Author
Justine B. Tapanan
Cebu Technological University-Main Campus, Cebu City, Philippines
Abstract
This study examined the use of writing hacks as a strategy for improving students’ reflective essay writing skills. Specifically, it determined the students’ levels of proficiency before and after the intervention and investigated whether there was a significant difference in their performance. The study employed a quantitative quasi-experimental pre-test and post-test design. The participants consisted of 35 Grade 12 HUMSS students selected through universal sampling. The primary instrument was a reflective essay assessed using a rubric focusing on content, organization, grammar, and originality. The data were analyzed using the mean, standard deviation, and paired t-test. Before the intervention, the students demonstrated moderate levels of proficiency in content (M=3.03, SD=0.822), organization (M=3.06, SD=0.639), and grammar (M=2.86, SD=0.648), while their originality was rated as proficient (M=3.94, SD=0.338). After the intervention, their performance improved to proficient levels in content (M=4.09, SD=0.658) and organization (M=4.09, SD=0.507), while grammar (M=4.23, SD=0.426) and originality (M=5.00, SD=0.000) reached highly proficient levels. Across all assessment criteria, the results revealed statistically significant differences (p<.001), leading to the rejection of the null hypothesis. The findings indicate that writing hacks were positively associated with the development of students’ writing skills within the context of the study. Based on these findings, a prototype lesson plan was developed to serve as an instructional guide for teaching reflective essay writing.
Keywords: Writing hacks, reflective essay, writing skills, quasi-experimental, Filipino, HUMSS.
*Corresponding author / Email: jbendanillo@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041649
Recommended citation:
Tapanan, J. B. (2026). Writing hacks for writing reflective essays in Filipino K–12. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1116-1122. http://doi.org/10.69651/PIJHSS05041649
Read the full text
References
Bandril, L. (2016). Pagsulat ng Filipino sa piling larangan (akademik at sining). Vibal Group, Inc.
Cabading, R. (2017). Paggamit ng sanayang aklat sa pagsulat sa pagpapaunlad ng kakayahang pagsulat ng mga mag-aaral sa ika-anim na baitang ng mababang paaralan ng Legleg. Department of Education eSAliksik.
Cabansag, J. (n.d.). Written language proficiency of laboratory high school students in a state university in Cagayan Valley, Philippines.
Clark, I. L. (2008). Concepts in composition: Theory and practice in the teaching of writing. Taylor & Francis.
Elbow, P. (n.d.). Writing strategies and freewriting approaches cited in the study manuscript.
Emig, J. (n.d.). Writing as a mode of learning. [Bibliographic details to be verified from the original source.]
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
Murray, D. M. (n.d.). Writing as a process. [Bibliographic details to be verified from the original source.]
Oyewale, F. (2024). Essay writing: A step-by-step guide to crafting exceptional essays. Bambooks.
Warburton, N. (2006). The basics of essay writing. Routledge.