Lalaine G. Villabrille a* and Marilou Y. Limpot a
a University of Mindanao-Professional School, Matina, Davao City, Philippines.
ABSTRACT
Objectives: To determine the best fit model of the writing skills of Senior High School students.
Methodology: The respondents were 400 Senior High School students from private schools in
Davao City Division, Philippines. The respondents were chosen using stratified random sampling.
The data were collected using google forms.
Results and Discussion: The overall results showed that the respondents had a high level of
academic motivation, students’ grammar learning attitudes, and beliefs, emotional achievement and
writing skills. It also showed a significant relationship between three variables: academic
motivation, students’ grammar learning attitudes, and beliefs, emotional achievement to writing
skills. Among the five models, model 5 best fits the study.
Recommendations: Based on the results of the study, the researcher proposed the following
recommendation: first, focus on raising the level of effort because it got the lowest and the
descriptive level is high. This indicates that the students do not have enough academic motivation
to write. Second, since speaking grammar has reached a high descriptive level, concentrate on improving the level of grammar and reading, grammar and listening, grammatical classroom work,
and speaking grammar in particular. It simply indicates that the four markers of pupils’ grammar
learning behavior and attitudes are weak. Lastly, because the obtained descriptive level is high,
raising the students’ emotional acquisition level in the indicators connected to emotions in the
classroom, related emotions to learning, and related emotions to the exam. In the future, this needs
to be prioritized and given greater attention in order to better develop kids’ emotional intelligence
and writing abilities. As a result, the study suggests that educators devise plans, exercises, and
other techniques to help pupils integrate emotions into their academic work. The development of
organizations that are nurtured in the stabilization of kids’ emotions will be intensified among school
administrators.
