Jayson I. Barrientos (Author)

Abstract

This study employed a descriptive-correlational research design to determine the relationship between the level of knowledge in collaborative writing and the proficiency in composition among Grade 11 students of Solido National High School, Solido, Nabas, Aklan, during the School Year 2024–2025. The participants consisted of seventy (70) students from the General Academic Strand (GAS) and Technical-Vocational-Livelihood (TVL) strands, selected through purposive sampling. To measure the level of knowledge in collaborative writing, a forty-item (40) test was constructed based on four major aspects of collaborative writing. Meanwhile, to assess students’ writing proficiency, a rubric adapted from the “Score Sheet for Collaborative Desktop Publishing” as indicated in DepEd Memorandum No. 025, s. 2024, was utilized. The rubric was further enhanced to include six evaluative criteria: (1) Content, (2) Technical Aspects, (3) Writing Ethics, (4) Collaboration, (5) Creativity, and (6) Effective Delivery of Message, with a total score of thirty (30) points. Both instruments were researcher-made and developed to gather sufficient and contextually relevant data aligned with the study’s objectives. The independent variable was the students’ knowledge in collaborative writing, while the dependent variable was their proficiency in written composition. To ensure the integrity and confidentiality of the data, the research adhered to established ethical guidelines for conducting studies involving human participants. Data analysis was performed using computer-processed statistics, wherein the mean (M) and standard deviation (SD) were applied for descriptive analysis, while Pearson’s Product-Moment Correlation Coefficient (Pearson r) was employed to determine the relationship between the two variables, with the level of significance set at 0.05. Findings revealed that the students demonstrated a high level of knowledge in collaborative writing, and their proficiency in composition was likewise rated as high. Furthermore, the results indicated a significant positive correlation between the two variables, suggesting that students with higher levels of knowledge in collaborative writing also exhibited greater proficiency in developing written outputs. This implies that an enhanced understanding of collaborative writing strategies substantially contributes to improving students’ writing competence, reinforcing the pedagogical value of collaborative learning as a mechanism for fostering effective communication and writing excellence among senior high school learners.

Keywords: collaborative writing, writing proficiency, senior high school students

DOI: http://doi.org/10.69651/PIJHSS0403487

Recommended citation:

Barrientos, J. I. (2025). Knowledge in collaborative writing and proficiency in the composition of written works among Grade 11 students. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5250-5262. http://doi.org/10.69651/PIJHSS0403487

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