2026 IJRSE – Volume 15 Issue 15
Available Online: 7 July 2026
Author/s:
Tacderas, Andre Philip Castillo*
Saint Augustine’s School, Philippines (andrephiliptacderas@gmail.com)
Lacambra, Jonalyn Sad-ayan
Ilocos Sur Polytechnic State College, Tagudin Campus, Philippines (lacambrajonalyn@ispsc.edu.ph)
Abstract:
The study investigated the writing difficulties encountered by Grade 11 learners in academic writing, particularly in producing academic texts mandated by the DepEd curriculum, such as critique papers, position papers, and concept papers, within the context of increasing demands for academic literacy and technology integration. Despite the importance of academic writing in preparing learners for higher education and the workforce, many continue to struggle with producing coherent, analytical, and linguistically accurate texts. The study identified and compared the writing challenges of STEM and ABM–HUMSS learners and provided a basis for instructional innovation. A qualitative multiple-case research design was employed, involving sixty-six (66) Grade 11 STEM and ABM–HUMSS learners of Saint Augustine’s School, Tagudin, Ilocos Sur, during the second semester of the 2025–2026 school year. Data were collected through content analysis of learners’ academic papers, supported by semi-structured interviews and classroom field notes for triangulation. Findings revealed that both groups experienced difficulties in language use and academic tone, organization and coherence, and sustaining analytical critique. STEM learners demonstrated stronger technical and descriptive tendencies but struggled with evaluative depth and academic language, while ABM–HUMSS learners exhibited experiential writing but encountered challenges in coherence, analytical justification, and maintaining academic objectivity. Across both strands, writing difficulties were primarily structural and linguistic rather than conceptual. The study concludes that learners’ challenges stem from limited control of academic discourse, evaluative reasoning, and language proficiency. It recommends integrating transmedia and multimodal strategies within the SAMR framework to enhance writing outcomes and support engagement with academic writing tasks.
Keywords: academic writing, EAPP, writing difficulties, STEM learners, ABM–HUMSS learners, multimodal learning, SAMR model, transmedia strategy, cross-case analysis
DOI: https://doi.org/10.5861/ijrse.2026.26287
Cite this article:
Tacderas, A. P. C., & Lacambra, J. S. (2026). Development of transmedia strategy intervention and primer in teaching academic writing. International Journal of Research Studies in Education, 15(15), 219-245 https://doi.org/10.5861/ijrse.2026.26287
* Corresponding Author