. (2012, May 11). Retrieved from https://www.deped.gov.ph/2012/05/11/do-39-s-2012-policy-guidelines-on-addressing-learning-gaps-and-implementing-a-reading-and-writing-program-in-secondary-schools-effective-school-year-sy-2012-2013/ [Google Scholar] [Crossref]

11. Roxas, Mark Joshua D., Exploring Senior High School Students’ Academic Writing Difficulties: Towards an Academic Writing Model (2020). IOER International Multidisciplinary Research Journal, Volume 2, Issue 1, March 2020, Available at SSRN: https://ssrn.com/abstract=3545988 [Google Scholar] [Crossref]

12. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and Quasi-Experimental Designs for Generalized Causal Inference. [Google Scholar] [Crossref]

13. Shaw, M., & Hennessey, M. (2015). Improving Writing Proficiency Through Feedback and Peer Review in High School Classrooms. Writing and Pedagogy Journal, 7(2), 67-82. [Google Scholar] [Crossref]

• Enhancing English Vocabulary Skills for Grade 9 Students ‘Using Deal or No Deal’ Game
• Enhancing Grade 8 English Engagement: Fill My Bag Strategy
• Enhancing Pre-Service Teachers’ Communication Competence: An Input to a Communication Skills Development Module
• Lower Secondary School Students' Attitude toward Reading in English
• Learner Autonomy and Attitudes toward Philippine English: Predictors of Grammar Performance among College ESL Students